answers. Use copies of exemplar pieces of learner writing in the middle band range. Proofreading Learners in pairs read through a piece of writing where accuracy is an issue, and annotate errors in pencil according to relevant, agreed criteria: circle errors; use omission marks to signify points which need extension, e.g. because they read as a list; put brackets around material which drifts, repeats or is otherwise irrelevant; identify expressions or vocabulary to refine. Use the relevant section of mark scheme and learners consider the likely mark. Correcting 50% Learners consider the annotations to correct a given percentage of errors, e.g. correcting 25/50/75% of the errors in the piece of writing/using asterisks to add relevant material, and deleting unnecessary material. The corrected versions are discussed in group in terms of the likely mark difference in each case. Model answer Learners are all given the same piece of exemplar writing by a previous learner, to correct and improve in every possible way, making a note of any changes they make and why. Class shares and discusses the suggested changes. AO2: Reflecting on Learners identify typical errors/challenges in timed conditions and review their own work/that of others to highlight targets feedback, experience for improvement. AO1: R1-R5 and setting targets Use an exemplar text with areas of weakness indicated. Highlights from examiner reports commenting on qualities of good and weak expression in Papers 3 and 4. slide shows ‘How to...’ Learners in pairs present a three-minute explanation of a typical error/challenge using a short extract from their own practice pieces to illustrate and offer advice on how to deal with/avoid such difficulties. Interview learners Learners interview older learners to find out the challenges/mistakes they suggest might need addressing for success in examinations based on their own experiences/that of others around them. Learners visit the class below them to offer advice and answer questions (based on their findings and their own observations) to learners just starting/about to start their Cambridge IGCSE (9–1) course.
answers. Use copies of exemplar pieces of learner writing in the middle band range. Proofreading Learners in pairs read through a piece of writing where accuracy is an issue, and annotate errors in pencil according to relevant, agreed criteria: circle errors; use omission marks to signify points which need extension, e.g. because they read as a list; put brackets around material which drifts, repeats or is otherwise irrelevant; identify expressions or vocabulary to refine. Use the relevant section of mark scheme and learners consider the likely mark. Correcting 50% Learners consider the annotations to correct a given percentage of errors, e.g. correcting 25/50/75% of the errors in the piece of writing/using asterisks to add relevant material, and deleting unnecessary material. The corrected versions are discussed in group in terms of the likely mark difference in each case. Model answer Learners are all given the same piece of exemplar writing by a previous learner, to correct and improve in every possible way, making a note of any changes they make and why. Class shares and discusses the suggested changes. AO2: AO1: R1-R5 Reflecting on feedback, experience and setting targets Learners identify typical errors/challenges in timed conditions and review their own work/that of others to highlight targets for improvement. Use an exemplar text with areas of weakness indicated. Highlights from examiner reports commenting on qualities of good and weak expression in Papers 3 and 4. ‘How to...’ slide shows Learners in pairs present a three-minute explanation of a typical error/challenge using a short extract from their own practice pieces to illustrate and offer advice on how to deal with/avoid such difficulties. Interview learners Learners interview older learners to find out the challenges/mistakes they suggest might need addressing for success in examinations based on their own experiences/that of others around them. Learners visit the class below them to offer advice and answer questions (based on their findings and their own observations) to learners just starting/about to start their Cambridge IGCSE (9–1) course.
0627_y17_sw_v1.docx