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Interventions in the classroom
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I am not a qualified dialect rapper: Genre innovation as authenticity. Williams, Raymond. For example, a focus on teaching and assessing interactional and transactional listening at Key Stage 3, develops skills needed for the role-play and general conversation in GCSE. Likewise, a focus on unplanned and planned writing will produce more confident writers in the exam. But given the importance of exam outcomes for the key stakeholders including students, caregivers, subject leaders, teachers, senior leaders and headteachers , the desire to equip students with the metacognitive and psychological skills to cope with the intellectual and emotional demands of assessment at Key Stage 4 through formal and explicit exam practice is perhaps both understandable and necessary.
Modelling the thinking processes involved e. With this in mind, a set of levelled assessments has been designed to complement the wealth of assessment material provided by the Allez course. In the style of GCSE assessments, these are designed to focus on the key language of the corresponding Allez units, while recycling and interweaving high-frequency language and out-of-topic key language.
This has been done to emphasise the transferability of vocabulary and structures to both build student repertoire and student resilience in making meaning throughout Key Stage 3 and to improve transition to Key Stage 4. She is also an associate member of the Association of Language Learning. Hi Yvonne, Unfortunately, I was busy on the day of the webinar.
Is there a way to have access its content? Thanks, Sabrina. Key Stage 3: rethinking the skills, rethinking assessment of the skills The Languages Programme of study for Key Stage 3 represented a move away from the delineation between listening, speaking, reading and writing and the creation of four discrete skill domains. Like this: Like Loading