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The Highland Council 5-14 Listening
and Talking programme had been drawn up by a number of colleagues from
various schools across the authority. The programme follows a common
format that will be used for the development of all 5-14 programmes.
For consistency of approach across
the authority it is expected that schools will use the new 5-14 Listening
and Talking programme within their schools or have an equivalent programme
that meets the 5-14 attainment targets.
Schools should decide on the best
way to use the programme and can customise it to suit their own
circumstances.
The programme has been designed to
make it as flexible as possible for use within the varying circumstances
of Highland schools. The programme can be downloaded by strand e.g.
Listening and Talking in Groups or by 5-14 levels. However at level F the
listening strands have been put together to form one programme as have the
level F talking strands.
The programme has been developed so
that it can be used as a medium term forward plan. The 5-14 targets for
each strand at levels A-F have been broken down into more specific targets
for learning and teaching purposes. It is not proposed that
individual pupils will be assessed on each criterion. In most cases there
would be no requirement for comments to be written about average pupils
who have attained the criteria.
The section for ‘evaluation/next
steps for learning and teaching’ could include:
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Comments on further work to be
undertaken
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Comments on pupils/groups who
have not met/overtaken the assessment criteria
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Comments on how teachers may
adapt teaching and learning tasks in the future
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Comments on areas to be
reviewed/reassessed
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Comments on pace of learning.
The programme has a number of
activities that can be undertaken. It is envisaged that teachers would
select the activities and provide the detail of the activities in their
daily/weekly plans e.g. the specific resource, whether
class/group/individual activity etc.
It is suggested that teachers
highlight the assessment criteria, activities, assessment evidence,
cross-curricular links and resources they will undertake, either
electronically or on paper.
Suggested resources have been
included and wherever possible the sources for the resources have been
identified. However as listening and talking is generic to all curricular
areas, it will predominantly be taught within the contexts of other areas.
The programme includes peer and
staff assessment sheets that can be used to support the programme. The
programme includes a Gaelic version of these.
There are also opportunities for
using ICT in the Listening and Talking programme particularly in creating
and presenting and communicating and collaborating.
Schools should make reference to
the 5-14 English Language Guidelines for further advice.
It is anticipated that the
programme will provide support for Head Teachers and Class Teachers in the
delivery of the Listening and Talking component of the 5-14 English
Language guidelines.
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