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Y8 Reading non-fiction

Articles and the art of comparison

Name:

Learning episode 1

Learning goals

To be able to select evidence that is appropriate and relevant to the points being made (AO1)

I think I can

To be on our way to extending, in this learning episode we need to be able to say yes to the following

What am I learning today?

AO1: Select and synthesise information from texts

Can I identify why schools might want to run a school trip?

Can I demonstrate my understanding of a text by synthesising the main points?

Can I identify relevant textual references to support the points made about a text?

Do it now: knowledge test

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Do it now: why are school trips beneficial? What type of school trips have you been offered?

In the play Our Day Out, Mrs Kay is keen for her pupils to go on a school trip. In pairs, thought-shower

a. The reasons why school trips are beneficial

b. The types of school trips on offer to pupils

New knowledge:

In our reading non-fiction lessons this term we are going to read a range of articles about school trips both here in the UK and abroad as well as articles about the benefits and the fears of running a school trip. In this learning episode, we are going to explore two texts about a school trip available to pupils who wish to visit Krakow and Auschwitz.

Text A (taken from https://www.diverseschooltravel.co.uk/)

School Trips to Poland

Top of Form

Bottom of Form

Poland found itself in the middle of WW2 and monuments and museums dedicated to its battles - and to Poland's remarkable survival - can be seen everywhere.

The former royal capital of Krakow is a fascinating destination in itself, with its nearly perfectly preserved Gothic core andoverlays of Renaissance, Baroque and Art Nouveau architectures.

A school trip to Auschwitzis anutterly captivating experience.Visiting the Auschwitz concentration camp and the deeply affecting Holocaust memorials provides the most poignant experience available to history students.Schools also visit Schindler's Factory and there's a Q&A session with a Holocaust survivor at the Galicia Jewish Museum."Thank you! The trip was an overwhelming success. Everything ran so smoothly, and the time that you had allocated for everything was perfect. It was incredibly emotional - I don't really have the words to describe how much of an impact this had."Key InformationAuschwitz School Trips

A school trip to Auschwitzis anutterly captivating experience.Visiting the Auschwitz concentration camp and the deeply affecting Holocaust memorials provides the most poignant experience available to history students.Schools also visit Schindler's Factory and there's a Q&A session with a Holocaust survivor at the Galicia Jewish Museum."Thank you! The trip was an overwhelming success. Everything ran so smoothly, and the time that you had allocated for everything was perfect. It was incredibly emotional - I don't really have the words to describe how much of an impact this had."

SAMPLE ITINERARY3 days by Air, from 329 per personDay 1

Morning Flight

Visit Schindler's Factory

Walking tour of Kazimierz (the Jewish district), Podgorze (Wartime ghetto) and Schindler'sFactory.

Day 2

Full day - Auschwitz-Birkenau, the largest Nazi concentration camp in the world. Guided tour.

Day 3

Galicia Museum, opportunity to meet a concentration camp survivor

Flight home

Text B (taken from https://www.gallowayschools.com)

Destination of the month: April 2018

Destination name: Krakow

Brief outline of what there is to see and do: Krakow offers students the chance to gain a well-rounded view of the persecution of Jews. Visits to Auschwitz, Galicia Museum and meeting with a Holocaust Survivor, Schindlers Factory are just a few of the possible visits. As well these poignant visits, Krakow offers much more such as a visit to Wieliczka Salt Mines and Wawel Castle to explore Polands rich history.

What subjects would benefit from a visit: Krakow offers a fantastic visit for those studying the Holocaust, Religious Studies as well as psychology. There are opportunities to study topics such as racism, discrimination and social influence.

What age range would be most appropriate: GCSE and A Level students would benefit the most.

How long would you stay: In order to make the most of this vibrant city, we recommend a stay of 3 4 days.

Whats the best way to get there: Krakow is easily reached within 2.5 hours from most of the major airports in the UK. This makes it the quickest and cheapest way to travel to the city.

What time of year would be most enjoyable: Krakow has very cold winters and often sees snowfall throughout the winter. In the summer temperatures can be high and the city becomes busier with holidaymakers. We have equal numbers of groups travelling in winter and summer so really it is what suits the school timetable.

Where would you recommend staying: We work closely with a Polish supplier based in the centre of Krakow, therefore we are able to offer a huge range of accommodation to suit all budgets.

What would be the tour highlight: A guided tour around the Kazimierz District, this gives the perfect opportunity to see some of most important monuments and synagogues of pre-war Jewish culture.

What advice would you give to a teacher organising a visit here: With so many of the visits being deeply moving and thought provoking it is essential not to try and fit too much into each day. Our tour co-ordinators can help advise on the best itineraries to ensure you have enough time to get the most from each visit.

Itinerary

4 day by air

DAY 1: Fly from the UK to Krakow with transfer to your accommodation. Time for sightseeing on arrival subject to flight schedule.

DAY 2: Morning guided walking tour of the city. Afternoon free for independent sightseeing.

DAY 3: Guided coach excursion to Auschwitz-Birkenau (included in tour price).

DAY 4: Time for further sightseeing subject to flight schedule. Coach transfer to the airport for your return flight to the UK

New knowledge: synthesis

When we synthesise a text, we offer a summary by combining the main points into a short piece of writing. Using your reading, can you synthesise what you have learnt about Krakow from these two texts using no more than 50 words?

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Pen to paper: can I find relevant textual information from within a text to support the points being made?

One of the key skills we are going to be practising as we read these texts is our ability to draw upon relevant textual references to support a point we are making. In this learning episode, we are going to practise our skills in finding relevant textual details in response to a question.

Text A

1. What adjective is used to describe Polands survival after WW2?

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2. Identify three styles that have influenced the capital of Krakow.

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3. Which concentration camp can you visit whilst in Krakow?

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4. Whose factory can you visit?

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5. What is the name of the museum in which you can hear from a Holocaust survivor?

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6. Identify two comments provided about the organisation of the trip.

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7. Identify the three places you will visit on Day 1 during your walking tour.

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Text B

1. What three visits are mentioned as a possibility during a visit to Krakow?

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2. What two sights are suggested to help pupils explore Polands rich history?

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3. Why would the trip be beneficial for pupils studying Religious Studies or psychology?

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4. How long does it take to get to Krakow from most UK airports?

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5. Which two superlative adjectives are used to describe this method of transport?

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6. Why is the summer busier in Krakow?

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7. Which District does the company recommend you take a guided tour?

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8. Why do the company recommend this district?

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9. On what day would pupils have free for independent sightseeing?

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Reflection:

Now swap your booklets and mark each others responses using your green pen.

Extending

Mastering

Learning

11-16 answers answered correctly.



Learning episode 2

Learning goals

To be able to demonstrate a sound understanding of the similarities between texts

I think I can




AO3: Compare writers ideas and perspectives

Can I identify the similarities between two texts?

Can I explain how to structure a paragraph of writing identifying the similarities between two texts?

Can I construct a paragraph that identifies the similarities between two texts?


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Do it now: recap

Can you write a paragraph offering a synthesis of why Krakow would be a significant and important place for pupils to visit?

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New knowledge:

In the last learning episode, you explored two texts about a school visit to Krakow. One of the key skills in English that we need to develop is the art of comparison. When we compare, we are searching for the similarities between texts. This could be that the texts present similar ideas or that the writers have similar viewpoints about a topic or that similar arguments about being made.

Pen to paper: identifying the similarities between two texts

Think back to the two texts we read last lesson about Krakow. What similarities can you identify between these two texts?

Both texts

New knowledge: how do I write about the similarities between two texts?

When we write about the similarities between two texts at GCSE, we do so using a really simple structure.

Sentence start

How to finish the sentence over

Both texts

What is the similarity between them?

In text A

How does text A present the idea / setting / theme / argument?

What textual reference can you find to support this?

SYNTHESISE the point use as few words as possible.

Similarly, / Furthermore, / Likewise, / In comparison,

text B

How does text B present the idea / setting / theme / argument?

What textual reference can you find to support this?

SYNTHESISE the point use as few words as possible.

If I compare the two texts on Krakow, I might end up with a paragraph like this:

Both texts present Krakow as being a place of historical important. In text A, Polands centrality to WW2 is emphasised when the writer states monuments and museums dedicated to its battles and to Polands remarkable survival can be seen everywhere. Likewise, the historical importance of Krakow is emphasised in text B when the writer states Krakow offers a fantastic visit for those studying the Holocaust.

Pen to paper: can I construct a paragraph exploring the similarities between two texts?

Now you have a go! Identify a minimum of one further similarity between the two texts on school trips to Krakow and construct a paragraph that identifies the similarity and draws upon textual reference to illustrate how the texts are similar. Remember your connective as well!

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Reflection: peer assessment

Now swap your work with the person sitting next to you. Read through their paragraph/s and assess where they have met the following success criteria using the tick sheet on the following page.

Has your partner

Tick or cross

Used Both texts at the start of their paragraph?

Clearly stated a way in which the texts are similar?

Stated In text A?

Identified a quotation that shows the similarity?

Used a connective to show comparison?

Stated In text B?


Extending

Mastering

Learning

Three comparative paragraphs of writing (ticking off all of the elements above)

Two comparative paragraphs of writing (ticking off all of the elements above)

One comparative paragraph of writing (ticking off all of the elements above)

Learning episode 3

Learning goals

To be able to explain the writers ideas and perspectives on school trips

I think I can





Can I identify the writers ideas and perspectives?

Can I track the range of viewpoints put forward within a text?

Can I compare the viewpoints offered in two different texts about running a school trip?


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Do it now: writers perspective

Look at the following notes taken from people about their views on school trips. In each box, identify whether the person is in support (S) or in opposition to school trips (O).

Trips have become so expensive that many pupils or their parents can afford to go.

I go on school trips but no longer organise them due to the amount of paperwork involved.

School trips enrich pupils lives. Visiting museums, art galleries and other places of interest develop pupils cultural awareness.

Trips allow opportunities for pupils to bond with other pupils they wouldnt normally talk to. They are great socialising events.

Our job as educators is to educate. Trips offer learning experiences that being in a classroom often cant.

The responsibility of organising a trip is too great. I think of all the things that could go wrong and it puts me off.

Challenge: synthesise the arguments put forward in support and in opposition of organising a school trip in the space below.

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New knowledge:

A writers viewpoint is the way a writer looks at a topic or the ideas being described. In the short extracts above, we saw that some teachers thought organising school trips provided pupils with excellent learning opportunities and cultural experiences whilst other teachers felt that school trips werent worth organising because of the amount of paperwork involved and the risks that they pose.

It is important to recognise that a writer might present a range of viewpoints across a text or a range of opinions. Lets have a look at the text below.

What Im really thinking: the school-trip teacher

Sometimes I think I have performed a kind of miracle, being a parent to so many.

When you wave off your child on her week away, dont wish me a nice holiday. Ive been planning every detail of this trip for months, with a mixture of dread and resignation. For the week, Ill be your childs parent. Ill carry forms detailing what she can and cant eat, her medical history, her travel sickness pills and her EpiPen in my backpack every minute of every day. In my head Ill carry my worries and hopes for your child. Will she sleep or wake me at night, feeling homesick? How will she cope with sharing aroom with others? Will she have that allergic reaction? Will I be able to keep her safe?

Ill lie awake at night thinking through strategies to keep her happy and engaged. I need to make sure Itweet a picture of her, so you see her looking happy while abseiling, or cooking, or something that proves the value of the trip youve paid for.

Ill do that for her, and for each child on the trip. Every meal eaten, every road crossed, every interaction will be considered, planned, observed and evaluated.

Shell tell me about you in her words and behaviour. Has she learned to say thank you? Is she honest, caring, empathic? Its a window into her life with you, your values and attitudes.

Sometimes I think I have performed a kind of miracle, being a parent to so many, bringing them new experiences and then delivering them home safely.

So when we return home, please remember to thank me. And maybe show that you understand the awesome responsibility I have undertaken by helping to get her bags off the coach.

Challenge: synthesise the writers viewpoint towards the organisation of school trips below.

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Pen to paper:

Now its your turn! Track the following text by identifying the writers viewpoint on organising a school trip when things dont quite go according to plan! What ideas and opinions does the writer express?

The day I lost a child on the Tube

Twenty years ago our blogger lost one of his pupils on the London Underground and didn't even report the incident to the child's mother or his headteacher... fast forward to the present day and it's a very different story

Stuff happens, sometimes when you least expect it. But you just have to deal with it.

One day I lost a child on the London Underground. Beat that.

It was my first term and I wanted to impress my lively Year 6 class by doing a topic on dinosaurs. Kids love dinosaurs Pterodactyl, Diplodocus, T-Rex and all that theyre terrifying and great fun. In London we have the wonderful Natural History Museum with its amazing life-size exhibits. I organised a trip.

In those days, getting there from Hackney in east London involved a bus ride to Kings Cross Underground station followed by a tube ride to South

Kensington. I don't know if you have ever been to Kings Cross Underground? It's undergone a transformation recently. It needed it. 350,000 people pass through that station every single day. It's an easy place to get lost

There I was, six weeks as a teacher. I had 30 kids. I was on my own (except for a mum who worked part-time at the school known in those days as a Lady Helper). The kids are excited. Its a day out. All they care about is comparing their sandwich fillings. We are on the platform and I see the first train coming is not going our way. So Im trying to make myself heard above the melee of commuters, dancing up and down the platform trying to keep the kids back: This is not our train everybody! Stand back! Stand back! Its not our train! I think Ive got this situation under control.

I havent.

Theres always one isnt there?

Its Maxine. Shes a lovely kid but shes not taking a blind bit of notice of me. The train comes in, the doors open and she jumps on thinking everyone is going to follow her. The kids see her and shout: Maxine! Get off, its not our train! But its too late, before she can, the doors close.

I will never forget her face.

Its a bit like that painting by Munch you know the one its called The Scream. Only this time its with a girl wearing horn-rimmed glasses and her face is pressed against the door of the tube train as it passes me.

Nowjust pause for a minute and think how the other kids reacted to this?

Maybe with horror? Shock? Panic? Perhaps even a little nervous laughter? Well, if you think laughter, youre only half right.

It was raucous, uncontrolled hilarity. Those kids were laughing hysterically. Maxine! You idiot! they screamed, pointing at her and bouncing down the platform, chasing the train for as long as possible before it disappears in to the darkened tunnels of the London Underground.

I am the one in a state of horror, shock and panic because I dont even know where the train is going.

These days when you use the London Underground it has announcers, information boards, help points, CCTV, friendly people in blue uniforms everywhere. Then, there was nothing. You would have to go back up to street level to find someone to help.

I set about trying to organise my Lady Helper to manage the kids while I set off for some real help. I am running back and forth trying to find where the train has gone and what to do. The kids are still falling about laughing. They think this is great. Even the Lady Helper thinks its funny.

Within a couple of minutes, someone walks round the corner and I get a real shock.

The head teacher? Wrong.

Maybe Maxines mum? Nope.

It was Maxine.

How did that happen? Well, the next stop is Euston Square, only 50 seconds away. She had obviously jumped off the train there, run over the footbridge and there was a train coming back in the opposite direction. I kid you not she was back with us within three minutes. Ok. Four. Tops. In fact, it was so quick, the kids were still laughing when she walked round the corner.

But boy, was I relieved. Phew!

So off we went to the Natural History Museum. We ate our sandwiches, we saw the T-Rex, we got a tour, we drew pictures, and we learned a lot. When I got the kids back to school I asked them to write all about dinosaurs

And what do you think they wrote about? Yeahyouve guessed it.

But Ill tell you thisand this may surprise youeven shock you. It didnt even occur to me to report that incident to the head teacher. Ive often wondered why. But I think over the years Ive concluded that, in a funny sort of way, nothing really happened

Yes, I know I lost a child on the London Underground(did you have to remind me?) butif you know what I meanthere was no real incident to report. Maxine wasnt hurt, she wasnt even upset. Maybe she was a little embarrassed because the other kids were laughing at her, but other than that there was no crisis, not even an issue. I didnt even think of mentioning it to Maxines mum.

Fastforward 20 years.

I am now the head teacher of a primary school in Hackney and my Year 6 teacher wants to take her 24 kids to the Natural History Museum because shes doing a topic onyepgood old dinosaurs!

How many adults do you think she has going on the trip this time? Four? Five? Six? Actually, its seven. This includes two parents who wont agree to let their children go on the trip unless they are in attendance too.

The teacher, a great girl who has bags of energy and ideas, has already spent her weekend doing a reconnaissance visit. Shes done a risk assessment, insurance forms, permission slips and planned the educational outcomes brilliantly. Off they go to the Natural History Museum with 24 kids and six other adults. Its still a bus down to Kings Cross and the tube round to South Kensington. They get to the platform of Kings Cross Undergroundguess what happens?

Noits not the teacher who gets on the wrong train this time.

NoMaxine has not grown up to be the Station Manager of Kings Cross.

Believe it or not, exactly the same thing happens. Only this time, its not one girl, its four!

The train pulls in and the teacher is calling out: Its not our train everybody! Stand back! Stand back! But in spite of the fact that theres a group of girls with an adult stood right next to them, they are so excited they are not listening to anyone. As the train doors open, they jump on. Everyone is shouting for them to get off. But before they do, in the melee of the crowded train, the doors closeand the train moves off

Whats the reaction of the other kids this time?

Laughter?

Wrong. (But you probably knew that already.)

Shock. Panic. Screaming. Crying. This time its all of those and more not just from the four on the train, but the other 20 still left on the platform, plus some of the adults too.

And the four girls on the train didnt do what Maxine did and jump off at the next stop. No, they were so freaked out by this they stayed on the trainto the end of the line. It was the Metropolitan Line. It finishes in Amersham in Buckinghamshire.

Back at school I get a phone call from the station manager there saying to me Ive got four of your girls herewhat do you want me to do with them? So I send a teacher out in a taxi to bring them back. There was no harm done. But the next day I get those 24 kids together and I ask them: How many of you have been on the London Underground before? Out of 24 Hackney born and bred kids, only eight had ever previously been on the tube.

Now theres a change of lifestyle for you. Twenty years previously, Maxine, as a ten-year-old girl had taken herself off to school everyday using buses and tube trains without the slightest care. She had built up her knowledge, a sense of direction, common sense and most importantly the confidence to deal with a situation if something went slightly awry.

These kids and its not their fault but they dont have what Maxine had. Most live within three hundred yards of the school but their parents drive them to school, every day. Most dont have the confidence and the ability to assess risk and deal with it in the way Maxine did.

But the reason I tell you this story is not because of the reaction of the children that day, but the reaction of parents. I said earlier I didnt even mention the first incident to Maxines mum though I think if I had told her, her likely reaction would have been to give Maxine a roasting for not listening to her teacher!

But with these parents it was different. Within hours of the class getting back, I had over twenty parents outside my office demanding to know why this, that and the other had not been done, why hadnt we organised a coach, why hadnt we protected their children from the hazards of London transport? All questions we could well answer, and did.

But at the time I remember quite clearly, these questions exasperated me. Here was a talented, hard-working teacher who had only been in the job a couple of years and had planned a fantastic day out for those kids only to get ear-ache for her thanks.

Later, on reflection, I realised that was unfair.

These days we all the public that is have a different attitude towards professional people. The relationship between professional groups and their clients has undergone a transformation and this is something we should welcome both as members of the public and professional teachers.

Not so long ago, we were very deferential to the likes of doctors, lawyers, accountants, social workers, architects and believe it or not, teachers. These days we expect, quite rightly, that professional people are accountable to us for their actions, especially when they take important decisions on our behalf. The days are gone when for example, I would turn up at my GPs surgery and feel too intimidated to ask questions. Now when I see my doctor, I expect to be engaged in a dialogue. I expect to ask questions and get answers about the issues affecting my health and if necessary, involved in decisions about any treatment.

And thats all these parents were expecting a dialogue. It was a challenging dialogue I grant you, but it was a dialogue. So the reason I tell you this story is not to frighten you from organising school trips or to wax mythical about the good old days of teaching.

No. the point of this story is change. It illustrates how the teaching profession you are entering today will be a different place in ten, fifteen, twenty years time. The relationship between a profession and its client group and in our case thats children and parents is constantly transforming. This is something we all have to accommodate. The landscape within which we operate changes too sometimes quite dramatically. This may happen as a result of a change in government or it may result from a critical incident, like the tragic death of Victoria Climbie, which revolutionised the way professions work alongside each other to safeguard children.

However, changes come about, we have to be ready to accommodate them. And we will. Professional people do. Its what we are here for, to meet the ever-changing needs of our clients the children and parents we serve.

Challenge: synthesise the writers viewpoint on school trips below.

Challenge plus: use textual references to support your points.

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Support: the writer expresses the following viewpoints about school trips. Where in the text can you find these opinions?

excitement

fear

Relief

Panic

anger

nonchalance

Dismay

admiration

frustration

resilience

Determination

respect

Pen to paper: are the writers viewpoints similar in the two texts we have explored in this learning episode?

Consider your tracking of the two texts, are there any similarities in terms of the way the writers feel about organising a school trip? What evidence do you have to support this?

Similarity

Text A

Text B

Now use the information you have gleaned to write a response to the following question:

The two texts show some of the complexities of organising a school trip.

What similarities are presented in how the writers feel about organising a school trip?

Use evidence from both texts to support your answer.

Remember the following success criteria when you write:

Used Both texts at the start of each paragraph

Clearly stated a way in which the texts are similar (identified a similar viewpoint)

Stated In text A

Identified a quotation that illustrates this viewpoint

Used a connective to show comparison

Stated In text B

Identified a quotation that illustrates this viewpoint

Learning: one paragraph comparing a similar viewpoint

Mastering: two paragraphs comparing similar viewpoints

Extending: three paragraphs comparing similar viewpoints

Before you write your response, make a note of your target from the last piece you constructed below.

Target: _____________________________________________________________

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Reflection

Now it is time to reflect upon your written work. Read through your paragraph/s and assess where you have met the following success criteria using the tick sheet on the following page.

Have you

Tick or cross

Used Both texts at the start of their paragraph?

Clearly stated a way in which the texts are similar?

Stated In text A?


Used a connective to show comparison?

Stated In text B?


Extending

Mastering

Learning

Three comparative paragraphs of writing (ticking off all of the elements above)

Two comparative paragraphs of writing (ticking off all of the elements above)

One comparative paragraph of writing (ticking off all of the elements above)

Learning episode 4

Learning goals

To be able to compare and contrast texts, explaining the writers ideas and perspectives.

I think I can




Can I identify the differences between texts?

Can I use connectives for contrast to signal these differences?

Can I consider both how two texts offer similar and different perspectives on the benefits and risks involved in organising a school trip?


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Do it now: spot the difference

Look at the two images below. There are four differences between them. Can you find all four?

New knowledge: connectives for contrast

When we identify contrasts between texts, we are looking to identify the differences. We can, again, draw upon connectives to illustrate such differences. Connectives for contrast include however, whereas, in contrast, alternatively, on the other hand.

Pen to paper:

Use the connectives for contrast to construct sentences that summarise the differences between the viewpoints below. The first one is done for you:

In extract A, the teacher doesnt like to organise school trips because of the amount of paperwork. However, in extract C, the teacher believes that school trips enrich pupils lives and see them as incredibly important.

Trips have become so expensive that many pupils or their parents can afford to go.

I go on school trips but no longer organise them due to the amount of paperwork involved.

School trips enrich pupils lives. Visiting museums, art galleries and other places of interest develop pupils cultural awareness.

Trips allow opportunities for pupils to bond with other pupils they wouldnt normally talk to. They are great socialising events.

Our job as educators is to educate. Trips offer learning experiences that being in a classroom often cant.

The responsibility of organising a trip is too great. I think of all the things that could go wrong and it puts me off.

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New knowledge:

In the last learning episode, we were learning how to track the viewpoint and opinions of the writer as they were offered across a text.

Text A

Benefits far outweigh risk

As our society becomes increasingly risk-averse and litigious, we are in danger of suffocating our children in rules, regulations and cotton wool. Life is full of challenges and we owe it to our children to equip them with the skills to recognise risks, assess them sensibly and react positively.

While it is possible to learn some basic concepts in class, there is no substitute for real experience in the wider world. School trips provide a great opportunity for pupils to gain such experience and face a range of challenges that can contribute significantly to their personal development.

Pupils may feel that they know their classmates and teachers well from day-to-day contact in school, but the experience of living with them in a residential community can add a completely new dimension. It raises the whole area of interpersonal skills, including leadership, team work and trust and respect.

There are also issues concerning the psychology of the whole experience, particularly involving self-confidence, self-esteem and resilience. We frequently hear from teachers that pupils who do not normally shine in the classroom have excelled on a residential trip. This can all help to improve performance and relationships back at school.

School trips can also make a major contribution to the acquisition of knowledge and development of skills. Studies of the natural and man-made world, the present and past, science and arts, language and music can all be enhanced outside the classroom. Adventure activity and sports skills can form the foundation of life-long interests, as well as address the health and obesity agendas.

Of course, no mention of school trips can ignore the possibility of danger. While accidents are distressing, though, statistics don't support the level of concern that exists. An average of two or three child deaths occur per annum on all types of school trip (out of an estimated ten million days of school visits), compared with 400 in road traffic accidents and 200 in the home. Whilst care should always be taken, it is important to keep the fear of accidents in perspective.

Although there are still some doubting voices, the benefits to pupils are so great and the risks so containable that the future of school trips should be assured. Giving in to risk aversion would be to deny our children life-changing, positive experiences and wonderful opportunities to learn.Martin Hudson is chairman of the British Activity Holiday Association, director of external affairs at specialist school trip company PGL Travel, and a committee member of the School Travel Forum

Text B

We felt we had no option: school trips halted over terror fears

Charities are worried about the number ofschools cancelling cultural outings, just when they are needed more than ever

Imagine if something terrible happened, and it transpired that wed ignored professional information, says Zafar Ali. The chair of governors is explaining why his school reluctantly cancelled a trip to London in June. The Metropolitan police assessed the situation at the time as high risk, so we felt we had no option, he explains. Ali pulled the plug on this particular trip with a heavy heart, though. For this wasnt a regular school outing: his school, Iqra primary, a Muslim faith school in Slough, had signed up for a joint two-day project with a Jewish school. The trip had been organised by the Beit Project, which brings together pupils from different cultures and schools in London to learn about the urban heritage of their city. It was a rare opportunity for Muslim and Jewish children to meet.

Ali says some parents told him they would not have sent their children on the day anyway. They were frightened by the terror attacks in Westminster, London Bridge and Finsbury Park. They were worried about terrorism and they also were scared of Islamophobic attacks, he says.

Over in Hackney, east London, the interim head at Simon Marks Jewish primary school, Lisa Campbell, whose school was the partner for the trip, was feeling similarly regretful. The Beit Project is so valuable because it breaks down misconceptions, she says. It teaches pupils that whatever their cultural differences, theyre all children. You cannot really learn that lesson in the classroom - you need to actually meet that other child.

But ensuring her pupils physical safety had, she said, to be her top priority. After the London Bridge atrocity, we decided to cancel trips for the rest of this term. The risk to the children was simply deemed too great.

Pupils peace of mind was also a consideration. They learn about terrorism through the media, and it worries them it comes out in the playground and during lessons, she says. When they go on trips we want our children to be 100% engaged. Education should be about relieving anxiety, not producing it.

Charities that arrange such projects are worried about the number of schools cancelling. Education Guardian spoke to six other schools that had cancelled similar trips in the past month, whose heads did not want to talk openly about their decision. But one explained: When the children are on a trip its my staff, not me, who assume parental responsibility. And in the current climate, thats a big ask of teachers.

Tom Franklin, of the Citizenship Foundation, says he is sympathetic to the dilemma heads face, but urges them to persevere with such cultural programmes. These trips get kids out of their bubbles, he says. They help provide a rounded education, and in this country we now need that more than ever.

Rachel Burns, Beit Project education manager, says: Our urban heritage workshops are an opportunity for children to learn about Londons past with kids who share their city but who they almost certainly never would otherwise have met: private and state school kids; Jewish and Muslim pupils; and disabled and able-bodied youngsters. I completely understand schools agony, but isnt it sad that just when local programmes like ours are most needed, they become hardest to execute. If schools dont feel able to carve out time for trips because staff and parents are, however understandably, nervous, then what, actually, is the point of these children living in London? Faith school pupils wont meet kids from outside their communities, and some children wont get to see life outside their estates.

Its not only an issue in urban centres, or for schools attending community outreach projects. Paul Cox is headteacher at Dallington Church of England primary in rural East Sussex, and this summer term was to be the schools third visit to London. But after a meeting about the proposed trip, attended by all 116 pupils parents bar two, one of whom emailed Cox her views, the school decided not to go ahead. The vote was unanimous. Many of our youngsters are from farming families and their parents are already nervous of London. After the Ariana Grande concert atrocity, which specifically targeted children, they were palpably so.

Although he feels sure the school took the right decision we would have had panicky kids, even more nervous staff and parents glued to news channels all day Cox does not underestimate the trade-off. We are a white, middle-class and culturally stunted school. It scares me that some of our kids havent even been to Brighton, which is down the road. A trip to London shows them street scenes and faces they just dont otherwise see.

For Patricia Opalko, head of St Edmund Campion Catholic primary school in Maidenhead, cultural trips are hugely important. After the attacks, we cancelled a school visit to parliament because Westminster could be a terrorist target. But we went ahead with theatre trips to see Matilda and The Lion King in London you simply dont get that quality of musical in Maidenhead, and I didnt want the kids to miss out.

Venetia Wolfenden is education manager at Open City, an architecture organisation whose education programmes encourage youngsters to explore the capital through its buildings. Many young Londoners do not go outside their local neighbourhoods, and some have never even seen the river Thames, she says. On our outdoor workshops they get to see parts of the city theyve never visited and to meet architects and artists theyd never otherwise have met. Schools tell us again and again that the experience has encouraged kids to study art at GCSE and beyond.

However, in the week after the London Bridge attack, half the schools on Open Citys list cancelled their trips. In most cases, parents were just too worried and that puts schools in an unenviable position. If they press ahead with the trip, they still have to look after those kids whose parents opted out. And national education cuts mean providing that cover is very difficult.

Julian Morant, head of Christ Church primary school, in Brick Lane, east London, found himself in that unenviable position last month. Our proximity to the City means we are constantly mindful of the possibility of an attack we always have contingency plans in place on our school trips. But after London Bridge, staff and parents decided that the risk was too great, and so I cancelled our Open City workshop.

Franklin urges schools to listen to advice but to keep the risks in perspective. I say to schools: do carry out your risk assessments but then manage that risk. He lists some precautions that can be taken: avoiding main roads where a vehicle could career into people; ensuring teachers are familiar with the latest guidance in the event of an incident; ensuring buildings have clear exit points should people need to get out quickly. Risk is part of life, he says, and all that we can do is try to reduce it: eliminating it entirely means staying in bed.

Pen to paper: compare and contrast the viewpoints on school trips offered in Text A and Text B

We are now going to consider the similarities and differences of the writers viewpoint across these two texts. To do this we are going to use a Venn diagram.

In the centre of the Venn diagram, where the two circles overlap, list the similarities in viewpoint across the two texts.

In the left-hand circle list the different viewpoints offered in Text A that are not offered in Text B.

In the right-hand circle list the different viewpoints offered in Text B that are not offered in Text A.

2

Text B

Text A

New knowledge: writing about the similarities and differences between two texts

Below are two paragraphs written about the texts from this learning episode. One considers a similarity and one considers a difference. Both make a judgement and support this judgement with evidence. Comparisons and contrasts are linked with connectives to help signal how the texts are similar or different. In the text below, identify the component parts of the paragraph.

Both texts express the value that educational trips can bring to pupils. In text A, the writer states that school trips can also make a major contribution to the acquisition of knowledge and development of skills. Likewise in text B, the writer states that educational trips provide a rounded education, and in this country we now need that more than ever.

In text A, the writer believes that whilst there may be risks in organising a school trip, the benefit pupils get from going on trips is far greater when it states Life is full of challenges and we owe it to our children to equip them with the skills to recognise risks, assess them sensibly and react positively. However, the writer of text B disagrees and argues that it would be irresponsible to still consider planning trips in the current climate when it states that even parents were worried about terrorism and they also were scared of Islamophobic attacks.

Pen to paper: compare and contrast text A and text B and the perspectives offered on organising educational trips

Now construct two further paragraphs below, exploring a similarity and a difference in perspective across both texts.

Remember to make your judgements, support these with textual reference and use connectives to link similarities or differences.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reflection:

Self-assess your progress against the following criteria:

Extending

Mastering

Learning

You have written about two or more similarities / differences.

You have chosen references which fully support the points you are making about both texts.

You have written about one similarity and one difference in perspective about school trips.

You have chosen relevant quotations to support the judgements you are making.

You have written about a similarity OR a difference.

You have only used a simple reference to the text to support your point.

Learning episode 5

Learning goals

To be able to compare and contrast texts, exploring how writers use language and structure to help them present their perspective.

I think I can




Can I identify language and structural techniques?

Can I explain how a writers choice of language or structure helps to present a particular perspective?

Can I compare and contrast writers use of language and structure to present similar and contrasting perspectives on the benefits of school trips?


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New knowledge: linguistic and structural features

Over the past few learning episodes we have been exploring how we compare the perspectives offered across a range of texts. To further develop, what we have been doing, we can also consider how writers use language and structural techniques to present their perspective to their readers.

Linguistic

Structural features or features of a form

Nouns

Verbs

Adjectives

Adverbs

Personal pronouns

Facts/Statistics

Anecdotes

Opinions

Emotive words

Sentence structures simple or multi-clause sentences

Sentence types declarative, exclamatory, interrogative, imperative

Punctuation for effect

Repetition

Tricolons

Quoting a reliable source

Information versus interviews

We are going to explore the paragraphs we wrote last lesson and consider how we could develop them further by focusing in on how the writers have used language and structure to help present a particular perspective.

Here is my paragraph from the last learning episode:

Both texts express the value that educational trips can bring to pupils. In text A, the writer states that school trips can also make a major contribution to the acquisition of knowledge and development of skills. Likewise in text B, the writer states that educational trips provide a rounded education, and in this country we now need that more than ever.

Lets zoom in now on how language or structure has been used to present the perspectives on offer about trips developing the whole of the child.

Quotation

Judgement

Language / structural technique

School trips can also make a major contribution to the acquisition of knowledge and development of skills

Educational trips are important to develop knowledge and skills.

Adjective major

Co

mpound sentence not only the acquisition of knowledge but also the development of skills so beneficial in multiple ways.

Provide a rounded education, and in this country we now need that more than ever.

Educational trips are important in providing a rounded education.

Adjective rounded educational trips go beyond knowledge acquired in a classroom develop the whole

I could then re-draft my paragraph so it reads

Both texts express the value that educational trips can bring to pupils In text A, the writer states that school trips can also make a major contribution to the acquisition of knowledge and development of skills. The use of the adjective major reveals the writer believes trips to be incredibly significant in helping a child academically whilst the use of the compound sentence reveals they believe it isnt only knowledge that is enhanced through trips but key skills as well. Likewise, in text B, the writer states that educational trips provide a rounded education, and in this country we now need that more than ever. The use of the adjective rounded implies that trips can offer pupils experiences that cannot be found within the confines of the classroom and therefore it is of paramount importance that young people have the opportunity to go on a trip.

In this paragraph, I have

Used connectives for comparison

Made judgements

Drawn upon relevant textual reference

Focused in on language or structural techniques and how this helps to present a particular viewpoint

Pen to paper: how does a writers use of linguistic and structural techniques help to present perspectives on school trips.

Now its your turn! I have picked out four quotations two to illustrate a similar viewpoint across both texts and two to illustrate a difference in viewpoint across both texts. Can you synthesise what argument the writer is putting forward and how they have used either language or structure to present this viewpoint?

Similarity between text A and text B

Quotation

Judgement


Text A

Pupils may feel that they know their classmates and teachers well from day-to-day contact in school, but the experience of living with them in a residential community can add a completely new dimension. It raises the whole area of interpersonal skills, including leadership, team work and trust and respect.

Text B

Our urban heritage workshops are an opportunity for children to learn about Londons past with kids who share their city but who they almost certainly never would otherwise have met: private and state school kids; Jewish and Muslim pupils; and disabled and able-bodied youngsters

Difference between text A and text B

Quotation

Judgement


Text A

As our society becomes increasingly risk-averse and litigious, we are in danger of suffocating our children in rules, regulations and cotton wool.

Text B

Franklin urges schools to listen to advice but to keep the risks in perspective.

Pen to paper: compare and contrast the perspectives offered on school trips with a focus on how language and structure have been used to help present a writers perspective

Using my mentor text, as a group, and using the sugar paper, construct two paragraphs analysing the similarity in perspective and the difference in perspective offered by the writers of texts A and B.

Both texts express the value that educational trips can bring to pupils In text A, the writer states that school trips can also make a major contribution to the acquisition of knowledge and development of skills. The use of the adjective major reveals the writer believes trips to be incredibly significant in helping a child academically whilst the use of the compound sentence reveals they believe it isnt only knowledge that is enhanced through trips but key skills as well. Likewise, in text B, the writer states that educational trips provide a rounded education, and in this country we now need that more than ever. The use of the adjective rounded implies that trips can offer pupils experiences that cannot be found within the confines of the classroom and therefore it is of paramount importance that young people have the opportunity to go on a trip.

Remember to

Use connectives for comparison

Make judgements

Draw upon relevant textual reference

Focus in on language or structural techniques and how this helps to present a particular viewpoint

Reflection:

Now gallery critique each groups work. You do this by going round and reading what they have produced. Underneath their work, identify whether you think they are learning, mastering or extending and why. Can you offer them one target for improvement?

Extending

Mastering

Learning

You have written about two or more similarities / differences.

You have chosen references which fully support the points you are making about both texts.

You have analysed how the writer has used language or structure to present a particular perspective.

You have written about one similarity and one difference in perspective about school trips.

You have chosen relevant quotations to support the judgements you are making.

You have explained how the writer has used language or structure to present a particular perspective.

You have written about a similarity OR a difference.

You have only used a simple reference to the text to support your point.

You have made a brief comment about the language or structural choices of the writer.

Learning episode 6 and 7

Learning goals

Summative assessment

I think I can




Can I consider a wide range of comparisons between the text?

Can I explore the writers ideas and perspectives including how the theme, language and / or structure are used across the texts?

Can I draw upon references which fully support the points being made and are balanced across both texts?


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Summative assessment

Compare how the writers of Text A and Text B present their ideas and perspectives on the costs of schools trips.

Support your answer with detailed references to the text.

Process:

1. Read both texts, identifying the writers perspective

2. Complete your Venn diagram, identifying the similarities and differences in perspectives across the two texts

3. Focus in on key language techniques and structural techniques that you think have helped to present a particular perspective.

4. Use the structure strip to help you write a response.

Text A

The parents expected to pay 3,000 for a state school trip

Skiing in the Alps for 1,000, sports in Malaysia for 2,000, and a biology expedition to South Africa for 3,000 is it time to cap the cost of school trips?

Donna Ferguson

Have you been asked to pay more than 1,000 for your child to go on a school trip? More than one in five parents has received requests from their child's school for a trip costing that much or more, and many feel pestered into paying for an expedition they can ill-afford and often feel is overpriced.

Guardian Money spoke to families across Britain about the pressure to send their children on trips which, they claim, are often of dubious educational value. Many felt they were paying four-star prices for stays in youth hostels, and were made to feel like "rubbish parents" if they refused to allow their child to go. We found wealthy families for whom 2,000 school trips to Washington DC were barely a drop in their annual holiday spending budget. But we also found others asked to pay more than their entire family could spend on a holiday in a year, and who felt the cost of trips should be capped. We also found private schools where trips cost 4,500 a head.

We polled 1,000 families about the cost of trips. One in five had been asked by their child's school to pay more than 1,000 for a trip. Seven in 10 said they thought it unacceptable for schools to even ask for such sums but 47% said that the pressure and guilt were such that they ended up paying. The poll was carried out for Guardian Money by Hogan's Irish Cottages, a budget family holiday company.

We obtained our case studies by appealing on social media to families that have been asked to pay more than 1,000 for a school trip to get in touch. Interestingly, nearly all the replies came from relatively well-off parts of the UK. This probably suggests that the pricier expeditions reflect the income profile of the area with state schools in Surrey and Buckinghamshire organising 1,000-plus trips, but schools in low income areas steering clear of such deals in the knowledge that most parents would not be able to stump up the cash. We asked schools to justify the cost of the trips (see box below), and all of them told us that they offered invaluable, exciting experiences linked to pupils' studies, that staff volunteered their time, and that many schools have hardship funds so no student misses out.

South Africa, biology trip 3,000

"I was gobsmacked when I heard the price of the trip"

Louise, from Weybridge, Surrey, works in PR and overseas property, and has a household income in the 40% tax bracket. Her son, aged 14, was invited on a two-week biology trip to South Africa by Heathside School, a local state school.

"I was gobsmacked when I heard it was going to cost 3,000. I want to give my children the best possible chance in life and I've paid for 650 school trips in the past, but I think 3,000 is hugely expensive and puts too much pressure on parents.

"The first week was going to be spent working with elephants and the second half was deep sea diving. I don't regret saying no because we made a similar trip as a family last year, which was our trip of a lifetime, not an annual event.

"I think there should be a common-sense limit of say 1,000 on school trips or things get out of hand. I don't believe it is acceptable for a state school to ask parents for such a large sum for a school trip.

"Although the children are meant to be fundraising to help, in effect parents underwrite the trip and could still end up paying the whole amount."

New York, orchestra tour 980

"There was absolutely no way we could afford to pay 980 for a school trip."

Sarah, 48, an administrator from north London, has a household income of 47,000. Her daughter, aged 17, was invited by her state school to go on a four-day orchestra tour to New York. The price was 980, plus lunches.

"There is an assumption of wealth if you live in north London, even by schools, but there was absolutely no way we could afford to pay 980 for a school trip. That made me feel like a rubbish parent.

The school made the trip sound so exciting, and it annoyed and surprised me that a state school would dangle a carrot like that in front of my daughter. I think it was divisive and she would have got the same experience touring five music venues in the UK. She didn't need to go to New York.

I'm holding my breath because I think the question is going to come up again for my son, who is 15 and at the same school. I'm dreading him coming home and asking to go. I think state schools should limit trips to 500 and allow you to pay over a year."

What the schools say

We asked all the schools named in these case studies to respond. In summary, they said:

The trips offer students invaluable, exciting experiences linked to their studies outside the classroom.

Staff volunteer their time to keep costs down and trips are not compulsory nor part of the curriculum.

Not all trips could realistically be taken by parents and the point of some trips is that students are exposed to situations without their parents along.

Many school trips cost less than 1,000.

All the schools named help parents to fund or fundraise for the trips, and encourage students to self-fund where possible, as a valuable life lesson. Many have hardship funds, so that no student misses out due to financial need.

For example, Tarun Kapur, CBE, executive principal of Lymm High School said: "At Lymm High School we are proud to say that we offer trips for all abilities and pockets, including subsidised trips for those in most need."

Mrs ALCullum, principal at Heathside School said: "The school operates a hardship fund to support students on trips linked to the curriculum; this expedition is not part of the curriculum nor takes place in term time and parents are not expected to cover the cost rather students are expected to meet the cost through organising fundraising activities."

Simon Morris, Headteacher at Esher Church of England School said: "We are incredibly proud as a school to be able to offer a wide range of experiences through trips to our students, and this particular trip is part of a six-year school community project helping children from poorer communities to access education. This is the only trip of around 70 annual trips in the school that has a cost above 1,000".

Dr Peter Holding at Sir William Borlase's Grammar School said: "Our goal is that no child should miss out on an opportunity owing to lack of finance and we try to help parents find funding for such trips, which we think provide our students with invaluable experiences linked to their studies."

Synthesise the main arguments put forward in this text below:

Text B

Should school trips cost more than a family holiday?

By Caroline Lowbridge BBC News

A story about a West Yorkshire school offering a 1,650 sports trip to Barbados provoked a lot of reaction from parents, with hundreds of people tweeting and emailing us.

Some were "disgusted" like the parents in Yorkshire, and felt trips like these put pressure on parents to find money they cannot afford.

Others said their children accepted not being able to go on such expensive trips, and they did not feel under pressure.

Many also said they were willing to pay thousands of pounds if their children benefitted.

Steven Underhill, who has a 17-year-old daughter and a 11-year-old son, was among those who responded to the story.

Money is tight for his family because Mr Underhill had to take time off from running his business while being treated for bowel cancer.

His daughter is going on a 2,500 school visit to South Africa in July.

"We have no way of being able to go on this sort of holiday ourselves, so we thought it would be nice to treat her to something we wouldn't be able to go on as a family," said Mr Underhill.

He said his daughter, Toni, understands the family's financial situation and never expected to go on the trip when she heard about it at school in Paignton, Devon.

"We never felt under pressure," he said.

"She isn't a child who asks for anything and this trip is something we feel she should have to show how proud we are of her."

Mr Underhill's own parents have helped towards the cost of the visit, but he said he would have found a way to finance it without their help if necessary.

The 45-year-old has only been abroad once in his life, to Spain when he was 12.

"We are not against the prices of these holidays, in fact we are grateful that our daughter has the opportunity to go on such a trip that we could never afford to take her on ourselves," said Mr Underhill.

One father asked us not to name him because he did not want his stepson "to get picked on" at school.

His primary school in Belper, Derbyshire, is offering a trip to Moscow for 1,350, to see aspects of the Russian space programme and meet astronauts.

"It's ridiculous really, that amount of money for a seven-year-old to go to Moscow for four nights is outrageous," said the father.

"There's a space centre down the road in Leicester. Why can't they go to that rather than Moscow?"

The father said his stepson had been excited about the prospect of going on the trip, but he accepted he could not go.

"I just sat him down and explained that he could go away for four nights, or I could take the entire family of five away for a week for only 250 more," he said,

"I let him come to the conclusion that it was the right thing not to go, so basically we are going to Egypt."

Schools are required to take a certain proportion of teachers or adults on trips, usually one adult for every ten pupils for trips abroad.

This can make costs higher, because the cost of the adults' travel is sometimes spread between the pupils.

The Department for Education said there was no cap on the cost of school trips, but that schools must only cover the price of the excursion. It is up to individual schools to decide what is appropriate and they cannot make a profit.

However, the department says parents in receipt of certain benefits should be exempt from paying the cost of board and lodging.

When a school informs parents about a forthcoming visit, they "should make it clear" that these parents will be exempt.

One of the teachers who tweeted the BBC following the story about the Yorkshire school was a former pupil, Jonathan Robinson.

He is now a teacher in Hertfordshire and has been on several school trips.

"We constantly have parents who say to us, every year, 'Why is this trip being offered? It's so expensive. You should only offer cheap trips that everyone can go on'."

In response, he argues the school offers a range of trips at different costs, including 38 trips last year that cost under 100.

A "really big trip" costing 2,000 or 3,000 is offered every two years, and payments are spread over two years.

"They are all optional trips so they are not compulsory parts of the curriculum," he said.

"These trips are so valuable and so beneficial to students, and you can see that from the feedback we get from students."

He said the trips offer experiences that children would never have on a family holiday, such as when he took students to China.

He used to work in China as a lecturer, so he was able to take the children away from the tourist trail.

Mr Robinson said teachers spend a lot of their own time organising the trips, and they are far from being free holidays because teachers are responsible for children.

"If anything goes wrong, the first person you are going to blame is the teacher," he said.

Like many others, his school encourages students to do fundraising for their trips, which he believes teaches them about the value of money.

Being unable to go on an expensive trip also teaches them "the reality of life", he argued.

"In life you can't always have the most expensive thing," he said.

"There are families and students that want these trips and can afford them, and it would be wrong of us not to offer them, just as it would be wrong not to offer cheaper ones to families that can afford those."

Synthesise the main arguments put forward in this text below

Text B

Text A

Structure strip to support summative assessment response

Compare how the writers of Text A and Text B present their ideas and perspectives on the costs of schools trips.

SimilarityDifferencesJudgment What argument / perspective / idea do both texts put forward?Both texts.Judgement what is the specific argument / perspective / idea being presented in text one?In text one,What is the specific argument / perspective / idea being presented in text one?In text one,Evidence what is the evidence? Remember quotation marks.The writer states Evidence - What is the evidence? Remember quotation marks.The writer states Subject terminology has the writer used a particular technique to present their perspective?The use of Subject terminology - Has the writer used a particular technique to present their perspective?The use of Understanding what can you infer from the use of this technique?Implies / suggestsUnderstanding - What can you infer from the use of this technique?Implies / suggests ConnectiveHowever / Whereas / On the other hand / in contrastConnectiveLikewise / moreover / furthermore / similarly Judgement what is the specific argument / perspective / idea being presented in text one?In text two, Judgement what is the specific argument perspective / idea being presented in text two?In text two,Evidence what is the evidence? Remember the quotation marksThe writer states Evidence what is the evidence? Remember the quotation marks.The writer statesSubject terminology has the writer used a particular technique to present their perspective?The use of Subject terminology Has the writer used a particular technique to present their perspective?The use of Understanding what can you infer from the use of this technique?Implies / suggestsUnderstanding what can you infer from the use of this technique?Implies / suggestsPupil assessment sheet

Assessment Objectives:

Extending

Mastering

Learning

7b AO3: Compare writers ideas and perspectives, as well how these are conveyed, across two or more texts.

You consider a varied and comprehensive range of comparisons between the texts

You analyse the writers ideas and perspectives including how the theme, language and / or structure are used across the texts.

You draw upon discriminating references which are balanced across both texts and clarify the points being made.

You consider a range of comparisons between the texts

You explain the writers ideas and perspectives including theme, language and / or structure.

You draw upon references that are appropriate and relevant to the points being made.

You dont compare texts.

You describe the writers ideas and perspectives, including theme, language and / or structure.

You draw upon limited references.

You consider a wide range of comparisons between the texts

You explore the writers ideas and perspectives including how the theme, language and / or structure are used across the texts.

You draw upon references which fully support the points being made and are balanced across both texts.

You consider obvious comparisons between the texts

You comment on the writers ideas and perspectives, including the theme, language and or structure.

You draw upon valid references, but these are not developed.

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