MORE INARTICULATE DRIVEL FROM THE BARRAGE OF RUBBISH UK STATE SCHOOLS PRODUCE

IT’S A GREAT PITY THEY DON’T SPEND THE SAME EFFORTS IN BOTHERING TO TEACH THE PUPILS

SCVD/jet

22 February 2010

Dear Parent / Carer

Staffing changes in Humanities

Pupils and parents will be aware that at half term we lose Mrs Hatchard, when she leaves to go on maternity leave. I’m sure you will join me in wishing her and her husband all the best at this exciting time.

I am writing to you in order to inform you of the timetabling changes that are therefore necessary. In making these changes, I have borne in mind the following priorities in this order:

Maintaining the high-quality provision for our Y11 Geography classes in the final few weeks of their school career before they do their GCSEs, as well as our Y10 classes in all the Humanities subjects

Delivering high-quality lessons for our pupils in KS3

We are fortunate that our Humanities teachers are skilled in teaching across the range of subjects. This means that although some classes may find themselves with a different teacher after half term, they will still be taught by a Humanities specialist. In order to ensure this, a few classes may find that they have more than one teacher in either History or Geography. However, we have made every effort to keep the disruption to a minimum.

Mr McDermott, Subject Team Leader for Geography and Philosophy + Ethics and Mr Mitchell, Subject Team Leader for History and the PDC curriculum, are coordinating this new timetable and ensuring that all affected classes are making appropriate progress through the schemes of work. In helping us ensure that your son receives specialist Humanities teaching, we are delighted to welcome Miss Wright and Mr Rees to the school. Naturally, we have the same high expectations of our pupils in all lessons, regardless of the teacher with whom they are now working, and classes have been talked to about maintaining their high standards of respect, consideration for each other and positive attitudes to their learning, and I would ask you to reiterate this with your son at home.

I hope you are reassured from the above that we have sought to ensure that your son is not unduly affected as a result of Mrs Hatchard’s absence. Should you have any further concerns, please do not hesitate to contact Mr England in the first instance.

Yours sincerely

Ms S C V Denning
Headteacher

HERE IS AN EXAMPLE OF ENGLISH HOMEWORK SET FOR ELEVEN YEAR OLDS WHOSE ONLY ACCESS TO IT APPEARS TO BE BY STEAM DRIVEN COMPUTER. READ ON AND BE BORED AND AMAZED AT THE DISGUSTINGLY POOR QUALITY OF EDUCATION IN THE UK TODAY.

MORE DRIVEL. 1,886 WORDS OF COMPLETE DRIVEL IN JUST THIS HOMEWORK INSTRUCTION, IN FACT

Yr 7
ENGLISH
Revising the rules of grammar

During lessons you will be studying media, which will be assessed for writing skills. This IL is designed to help you improve your writing skills.

I need to get at least 7 points.
The first interim deadline is after two weeks. Interim Deadline: Wednesday 3rd March
For the first interim deadline you will need to complete 2 points.

The Second interim deadline is after two weeks. Interim Deadline: Thursday 18th March
For the second interim deadline you will need to complete 2 points.

The final deadline is during the sixth week. Final deadline: Wednesday 31st March
For the final deadline you will need to complete 2 points.

Independent Learning Cover Sheet Name _________________________

Class _______ Topic _________________________________________ Date____________

For my homework I have done:
Task
Points

Bonus point submitting on time

Total number of points

Front sheet and Review sections

You must complete the front sheet and the review page and hand it in to your English teacher on the final deadline.
SELF- ASSESSMENT

I think I have improved:

In this topic I particularly enjoyed:

In this topic I found particularly difficult:

For the next topic I should improve:

TEACHER ASSESSMENT (Yr 7 Grammar)
α
What are your strengths?
α
How could you improve to reach the next level?

Good reading skills

Ensure you understand what the tasks are asking you to do before getting started

You have tried hard

Greater effort is required

Good presentation

Attend IL Club to help you with your skills

You have included sophisticated vocabulary.

Include more sophisticated vocabulary

You can use punctuation in complex sentences correctly

You must revise the punctuation of complex sentences

You understand the different spellings of homophones

You must revise strategies to help you learn the spellings of homophones

You are able to proofread work for spelling mistakes

Read work through carefully to check that spellings are correct

You can confidently use the colon and semicolon to punctuate writing

You must revise when and why we use the colon and semicolon to punctuate writing

Your writing is neatly presented

You must concentrate on your handwriting. Attend handwriting club in the LDD centre for support with this

Comment:

You have been working at level ___________________

In the new KS3 curriculum for English the emphasis has shifted from assessing content to assessing skills. In their IL tasks pupils will practise and develop those skills in a variety of contexts which may differ from the topics covered in class.

Plagiarism

Plagiarism is when someone attempts to pass another person’s work as their own. It is no different to copying other pupils’ work. It is cheating, and is unfair on those pupils who take the time to do the work properly.

We would encourage you to look at resources on the internet; and even use some of it in your work. However, you must follow the rules:

1) List any websites/books you use at the bottom of your work. The list should be entitled ‘Bibliography’.
2) If you want to use quotations (copy a piece of text or speech), put the quote inside “Speech marks”.
3) You cannot copy a whole website and put speech marks around it. You should aim to copy no more than 3 sentences at one time.
4) If you use pictures or diagrams from a website or a book then you must say where you have copied it from.

This is called referencing. If you take your studies further you will be expected to reference correctly. It is a good habit to get into.

Failure to follow these rules will mean your work will be awarded zero points and you will be asked to do it again.

Using ICT

Individual tasks indicate if it is acceptable to use a computer. Ensure that you present your work in the correct format.

Points

Each point is equal to half an hour spent on Independent Learning; you must complete 30 minutes of Independent Learning in English each week. If you select a task that is worth 2 points then you should spread that task out over two weeks, similarly a 3 point task should take three weeks.

Points: 1 point = 30 minutes of Independent Study

Marking
At the interim check work will be collected in and pupils will be given written feedback on the work completed so far. If work is not completed, parents will be informed via the progress diary. After the final deadline work will be formally levelled and marked.

Tasks
Points
Level of challenge

Task 1: Using Adjectives

Complete task sheet 1

1

Level 3 – 7
Task 2: Using a Thesaurus

Complete task sheet 2

1

Level 3 – 7
 Task 3: Spell Checker

Complete task sheet 3

1

Level 4 – 7
 Task 4: Punctuation – Using Colons and Semicolons

 Complete task sheet 4

1

Level 3 – 7
 Task 5: Punctuating Subordinate Clauses

Complete task sheet 5

1

Level 4 – 7
Task 6: Graphic Homophones

Complete task sheet 6 and then write out a sentence for each of the homophones. Make sure that your sentences are correctly punctuated!

2

Level 4 – 7
Task 7: Compulsory task! You must do this task!
Common Spelling Errors.

Task sheet 7. WAF5 and WAF6

All pupils must complete this task. Your class teacher will tell you which list of spellings you must learn. They will also inform you of the date for the test.

Use the level writing ladder on the next page to mark your work.

1
Level 4 – 6
Task 8: Reading for meaning
Use this task to read the front page of a newspaper to an adult. Make a list of any words you do not understand. Look up the definitions for the words. Go to ‘puzzle maker’ on the internet, http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp
and using the words and definitions create a crossword.

2
Level 4 – 7

I am at level ………………… because I can ……………………..
❾❾❾❾❾❾❾❾❾❾❾❾❾

In order to make progress in WAF5 and WAF6, I must……… …….…………………………………………………………………..
❾❾❾❾❾❾❾❾❾❾❾❾❾❾.
❾❾❾❾❾❾❾❾❾❾❾❾❾❾.
❾❾❾❾❾❾❾❾❾❾❾❾❾❾.

Task:1
USING A DICTIONARY
WORD LEVEL
Think of a noun.
How many adjectives can you think of that might describe the noun, beginning with these
letters? Remember; a noun word is a person, object or thing. An adjective is a describing word.

Write your noun here

Now use a dictionary to find adjectives that describe your noun. Each adjective must begin with a letter from the alphabet!

a
_________________________________
b
_________________________________
c
_________________________________
d
_________________________________
e
_________________________________
f
_________________________________
g
_________________________________
h
_________________________________
I
_________________________________
j
_________________________________
k
_________________________________
l
_________________________________
m
__________________________________

n__________________________________

0
__________________________________

p
__________________________________
q
__________________________________
r
__________________________________
s
__________________________________
t
__________________________________
u
__________________________________
v
__________________________________
w
__________________________________
SCORE:
2 points for a 3 letter word
3 points for a 4 letter word
4 points for a 5 letter word

Write your score here
Task 2: USING A THESAURUS
WORD LEVEL
SYNONYMS
YOU NEED TO KNOW …
Words of similar meaning are called synonyms
EXAMPLE: small = little = tiny = minute (similar but not exactly the same
meanings)

Each of the following sentences has a choice of four synonyms.
Choose the most suitable.

· limb, digit, finger, joint

1) The doctor said he would have to put the broken……… in plaster.

2) There was one ………. left on the phone card.

3) The …….. was in the oven for hours.

4) He lifted a ……… and pointed the way

· cross, angry, fractious, seething

1) The little girl was ………. because she was overtired.

2) The baby was………. because he was teething.

3) Amy was ………. when she read her report.

4) h) The teacher was …….. with the class for being late.

· sleepy, tire, weary, exhausted

1) Mary was so ……. after work that she could barely walk.

2) j) The gentle rocking of the boat made Max …….

3) k) Danny was …….. after the long train journey.

4) l) All the runners were …… after the Marathon

Task 3:
SPELLCHECKERS
DON’T ALWAYS WORK!
WORD LEVEL

In this passage there are 40 errors, although a “spell check” on a computer would not find any!

Rewrite the paragraph into the box below, underlining the words you change.

I should worn you that the Barren has bought a grate
canon and his assistance have been tolled to chute on
site awl who mite chews to clime the rode threw his
would and buy his mote. Take my advise and sale by see on bored a boat, and having ridden to the key near the peer, borrow a hoarse witch ewe will find tide by its
reign two a wring, and steel up the bridal path that
Leeds awl the weigh too an in called The White Heart.

Punctuation

Task 4: Using the colon and semi-colon

Task 5: SUBORDINATE CLAUSES
SENTENCE LEVEL
The phrase which does not make sense on its own is called subordinate or dependent. Sometimes the subordinate phrase is in the middle of a sentence, breaking the main part of the sentence in half. When this happens, the subordinate phrase needs a comma before and after it.
EXAMPLES:
The man, not looking where he was going, tripped over a stick.
The man tripped over a stick is the main clause because it is the part which makes sense on its own. Not looking where he was going is extra, so it has a comma on each side.
Each of these sentences is like that. Put a comma on each side of the subordinate, or extra, part.

1. The man clutching his bag tightly shouted at the thieves.

2. A tree swaying violently in the wind suddenly fell on the road.

3. An enormous creature covered in mud and dripping with water appeared out of the mist.

4. Millions of people even quite old ones are learning to use computers.

5. My last thought just before I fell asleep was how much I was dreading tomorrow.

Look how important it is to put commas in the correct places.

Can you see the very different meaning of these two sentences? Answer both questions.

That man said the boy stole the money. Who stole it? ________________________

That man, said the boy, stole the money. Who stole it? ________________________

Task 6: Graphic homophones

Remember homophones are words that sound the same but have different spellings and meanings.

Graphic Homophones are a fun way of recording spellings of words to help you remember them.

 Using the homophones in the list, draw the images for each set of homophones.

Task 7: Commonly mis-spelt words.
Your English teacher will tell you which list of words you must learn, and when the test will take place.

Write each word into its own sentence, where possible write a complex sentence and punctuate it correctly. Use task sheet 5 to help you.

List A
1. accommodation
2. actually
3. alcohol
4. although
5. analysis
6. argument
7. assessment
8. atmosphere
9. audible.
10. audience

List B
1. beautiful
2. beginning
3. believe
4. business
5. chocolate
6. climb
7. concentration
8. continue
9. daughter
10. definitely

List A
1.accommodation
2.actually
3.alcohol
4.although
5.analysis
6.argument
7.assessment
8.atmosphere
9.audible.
10. audience

Comments

Well, I guess its good training for UB40’s, but not much else.
fretslider
February 16, 2010
07:32 PM GMT

Aaaaaaaaaargh!

Hancock
February 16, 2010
07:45 PM GMT

Good grief! That was a long scroll down.

Looks outrageous
Faywray
February 16, 2010
08:23 PM GMT

The amazing thing about all that mumbo-jumbo is that the word ‘practise’ after the ladder headed “TEACHER ASSESSMENT (Yr 7 Grammar)” is spelled correctly.

DtheR
February 16, 2010
08:46 PM GMT

….or should I say “spelt proper” ?
DtheR
February 16, 2010
08:48 PM GMT

Wow; looks like someone couldn’t be bothered to sift through the Government tome of jargon in order to come up with something vaguely comprehensible. Sort of like photocopying the National Curriculum really.
claire
February 16, 2010
08:51 PM GMT

Some goood , some bad pointsbut the greatestfailing has been the failure to expand abbreviations properly. To use jargon abbreviations you should first put the expansion followed by the abbreviation in brackets before you can use the abbreviation in the rtemainder of the text. Abbreviations such as Yr are not allowed. IL should be written first as independent learning(IL) and the word module is missing. Tire and joint are rather unhappy in this company.
However studying media does take the biscuit as a phrase liable to total misinterpretation and how it links into an assessment is beyond my ken. Media can either mean the whole confluence of types of presentation or presenters like journalists derived from a latin quote which everyone has forgotten or it is broths in which to grow bacteria. Media is a word that has suffered a meaning shift and is currently unstable as to its ultimate definition.
Plagiarism depends on whether you want or expect the same or a different answer for each question. Let us assume thee is only one way to answer the question – could you then be accused of plagiarism?
tiger stripes
February 16, 2010
10:15 PM GMT

Bonkers. Surely this is a lazy teacher who has just done as Claire said?
Pseudonym
February 16, 2010
11:02 PM GMT

Folks,

I really didn’t expect any comments at all as this is, indeed, complete garbage. Your comments make me feel a little saner after I had a lengthy discussion with a teacher who admitted writing all this. They just couldn’t see what was wrong.

I got absolutely nowhere with him.

They came across a someone who has no mind of their own, but has been brainwashed by the ‘organisation’ and so as everyone else in the ‘organisation’ is the same, it must all be OK. Strength in numbers and all that.

This is the dreadful effect of our controlling, brainwashing and bullying labour government.
Boz
February 24, 2010
12:48 PM GMT

‘Plagiarism is when…’. That is wrong for a start.

‘During lessons you will be studying media, which will be assessed for writing skills.’ That does not make sense either.
Sipu
February 24, 2010
01:31 PM GMT

The whole thing is garbage in my view.
Nobby
February 24, 2010
01:38 PM GMT

Go back to the teacher who wrote and presumably handed out this spiel and ask to whom is this missive addressed. Then ask him to explain this:-
“I need to get at least 7 points. The first interim deadline is after two weeks. Interim Deadline: Wednesday 3rd March. For the first interim deadline you will need to complete 2 points. ”
Why does the addressee change from “I” to “you” ?
If this person is teaching English, is he fit to be teaching English ?
(No)
DtheR
February 24, 2010
05:26 PM GMT

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