Campaign leaflets Key Stage 3 - Amazon Web...

SecondaryNational Strategy

Campaign leafletsYear 7 reading task

Teacher pack

Guidance

Curriculum andStandards

Key Stage 3 English LEAconsultants, heads of Englishdepartments and Year 7 teachersStatus: Recommended

Date of issue: 01-2006

Ref: DfES 1789-2005 CDO-EN

Assessing pupils’ progress in English at Key Stage 3

Year 7 reading taskCampaign leaflets

Framework objectivesReading 8Infer and deduce meanings using evidence in the text, identifying where andhow meanings are implied.

Reading 13Identify, using appropriate terminology, the way writers of non-fiction matchlanguage and organisation to their intentions, e.g. in campaign material.

Assessment focusesAF2 Understand, describe, select or retrieve information, events or ideas

from texts and use quotation and reference to text.AF3 Deduce, infer or interpret information, events or ideas from texts.AF4 Identify and comment on the structure and organisation of texts,

including grammatical and presentational features at text level.AF5 Explain and comment on the writers’ uses of language, including

grammatical and literary features at word and sentence level.AF6 Identify and comment on writers’ purposes and viewpoints and the

overall effect of the text on the reader.

Time neededTwo consecutive one-hour lessons. Timings will need to be adapted if lessonsare longer or shorter than 60 minutes.

These timings are estimates for guidance rather than obligatory timings. The most important consideration is that pupils should have sufficient time to complete the task, working independently. Unfinished tasks are unlikely to produce evidence on all the assessment focuses.

Teachers may adjust the timings for the task to take account of their particularcircumstances, but should bear in mind that spending overmuch time on anysection may disadvantage pupils.

Pack includesTeacher notesOHT 1 – headline from Cats Protection leafletText A – Cats Protection leafletOHT 2 – first section of Cats Protection leafletOHT 3 – Text B – RNLI leaflet Pages 2–4 of reading bookletPages of answer bookletMarking guidelinesExemplar responses

2 Secondary National Strategy | Assessing pupils’ progress in © Crown copyright 2006English at Key Stage 3 DfES 1789-2005 CDO-EN

Task outlineThis task requires pupils to read and respond to two leaflets which promotespecific charities: Cats Protection and the Royal National Lifeboat Institution(RNLI). There is a particular focus on audience, purpose and text type,especially the way the leaflets seek to persuade the reader.

Textual conventions are identified in the first text through shared reading inorder to support pupils towards a more independent study of the second text.

3© Crown copyright 2006 Secondary National Strategy | Assessing pupils’ progress in DfES 1789-2005 CDO-EN English at Key Stage 3

Teacher notes

Teaching sequence

LESSON 1� Share the learning objectives with the class, rephrasing as appropriate for

the group.

Starter (5 minutes)� Display OHT 1 (Just £3 a month…) and ask pupils, in pairs, to speculate

on what kind of text this might be and how they know. Ask them to focuson audience and purpose.

� Take brief feedback, drawing out the following:– The text seeks to persuade the reader to give a regular amount of

money– All this refers to some information which will follow in the text– It is some kind of charity, raising money for a good cause– It is aimed at a reader who is likely to support such a cause.

Introduction (25 minutes)� Show the complete Cats Protection leaflet (page 2 of pupil reading booklet)

and give pupils a few moments to read it to themselves.� Clarify any vocabulary that pupils may not understand.� Draw out, through question and answer, the purpose and effect of the

following whole-text features:– The photographs, many of which show cute kittens – The subheadings which contain facts and figures – The rubber stamp graphic – Other graphics such as the paw prints – The text box How will your regular donation help?– The image of the three coins (75p per week equates to £3 per month).

� Next, display OHT 2, the first part of the text down to supporting thecommunity with cat care, and model the process of text marking. Draw out the following word- and sentence-level features through annotation of the text:– Repetition of Just…Just as a cohesive device to imply how little is

needed to make a difference– Ellipsis ( just for starters…) to suggest how much more still needs to

be done– Extended noun phrases (largest cat charity/responsible cat ownership)

to emphasise importance and status– Emotive adjectives (needy cats/vital refuge) to evoke sympathy and a

sense of urgency– Vocabulary choices (dedicated/rescuing/care/refuge/responsible) to aid

cohesion throughout the paragraph– First person plural (we) to imply a common cause


– Connectives which provide additional information (as well as / inaddition) to emphasise just how much is being done.

The purpose of this activity is to focus pupils on precise ways in whichlanguage is used to persuade the reader. Pupils should be encouraged toconsider the intended effect on the reader and the way in which that has beenconstructed by the “writer” of the text. It will be necessary to provide pupilswith a list of these word- and sentence-level features, on the board orflipchart, as an aide memoire prior to the next activity.

Development (20 minutes)� Briefly revisit the purpose (persuasion), audience (readers who consider

themselves to be caring and responsible) and text type (non-fiction charityleaflet) and ensure that pupils are clear about these.

� Refer pupils again to page 2 in the pupil reading booklet (the completetext) and ask them, in pairs, to text mark the remainder of the text, lookingfor language features which seek to persuade. The list of features providedon the board or flipchart should be available to support pupils as theywork.

Plenary (10 minutes)� Ask pupils to share one or two features they identified. Ask other pupils to

comment on the intended effect on the reader, focusing constantly onpurpose and audience.

� Make sure that any other important features (such as use of facts andstatistics and the direct address to the reader) are noticed and added tothe list on the board or flipchart.

� Complete the lesson by saying that pupils will be looking at persuasivenon-fiction in another text in the next lesson.


LESSON 2� Remind pupils of the learning objectives for these two lessons.

Introduction (15 minutes)� Display OHT 3, revealing the photograph only.� Ask pupils, working individually, to write down some adjectives that

describe the image of the man in the photograph. Take brief feedback.� Next, reveal the strapline (He’ll face…sub-zero temperatures) and ask

pupils to add to their ideas. Take brief feedback, asking pupils to explaintheir reasons for any changes or additions.

� Finally, reveal the caption and the bank details and ask pupils what kind of text this might be and how they know. Ask them to focus on audienceand purpose.

� Remind pupils of the text they read last lesson – persuasive non-fiction,along with the features listed on the board or flipchart. Briefly, draw out anysimilarities between the two texts (e.g. emotive vocabulary, use ofphotographs, direct address to the reader, etc.)

This introductory section is designed to bridge the two lessons and toencourage pupils to transfer skills from one lesson to another. Both texts arepersuasive, non-fiction charity leaflets and pupils should be invited to look forsimilarities as well as fundamental differences between the two. It is importantto maintain the emphasis on purpose, audience and text type whilstencouraging pupils to consider the effect the writer is attempting to create forthe potential reader.

Development (45 minutes)� Distribute the pupil reading booklet which contains complete versions of

both texts. Remind pupils that they have already read the Cats Protectionleaflet as well as the first page of the RNLI leaflet. Give them five minutes toread the second page of the RNLI leaflet on their own. Do not read the textaloud to the class.

� Direct pupils to the word insignia in the final paragraph and ask whetherany pupil knows its meaning as a symbol or design which showsmembership, e.g. of an organisation. Show them how they might haveworked out its meaning from the examples given, e.g. badges, flags, ties, etc.

� Hand out the answer booklet, and briefly show pupils how to use it. Advisethem to attempt all questions.

� Tell them that they have the rest of the lesson to complete the tasks.


These are not test conditions, so prompt pupils if necessary (e.g. to writemore, to explain themselves more clearly and so on). Do not, however, providesupport that means that the pupils are no longer responding to the taskindependently. If this kind of support is necessary for an individual pupil in thecontext of the lesson, you will need to take the degree of support into accountwhen making the assessment judgement.

It is good practice to:� tell pupils if they have not written enough or are writing too much;� prompt them to explain their answer more clearly;� generally encourage them;� clarify a question or issue for the whole class if there seems to be a fairly

general misunderstanding;� remind pupils how much time they have to complete the task.

Assessment� Use the marking guidelines to judge pupils’ overall levels on the specified

assessment focuses. Highlight, then tick, the sections of the markingguidelines according to the features you find and then consider whetherthe weight of evidence is at secure or low level 3, 4 or 5.

� Annotated exemplar responses for each question at every level are alsoincluded for reference and to give guidance on how the criteria are to beapplied.



Just £3 amonth will

make all thispossible.

OHT 1


Page 2 of reading booklet

Text A

Cam

pai

gn

Lea

flet.

© C

op

yrig

ht

Cat

s Pr

ote

ctio

n. P

rod

uce

d in

200

5. U

sed

wit

h k

ind

per

mis

sio

n.


Just £3 a month will make all this possible.

Just 75p a week can helprehome over 60,000 cats a year,and that’s just for starters…

As the UK’s largest cat charity, we’rededicated to rescuing and rehomingcats, as well as promoting responsiblecat ownership. We have rescue centresacross the country, each one providingneedy cats with a vital refuge. Inaddition, each centre acts as a focalpoint for fundraising and supportingthe community with cat care.

OHT 2


OHT 3/Page 3 of reading booklet

Text B


Rep

rodu

ced

by k

ind

perm

issi

on o

f th

e R

NL

I

OHT 3/Page 4 of reading booklet


These questions all refer to TEXT B

1. List three things you receive when you become a member of the RNLI. Find a brief quotation from the text to support each one (AF2).

What you receive when you become

a member of the RNLI

1.

2.

3.

A quotation which proves this

Statements about the lifeboat crews

“They put to sea in terrifying conditions”

“They…are on call 24 hours a day, 365days of the year”

“over a third of rescues take place in darkness”

What the statements suggest about

their qualities

2. The leaflet suggests that the lifeboat crews have many qualities. The statements in the left-hand column are all about the lifeboat crews. Complete theboxes in the right-hand column to explain what those statements suggest about theirqualities (AF3).


3. Look again at the three bold headings in the RNLI leaflet:

He’ll face 30ft waves, blizzards, force 9 gales and sub-zero temperatures.

All we ask of you is £3 a month.

How your membership helps the lifeboat service.

Explain why the three headings have been placed in this order (AF4).


This comes first because…


This comes next because…


This comes last because…


4. Which of the following statements best describes the way the writer feels about thelifeboat crews (AF6)?

Tick one

a) They’re a bit strange because they like wearing badges and ties with theRNLI insignia on them.

b) They’re in trouble because if they don’t get a lot of money, they won’t beable to carry on working.

c) They’re very brave people who risk their lives to save others and theydeserve our support.

Explain as fully as you can how you know this…


5. The leaflet uses words and phrases to persuade the reader to support the charity. One example has been given to help you.Complete the boxes for the other two, paying particular attention to the words whichare underlined (AF5).

The words/phrases used in the leaflet

“…making our seas safer costs around

£290,000 a day.”

“Which is why your membership is so vital

to us.”

“Selfless devotion and undeniable bravery

have marked our lifeboat crews

throughout our history.”

How they persuade the reader to supportthe RNLI

The leaflet uses a shocking and

surprising statistic to show how

expensive the service is.

This question refers to TEXT A and TEXT B

6. Both Cats Protection and the RNLI state how many rescues they have made over time.Cats Protection states, “We rescue a cat every nine minutes!”The RNLI states, “…over 136,000 lives saved since 1824.”Why do you think they refer to time in different ways (AF3)?

Write your explanation here…


Mark

ing

gu

idelin

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Year

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Asse

ssin

g p

up

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ress in

En

glis

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ey S

tag

e 3

Pupil

nam

e............................................................................................

Form

.................................

Date

...............................

AF

2 –

un

ders

tan

d,

descri

be,

sele

ct

or

retr

ieve in

form

ati

on

, even

ts o

r id

eas f

rom

te

xts

an

d u

se q

uo

tati

on

an

d r

efe

ren

ce t

o

tex

t.

AF

3 –

de

du

ce

, in

fer

or

inte

rpre

t in

form

ati

on

, e

ve

nts

or

ide

as f

rom

tex

ts.

AF

4 –

id

en

tify

an

d c

om

men

t o

n t

he

str

uctu

re a

nd

org

an

isati

on

of

texts

, in

clu

din

g g

ram

mati

cal

an

d p

resen

tati

on

al

fea

ture

s a

t te

xt

level.

AF

5 –

exp

lain

an

d c

om

men

t o

n w

rite

rs’

use

of

lan

gu

ag

e,

inclu

din

g g

ram

mati

cal an

d

lite

rary

fe

atu

res

at

wo

rd a

nd

se

nte

nc

e l

evel.

AF

6 –

id

en

tify

an

d c

om

me

nt

on

wri

ters

’ p

urp

oses a

nd

vie

wp

oin

ts,

an

d t

he o

vera

ll

eff

ect

of

the t

ext

on

th

e r

ead

er.

L5

In Q

1, pup

ils identify

th

ree r

ele

vant poin

ts, e

.g.

the

ma

ga

zin

e L

ifeboat,

deta

ils o

f R

NLI

insig

nia

w

hic

h y

ou c

an b

uy a

nd the

kno

wle

dge/s

atisfa

ction that you

ha

ve

suppo

rted t

he R

NL

I and/o

r th

e g

ratitu

de o

f th

e

RN

LI fo

r you

r suppo

rt.

A r

ele

vant quo

tation is p

rovid

ed for

all

thre

e

po

ints

, e.g

. yo

u’ll

re

ce

ive

our

qua

rterl

y

ma

ga

zin

e,

the L

ife

bo

at.

In Q

2, co

mm

ents

on a

ll th

ree s

tate

ments

use

in

fere

nce t

o d

eve

lop a

n e

xp

lana

tion

of th

e

textu

al e

vid

ence

, e.g

. th

ey a

re “

on

ca

ll” lik

e a

d

octo

r an

d c

ou

ld b

e c

alle

d o

ut

in t

he

mid

dle

of

the

nig

ht

or

on C

hristm

as D

ay.

Th

is s

ho

ws t

hat

the

y p

ut

the

ir w

ork

be

fore

eve

ryth

ing

els

e.

In Q

6, co

mm

ents

sho

w c

lear

unders

tand

ing

tha

t both

charities u

se

fig

ure

s t

o p

resent

them

selv

es in

the m

ost fa

voura

ble

lig

ht. B

oth

str

ess h

ow

man

y r

escues t

he

y m

ake

, but

diffe

rent aspects

of th

eir w

ork

are

str

essed

. C

ats

Pro

tection r

efe

rs t

o “

se

conds”

to

em

phasis

e the u

rgency/im

med

iacy o

f w

hat

the

y d

o. R

NLI re

fers

to the d

ate

to e

mphasis

e

the

continu

ity/h

isto

ry o

f th

eir w

ork

.

In Q

3, co

mm

ents

on a

ll th

ree h

eadin

gs s

ho

w a

ge

nera

l a

ware

ness o

f th

e w

rite

r’s s

tructu

ral

cho

ice

s,

with s

om

e e

xp

lanation, e.g

. th

e f

irst

se

nte

nce

is d

ram

atic a

nd

catc

hes t

he

re

ad

er’s

att

en

tio

n; th

e s

eco

nd

ma

kes o

ur

do

natio

n

se

em

qu

ite s

ma

ll in

co

mp

arison

; a

nd t

he

th

ird

g

oe

s o

n t

o e

xp

lain

ho

w o

ur

mo

ne

y w

ill b

e

use

d.

Str

on

ge

r answ

ers

ma

y n

otice the

pre

sent te

nse h

elp

s w

hic

h s

eem

s t

o a

ssum

e

tha

t w

e w

ill jo

in the

RN

LI.

In Q

5, co

mm

ents

sho

w s

om

e a

wa

reness o

f th

e p

ers

uasiv

e e

ffect of th

e w

rite

r’s langu

age

cho

ice

s in b

oth

exam

ple

s,

with

som

e

exp

lan

atio

n,

e.g

. T

he

use

of “y

ou

r” a

nd

“us”

ma

ke

s it

so

un

d p

ers

on

al, a

s if

the

re

ade

r is

b

ein

g s

poke

n t

o p

ers

on

ally

. “V

ita

l” is q

uite

an

em

otive w

ord

whic

h m

akes o

ur

mem

bers

hip

se

em

extr

em

ely

im

po

rta

nt.

Com

men

ts w

ill r

efe

r to

most of th

e u

nde

rlin

ed

wo

rds.

In Q

4,

responses identify

(c).

Som

e lim

ited

e

xp

lan

atio

n is p

rovid

ed

wh

ich

sh

ow

s g

en

era

l a

wa

reness o

f th

e e

ffect on

the r

eader,

e.g

. th

ele

aflet

tells

us h

ow

bra

ve t

he

life

bo

at

cre

ws a

re

and m

akes u

s feel th

at w

e s

hould

giv

e them

so

me

mo

ney b

eca

use

of th

at.

L4

In Q

1, pup

ils identify

tw

o o

r th

ree r

ele

vant

po

ints

, e.g

. th

e m

aga

zin

e L

ifeboat,

deta

ils o

f R

NL

I in

sig

nia

wh

ich y

ou

can b

uy a

nd the

kno

wle

dge/s

atisfa

ction that you

ha

ve

suppo

rted t

he R

NL

I and/o

r th

e g

ratitu

de o

f th

e

RN

LI fo

r you

r suppo

rt.

Som

e t

extu

al re

fere

nce

is p

rovid

ed b

ut it m

ay

be

un

se

lective

, e

.g. sto

ries o

f re

cent

rescu

es a

nd p

rofile

s o

f th

e

pe

op

le invo

lve

d.

In Q

2,

infe

rences o

n t

wo o

r th

ree o

f th

e

sta

tem

ents

ma

y b

e c

orr

ect but th

ere

ma

y b

e

little e

xp

lanation,

e.g

. (t

err

ifyin

g c

on

ditio

ns)

this

su

gg

ests

th

at

they a

re v

ery

bra

ve.

In Q

6, so

me g

enera

l a

wa

reness that both

ch

aritie

s u

se

fig

ure

s in d

iffe

ren

t w

ays t

o s

tre

ss

the

num

ber

of re

scues. In

fere

nce

s m

ay b

e

co

rrect but not

roote

d s

ecure

ly in t

he

text,

e.g

. 136,0

00 s

ounds b

etter

b

eca

use it’s a

big

ge

r n

um

be

r.

In Q

3, str

aig

htforw

ard

co

mm

ents

on tw

o o

r th

ree o

f th

e s

tructu

ral choic

es a

re p

rovid

ed,

bu

t w

ith

little

exp

lan

atio

n,

e.g

. it s

tart

s o

ff b

y

telli

ng y

ou

ab

ou

t a

ll th

e b

rave t

hin

gs t

he

lif

eb

oat

ma

n d

oes a

nd

th

en

it te

lls u

s w

ha

t w

e

ne

ed

to

do w

hic

h isn

’t m

uch.

Th

e last

he

ad

ing

g

oe

s o

n t

o t

ell

us h

ow

ou

r £

3 w

ill h

elp

.

In Q

5, so

me s

tra

ightf

orw

ard

com

men

ts o

n the

write

r’s lan

gua

ge c

ho

ices in o

ne o

r both

e

xam

ple

s a

re p

rovid

ed, e

.g.

“selfle

ss”

an

d

“bra

ve

ry”

are

wo

rds t

hat

sh

ow

th

at

the

life

bo

at

pe

op

le a

re b

rave a

nd

put

the

ir jo

b f

irst.

Th

is

wo

uld

pe

rsu

ad

e u

s t

o s

up

port

the

m.

Som

e o

f th

e u

nde

rlin

ed w

ord

s m

ay n

ot be

addre

ssed.

In Q

4,

responses identify

(c).

Som

e

str

aig

htforw

ard

com

men

ts a

bout th

e e

ffect on

the

reade

r a

re p

rovid

ed, e

.g.

because I t

hin

k

we

are

me

an

t to

th

ink t

hat

they a

re b

rave

.

L3

In Q

1, pup

ils identify

sim

ple

, ob

vio

us p

oin

ts,

e.g

. you g

et a m

aga

zin

e,

but

there

may a

lso

be m

isunders

tandin

gs, e.g

. you g

et som

e

ba

dg

es a

nd f

lag

s.

Som

e q

uota

tion

may b

e p

rovid

ed b

ut

it is lik

ely

to

para

ph

rase the p

oin

t m

ade.

In Q

2,

responses m

ay t

end t

ow

ard

s the litera

l,

e.g

. th

ey g

o o

ut

in t

he

da

rk, o

r m

ay b

e b

ased

on p

ers

ona

l spe

cula

tion, e.g

. I

wo

uld

n’t lik

e t

o

go

out

on th

e s

ea in

the

dark

.

In Q

6, so

me lim

ited c

om

ments

about

what th

e

tim

e r

efe

rences s

ugge

st, thou

gh n

ot alw

ays

rele

vant o

r be b

ased o

n s

pecu

lation, e

.g.

they

mig

ht

not

know

how

many p

eople

are

re

scued e

very

few

min

ute

s.

In Q

3, co

mm

ents

are

lim

ited

and a

re lik

ely

to

pa

raphra

se

the t

hre

e h

ead

ings.

In Q

5, co

mm

ents

are

lim

ited

and a

re lik

ely

to

pa

raphra

se

, e.g

. it tells

us t

hat

our

mem

bers

hip

is v

ital. C

om

ments

ma

y n

ot

focus

on the p

ers

uasiv

e n

atu

re o

f th

e lan

guage

.

In Q

4, re

sponses m

ay iden

tify

(a),

(b

) or

(c)

or

mo

re t

han o

ne o

f th

ese

. C

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Exemplar responses


1. List three things you receive when you become a member of the RNLI. Find a briefquotation from the text to support each one (AF2).

Level 3: Response and commentary

Two correct points are identified – ‘there thanks’ and ‘Magazine’ – but there is alsomisunderstanding and the given quotation is relevant in only a generalised way.


Three relevant points are identified, each supported by a quotation, but the textualreferences are unselective.



Three relevant points are clearly identified, each supported by a precise and relevantquotation. However, the second point is an extension of the first, and the point abouttheir thanks is missed.


2. The leaflet suggests that the lifeboat crews have many qualities. The statements in the left-hand column are all about the lifeboat crews. Complete theboxes in the right-hand column to explain what those statements suggest about theirqualities (AF3).


A simple and obvious inference is drawn from each of the given quotations.


For each quotation, a relevant and appropriate inference is given, although points aremade briefly and with little elaboration.






their qualities






their qualities



A relevant and appropriate comment is given for each quotation, developing in a littlemore detail some explanation of the inferences made.






their qualities


3. Look again at the three bold headings in the RNLI leaflet:




Explain why the three headings have been placed in this order (AF4).


Comment on each heading is largely orientated towards content/meaning, but there is animplicit awareness throughout that the headings are deliberately sequenced to supportthe persuasive purpose of the leaflet – “the reader has heard how brave the members ofNRLI are so they do give money”.



Although explanations are limited but pertinent, comment on each of the headings isrelated to the persuasive purpose of the leaflet and the way this is supported by theirorder – “all the bad things what happed first and after that he will ask for our help...make the reader feal guilty and forced to give money... help to surpport the actively vital survice”.



Comment on each of the headings focuses on the writer’s structural choices – “It shocksthe reader straight away... makes the reader want to help... now tells the reader how theycan help... tells the reader extra information that will persuade them...” – and developssome explanation of how the sequencing of the headings contributes to the persuasivepurpose of the leaflet.


4. Which of the following statements best describes the way the writer feels about thelifeboat crews (AF6)?


Statement (c) is correctly identified, but comment, although developed, is restricted to apersonal response to the bravery and commitment of the lifeboat men.



Statement (c) is correctly identified and supported by some straightforward comments onthe effect of the text on the reader – “make us fell greatful, sorry, and soporting”.



Statement (c) is correctly identified and supported by a comment that just shows sufficientgeneral awareness of the impact of the leaflet on the reader – “want us to admire andrespect these people so we will support and help them” – to meet the level 5 criteria.


5. The leaflet uses words and phrases to persuade the reader to support the charity. One example has been given to help you.Complete the boxes for the other two, paying particular attention to the words whichare underlined (AF5).


Comment on the two quotations comprises largely paraphrase of meaning, but with someawareness of the importance of key words – “if you don’t take part it (won’t) be as good”(vital); and “members devote their lives” (selfless).



There is straightforward but appropriate comment on some of the key words and phrases,showing awareness of the way reader involvement is stressed through the emphasis on“your membership” and the use of “emotive words to make the reader fell presherd”.



This response shows an understanding of the persuasive effect intended by the writer’schoices of language, drawing attention to the use of “personal pronouns which makesthe reader feel involved” and to the way the noun phrases “make us admire and respectthese people”.


6. Both Cats Protection and the RNLI state how many rescues they have made over time.Cats Protection states, “We rescue a cat every nine minutes!”The RNLI states, “…over 136,000 lives saved since 1824.”Why do you think they refer to time in different ways (AF3)?


Although no distinction is made between the way the two charities use the timereferences, comment does show a general awareness that the intention is persuasive –“they bofe want our help” – and so the reader is made to reflect on “all the kittens andPeoples lives been saved”.


There is straightforward recognition that the charities make use of the time references toemphasise the number of rescues that have taken place over an extended period of time– “astonish and impress the reader at how succesful they’ve been or still are”.



An explanation is given of how both charities use the time references to present theirefforts in the most favourable light. For Cats Protection, “a short space of time” betweeneach rescue is emphasised, whereas for the RNLI, “a long period of time” is stressed toshow “how long the charity has been around”.

These materials have been developed by QCA in partnership with the Secondary National Strategy.

The help provided by the teachers and pupils who have trialled the materials as part of the Monitoring Pupils’ Progress in English project has been invaluable.

Campaign leaflets Key Stage 3 - Amazon Web...

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