Page 47 - SoW Form 4

Speaking 2.3.1 discourse-level exchanges

Communication or discussion in a communicative situation that pupils are familiar with (e.g. a two-way conversation
about plans for the weekend; a group discussion about how to make the school more environmentally friendly; a class
Confirm understanding in debate about the advantages and disadvantages of doing team sports.
discourse-level exchanges
by repeating back what a repeating back what a speaker has said
speaker has said.
By repeating back information in own words or in simple terms, pupils demonstrate a clear understanding of what they
have heard.

Reading
Reading 3.1.4 unfamiliar print

Use independently familiar and some A written text which expands on a familiar topic or is of a different topic to those covered in Form 4 so far (or in Forms 2
unfamiliar print and digital resources or 3).
to check meaning and extend
understanding

Reading 3.1.6 genres

Recognise with support typical Genres are distinctive text types. Written genres include: articles, adverts, blog posts, brochures, leaflets, news reports,
features at word, sentence recipes, song lyrics, stories and text messages.
and text levels of an
increased range of genres an increased range of genres

Pupils are expected to be able to link, with support, the reading texts they will come across (at word, sentence and text
levels) with the increasing number of different text types included in Form 4. The range of texts is listed in the Scheme of
Works and includes the texts in the Full Blast Plus 4 textbook and the Literature Component textbook.

Secondary Form 4 Scheme of Work 24