KS3 English: Language and Grammar - Formal and Informal Texts

Overview by Barbara Bleiman

This program shows classroom approaches to teaching about formality and informality in
texts. It demonstrates the way in which teaching can move from big ideas about
audience, purpose and context to a close focus on the precise features of formal and
informal language. It shows how a teacher can introduce stretch for more able students,
whilst ensuring that the whole class are focusing on the same objectives and sharing
their knowledge. Active kinaesthetic approaches such as a continuum line show how
grammar can be taught in lively ways.

Not Whether But How, QCA 1999

This government report, published by QCA in 1999, is a thoughtful and practical
document, which argues for an approach to grammar and language teaching that is
focused on exploration – exploring the way grammar works in texts and the way it can be
used creatively in one’s own writing. It includes many ideas for classroom approaches. It
argues for the kind of approach demonstrated in the programme, a close focus on how
language works in texts, that does not lose sight of the big picture.
Ordering details here: http://www.qca.org.uk/3255.html

Making connections – Grammar and meaning (English 21 Think Paper)

Debra Myhill
http://www.qca.org.uk/12376.html
A think piece by Debra Myhill, exploring the usefulness of grammar teaching to help
pupils to move from informal to formal writing. She introduces an idea called "The
Ladder of Formality", which makes explicit the ways in which writers step up from
informal to informal language, through changes in vocabulary and grammar

Key Stage 3 National Strategy English Department Training 2001

DfEE Standards and Effectiveness Unit Ref DfEE 0234/2001
This includes a section on writing non-fiction which provides some departmental INSET
materials on text types and a sequence for teaching writing which may be helpful in
considering ways of developing students' awareness of the features and conventions of
texts

teachingchannel.org