There is a more extended account of the use of DARTs in module 5 of the Key
Stage 3 Literacy across the curriculum training materials.
12 | Key Stage 3 National Strategy|Pedagogy and practice
Unit 11: Active engagement techniques
© Crown copyright 2004
DfES 0434-2004
Task 4
Classroom assignment: text restructuring 1 hour
Create your own text-restructuring grid. It can be designed as a general-purpose
tool that will support many different learning objectives. You could choose one of
the following:
- a compare-and-contrast grid that requires pupils to look for similarities and
differences. The text selected for use with the grid can be visual (e.g. two
painted portraits with subjects in a similar pose but in different artistic styles)
or written (e.g. two news reports dealing with the same event but from two
different newspapers, one broadsheet and one tabloid);
- a cause-and-effect grid that requires pupils to highlight or underline key
events which are then sorted under the headings causeand effect. Allow for
ambiguity: some events might be categorised as both! Narrative texts or
recount texts are best for this kind of activity.
Plan the use of your grid into a lesson where the activity is appropriate to the
learning objectives. Make a note of how pupils responded to the task.
Which principles of engagement (see pages 4–6) underpin this approach to
increasing engagement?
These varieties can be stored for
longer.
The apple store is also cooled.
Apples such as the Worcester will
tolerate less so cannot be stored for
long periods.
This makes sure that any chemical
reactions such as respiration will
take place at a slower rate than
normal.
