Transcript From Good to Outstanding in English Geoff Barton Download free at www.geoffbarton.co.uk (Presentation number 98) Saturday, November 07, 2015

From Good to Outstanding in English
Geoff Barton
Download free at www.geoffbarton.co.uk
(Presentation number 98)
Saturday, November 07, 2015
Miranda:
“O brave new world
that has such people in't!”
Prospero:
“'Tis new to thee”.
What
How
+ G&T
+ Grammar
+ Literacy
+ 5*A-C(EM)
+ NC Review
+ Revised Ofsted
• Where have we come from?
• Where are we now?
• Where are we going?
Parse the italicised words:
“The lady protests too much, methinks”
“Sit thee down”
“I saw him taken”
Rewrite these sentences correctly:
“Louis was in some respects a good man, but being a
bad ruler his subjects rebelled”
“Vainly endeavouring to suppress his emotion, the
service was abruptly brought to an end”
Alfred S West, The Elements of
English Grammar
For each of the following write a sentence
containing the word or clause indicated:
a)
b)
c)
d)
e)
f)
g)
That used as a subordinating conjunction
That used as a relative pronoun
An adjective used in the comparative degree
A pronoun used as a direct object
An adverbial clause of concession
A noun clause in apposition
A collective noun
JMB O-level English Language,
1967
Autonomy
16+
NC
Coursework
GCSE
Framework
Performance tables
5A*C+EM
New NC for 2014
Disempowerment
Next …?
• Tim Oates & Expert panel:
• Progression & curriculum coherence
• Primacy of subject knowledge
• Reading: skills & wider reading
• Literary heritage & canon: “the best
that has been thought and said”?
• Teachers as teachers, not deliverers
or postmen
• Revised Ofsted schedule
The Matthew Effect
(Robert K Merton)
The rich shall get richer and
the poor shall get poorer
Matthew 13:12
“the word-rich get richer while
the word-poor get poorer” in
their reading skills
(CASL)
Canadian
Association of School
Librarians
“While good readers gain new skills very
rapidly, and quickly move from learning
to read to reading to learn, poor readers
become increasingly frustrated with the
act of reading, and try to avoid reading
where possible”
The Matthew Effect
(SEDL 2001)
Daniel Rigney
“Students who begin with high verbal
aptitudes and find themselves in verbally
enriched social environments are at a
double advantage.”
The Matthew Effect
Daniel Rigney
Poor readers more likely to drop out of school
and less likely to find rewarding employment
… “good readers may choose friends who
also read avidly while poor readers seek
friends with whom they share other
enjoyments”
The Matthew Effect
Daniel Rigney
Stricht’s Law: “reading ability in children
cannot exceed their listening ability …”
E.D. Hirsch
The Schools We Need
“Spoken language forms a constraint, a
ceiling not only on the ability to comprehend
but also on the ability to write, beyond which
literacy cannot progress”
Myhill and Fisher
“The children who possess intellectual capital
when they first arrive at school have the
mental scaffolding and Velcro to catch hold of
what is going on, and they can turn the new
knowledge into still more Velcro to gain still
more knowledge”.
E.D. Hirsch
The Schools We Need
Aged 7:
Children in the top quartile have 7100
words; children in the lowest have around
3000.
The main influence is parents.
DCSF Research Unit
The Matthew Effect:
The rich will get richer &
the poor will get poorer
Subject Reviews 2005 & 2009
‘English at the Crossroads’
& revised schedule (2012)
English 2005:
1
2
3
Myhill and Fisher: ‘spoken language forms a
constraint, a ceiling not only on the ability to
comprehend but also on the ability to write,
beyond which literacy cannot progress’.
Although the reading skills of 10 year old pupils
in England compared well with those of pupils in
other countries, they read less frequently for
pleasure and were less interested in reading
than those elsewhere.
Pupils’ writing does not improve solely by doing
more of it.
English 2009:
1
All the English departments visited had
schemes of work for KS3 but, since they rarely
showed them to the students, students could
not see how individual elements linked
together and supported each other.
To many students, the KS3 programme
seemed a random sequence of activities …
English 2009:
2
Some schools persevered with ‘library lessons’
where the students read silently. These
sessions rarely included time to discuss or
promote books and other written material and
therefore did not help to develop a reading
community within the school.
English 2009:
3
Many of the lessons seen during the survey
showed there was a clear need to reinvigorate
the teaching of writing. Students were not
motivated by the writing tasks they were given
and saw no real purpose to them.
English 2009:
4
Ofsted’s previous report on English found that
schools put too little emphasis on developing
speaking and listening. Since then, the
teaching of speaking and listening has
improved.
English 2009:
5
The last English report identified a wide gap
between the best practice and the rest in using
ICT. This gap remains; indeed, some of the
evidence suggests that it has widened.
Whole-school literacy:
1.
2.
3.
4.
5.
Every teacher in English …
Teach reading, not FOFO …
Demystify spelling …
Model writing …
Emphasise quality talk …
CASE STUDIES
COMMUNICATION
For your
teaching?
Implications?
For your
Department?
Brave New World:
The 2012 Schedule
It’s all about the classroom
BIG PICTURE
•
•
•
•
•
•
Satisfactory is unsatisfactory
Outstanding wasn’t always outstanding and will
be subject to inspection
No-notice from September
(SEF? lesson plans? data?)
It’s about teaching and marking
It’s about literacy aka ‘communication’ (‘DCIL’)
It’s about progress.
COMMUNICATION
8 Key Expectations
COMMUNICATION
1. Are key terms and vocabulary clear and explored with pupils to
ensure that they recognise and understand them? Are they related to
similar words or the root from which they are derived?
1. Do teachers identify any particular features of key terms and help
pupils with strategies for remembering how to spell them or why they
might be capitalised (e.g. ‘Parliament’ in history or citizenship)?
1. Do teachers remind pupils of important core skills – for example
how to skim a text to extract the main elements of its content quickly
or to scan a text for information about a key word or topic?
1. Do teachers make expectations clear before pupils begin a task – for
example on the conventions of layout in a formal letter or on the
main features of writing persuasively?
COMMUNICATION
5. Do teachers reinforce the importance of accuracy in spoken or
written language – for example, emphasising the need for correct
sentence punctuation in one-sentence answers or correcting ‘we
was...’ in pupils’ speech?
5. Do teachers identify when it is important to use standard English
and when other registers or dialects may be used – for example, in a
formal examination answer and when recreating dialogue as part of
narrative writing?
5. Do teachers help pupils with key elements of literacy as they support
them in lessons? Do they point out spelling, grammar or
punctuation issues as they look at work around the class?
5. Does teachers’ marking support key literacy points? For example,
are key subject terms always checked for correct spelling? Is
sentence punctuation always corrected?
COMMUNICATION
For your
teaching?
Implications?
For your
Department?
SUBJECT-SPECIFIC
GUIDANCE:
What Outstanding Looks Like
SUBJECT-SPECIFIC GUIDANCE
Outstanding achievement:
•
•
•
•
•
•
•
Pupils show high levels of achievement in the different areas of
English (reading, writing, speaking and listening) and exhibit very
positive attitudes towards the subject.
They express their ideas fluently and imaginatively in both writing
and speaking.
They are very keen readers and show a mature understanding of a
wide range of challenging texts, both traditional and contemporary.
Their writing shows a high degree of technical accuracy and they
write effectively across a range of genres, frequently showing
creativity in their ideas and choice of language.
Pupils have a mature understanding of the differences between
written and spoken language.
They speak confidently and with maturity, using Standard English
very effectively when required.
They have learnt to be effective independent learners, able to
think for themselves and to provide leadership, while also being
sensitive to the needs of others.
SUBJECT-SPECIFIC GUIDANCE
Outstanding teaching:
•
•
•
•
Teachers make imaginative use of a wide range of resources,
including moving image texts
They make English highly relevant to the needs of their pupils and
the world beyond school.
Teachers demonstrate high standards in their own use of
language and they model the processes of reading and writing
powerfully to help pupils make real progress in their own work.
They have a detailed knowledge of texts and use this well to
extend pupils’ independent reading.
SUBJECT-SPECIFIC GUIDANCE
Outstanding teaching:
•
•
•
•
•
Pupils are fully engaged through active and innovative classroom
approaches including well planned drama activities, group and class
discussions.
Teachers have a very good understanding of the English
language, including differences between talk and writing, and
address these issues directly in lessons. The technical features of
language are very well taught.
Teachers use ICT imaginatively to enhance pupils’ learning in the
different areas of English.
They take every opportunity to encourage pupils to work
independently and homework tasks significantly enhance pupils’
learning.
Systematic approaches to marking, target setting and feedback
challenge all pupils to improve work in reading, speaking and
listening, as well as writing
SUBJECT-SPECIFIC GUIDANCE
Outstanding teaching:
•
•
•
•
•
Pupils are fully engaged through active and innovative classroom
approaches including well planned drama activities, group and class
discussions.
Teachers have a very good understanding of the English
language, including differences between talk and writing, and
address these issues directly in lessons. The technical features of
language are very well taught.
Teachers use ICT imaginatively to enhance pupils’ learning in the
different areas of English.
They take every opportunity to encourage pupils to work
independently and homework tasks significantly enhance pupils’
learning.
Systematic approaches to marking, target setting and feedback
challenge all pupils to improve work in reading, speaking and
listening, as well as writing
SUBJECT-SPECIFIC GUIDANCE
Outstanding curriculum:
•
•
•
•
The curriculum is distinctive, innovative and planned very well
Imaginative approaches, experience of a wide range of challenging
texts, and clear focus on basic literacy skills ensure a rich
curriculum that enables pupils to make very good progress across
the different areas of English.
The curriculum is continuously reviewed and improved in the
light of national developments.
Key aspects such as poetry, drama and media work are fully
integrated into the curriculum and help to provide a rich and varied
programme for pupils.
SUBJECT-SPECIFIC GUIDANCE
Outstanding curriculum:
•
•
•
•
Schemes of work build clearly towards productive outcomes for
pupils involving real audiences and purposes; this helps pupils to
appreciate the importance of English to their lives outside school.
Independent learning and wide reading are very well promoted.
The curriculum builds systematically on technological
developments in communications and pupils have regular
opportunities to use ICT, including analysing and producing media
texts.
Pupils’ learning is very well enhanced by enrichment activities such
as theatre and cinema visits, drama workshops, reading groups,
and opportunities for writers to work with pupils in school.
For your
teaching?
Implications?
For your
Department?
3
Questions
1: So what, in your classroom
and your school, is English for?
2: Why do I need an English
teacher when I’ve got Google?
3: What are the skills,
experiences and knowledge all
young people should leave
your English Department with?
So what – in your classroom and
Department – do you need to
be doing more of and less of?
GB’s Thoughts ….
1: Know English
2 Plan around assessment & feedback
3: Be relentless in driving progress
4: Build student independence, not
dependancy
5: But don’t lose the rich heart of English
… and remember …
‘Standards are raised ONLY by
changes which are put into direct effect
by teachers and pupils in classrooms’
Black and Wiliam,
‘Inside the Black Box’
Key conventions
Demonstrate writing.
Link to speech
Teach composition
Importance of
reading
Sentence variety
Connectives
Know your connectives
Adding: and, also, as well as, moreover, too
Cause & effect: because, so, therefore, thus, consequently
Sequencing: next, then, first, finally, meanwhile, before, after
Qualifying: however, although, unless, except, if, as long as, apart from,
yet
Emphasising: above all, in particular, especially, significantly, indeed,
notably
Illustrating: for example, such as, for instance, as revealed by, in the
case of
Comparing: equally, in the same way, similarly, likewise, as with, like
Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the
other hand
Break tyranny of
Q&A
No hands up
Thinking time
Key words /
connectives
Reflective
groupings
Rehearsing responses
Get teachers watching
teachers who manage
S&L well
Read aloud.
Reading needs
teaching: skimming,
scanning, analysis
Demystify spelling
Teach and display subjectspecific vocabulary
Teach research skills,
not FOFO
Use DARTs:
prediction, jumbled
texts, pictures and
graphs
Presentation and
framing can make
texts more accessible
From Good to Outstanding in English
Geoff Barton
Download free at www.geoffbarton.co.uk
(Presentation number 60)
Saturday, November 07, 2015
English Teacher
Petite, white-haired Miss Cartwright
Knew Shakespeare off by heart,
Or so we pupils thought.
Once in the stalls at the Old Vic
She prompted Lear when he forgot his part.
Ignorant of Scrutiny and Leavis,
She taught Romantic poetry,
Dreamt of gossip with dead poets.
To an amazed sixth form once said:
‘How good to spend a night with Shelley.’
In long war years she fed us plays,
Sophocles to Shaw’s St Joan.
Her reading nights we named our Courting Club,
Yet always through the blacked-out streets
One boy left the girls and saw her home.
When she closed her eyes and chanted
‘Ode to a Nightingale’
We laughed yet honoured her devotion.
We knew the man she should have married
Was killed at Passchendaele.
Brian Cox
From Collected Poems, Carcanet Press 1993.
And finally …
From Good to Outstanding in English
Geoff Barton
Download free at www.geoffbarton.co.uk
(Presentation number 98)
Saturday, November 07, 2015