Parent Coffee Evening Welcome

Transcription

1 Parent Coffee Evening Welcome

2 English Curriculum The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. Martin Luther-King

3 The Aims of English Curriculum Develop creative thinking and development: enquiring minds about how language works and what literature means: encouraging students to make techniques studied work for them. Widening horizons: moving on and out, not locked in. Linking to the world beyond school: meaning and motivation for both the writer of texts and the presentation of ideas.

4 The aims continued Contexts and connections: how learning fits together. The links between reading and writing. Pupil participation, independence and choice: motivation to succeed through choice, exploration, personal response

5 Programmes of Study Years 7-9 The aim of the new Key Stage 3 curriculum (2014) is to develop the knowledge acquired in reading comprehension, grammar information and writing skills learnt in the new Key Stage 2 curriculum. In Key Stage 3, students are encourage to apply and create using the skills they have evaluating their success.

6 Key Changes Students must study two Shakespeare plays in full in this key stage. Two author studies (excluding Shakespeare) must be provided each year. With a greater focus on fiction and non fiction written before 1900 at GCSE, Key Stage 3 places a greater emphasis on these texts.

7 Awareness of Transition The weighting of assessment criteria. KS2 Primary focus of reading is comprehension KS4 Primary focus is inference and analysis.

8 Year 7 - Connection, creations and creative thinking. Diagnostic testing in reading and writing. Induction Unit: First Days at School. Author study - H G Wells.

9 Year 7 - Connection, creations and creative thinking. Magic - A study of a range of texts allowing for a whole text study of The Tempest. The Olympics - A look at Greek myths and legends as well as non fiction texts. Writing opportunities are provided within all of these units.

10 Year 8 - Expanding Horizons. Diagnostic testing in reading and writing. Narrative Voices - Study of a modern play in its entirety and the creation of own texts from this. Origins of English - A study of how our language came into being and how it is constantly evolving.

11 Year 8 - Expanding Horizons. Horror - A full text study of The Woman in Black and The Signalman. Writing opportunities are provided within all of these units.

12 Year 9 - Independent Application Diagnostic testing in reading and writing. Vision of the Future - A step into the words of 1984, Brave New World and Frankenstein with a look to how these texts have influenced modern teenage fiction. Conflict - A study of poetry from WW1, a full text study of Henry V or Richard III, as well as opportunity for debate and discussion.

13 Year 9 - Independent Application America - A full text study of To Kill a Mockingbird or Of Mice and Men as well as a study of the wide variety of fiction and non fiction to come from this continent. Writing opportunities are provided within all of these units.

14 Assessment In all years students are assessed termly using the body of work in their books to determine their level.

15 Intervention and addressing underachievement All staff are aware of students with additional needs, this includes SEN, Gifted and Talented, Pupil Premium Seating plans reflect this knowledge and planning and resourcing reflects the needs of these students as well as the rest of the class.

16 Intervention and addressing underachievement Teachers have a half termly focus on their key underachievers. Records are kept of strategies used and their impact. Best practise is shared across the department. All students receive personalised feedback designed to focus on their strengths and weakness.

17 Intervention and addressing underachievement All centralised mark books require the teacher to fill in an intervention column tracking levels obtained by students.

18 What did Hampshire Inspection and Advisory Service (HIAS) say about our KS3 provision? Students positive about subject. Reading ethos very strong. All those interviewed read at home from lists and/ or picking books them. All said they enjoyed analysing texts.

19 They liked writing PEA paragraphs and liked that they knew how to do it. All said they enjoyed 1984 and the texts they had been looking at. All could explain what they d been doing and could articulate what they had to do to improve. Marking was regular and focused on specific learning targets.

20 Students were clearly responding to marking, in all cases, using the purple pen to show engagement. Technical accuracy within writing was good across books MTPs allowed for personal provision and classes to take different learning paths. Level of challenge on the reading texts; students enjoyment of this challenge was good.

21 What did HIAS say about our KS3 provision? Moving forwards. Developing a love of writing, allowing students a greater freedom in form, purpose and audience selection. Encourage risk taking from all students.

22 Year 10 and 11 Curriculum H / R Half GCSE English Literature (Year 10) 1x controlled assessment (25%) 2x Exams. GCSE English Language (Year 11)

23 Year 10 and 11 Curriculum H / R Half continued 1x Extended Reading controlled assessment (15%) 2x writing controlled assessment (15%) 1x Spoken Language study (10%) 1x Examination (60%)

24 Year 10 and 11 Curriculum C Half IGCSE English Literature (Year 10) 1x coursework essay (40%) 1x exam (60%) GCSE English (year 11)

25 Year 10 and 11 Curriculum C Half 3x Extended reading controlled assessments (20%) 2x Writing controlled assessments (20%) 1x Examination (60%)

26 Tier Choices H/R Half In both English Literature and English Language there is an expectation that all students sit higher tier with the aim of achieving a D-A* grade.

27 Tier Choices C Half There is an expectation in both IGCSE Literature and GCSE English that there will be a mixture of tiers. For Literature mixed tier teaching is of advantage. When preparing for English GCSE Exam (from January of Year 11) classes are rearranged to allow for focused tier teaching.

28 Key Stage 4 September 2015 (current Year 9) Key Changes. Grading 1-9. Removal of controlled assessment. Removal of GCSE English so all students must sit Literature and Language.

29 Requirements for both Language and Literature to be assessed by 3 hours worth of exams (each). Literature exam to be closed book for all texts including Shakespeare. Removal of tiering for both exams. A change to the mind-set that everything can be revised at the end of Year 11. A more limited literature selection with only British authors used

30 Exam Breakdown GCSE English Literature: Shakespeare. Pre 20th Novel. Modern Novel. Poetry- including unseen GCSE English Language: Pre 20th century fiction and non fiction texts. Modern fiction and non fiction. Writing for purpose.

31 Where are we? Specifications were accredited in December We are involved with HIAS in collaborative planning with other county schools to ensure our curriculum best meets the needs of all our students.

32 Considerations and questions Initial Considerations The different weightings of units/sections Length of examinations The language/structure of the questions/papers 19th century fiction or non-fiction? Accessibility for lower attainers

33 Initial Considerations continued Scope to stretch and challenge Where comparison sits Number of unseen poems Different boards for Lang/Lit? What do we think of the support materials available? How well do we think we d be supported by the board?

34 Initial Considerations continued Teachers judgements will need to be aligned with the board s. What do we think of the planned standardisation procedures? Are there free KS3 assessment tasks available and/or assessment tasks or materials we can use throughout the 2 year course?

35 Language Specific Considerations Is the 19th century unseen prose fiction or non-fiction? Which would your students find more accessible? Is the 19th century text used for comparison? Is there a choice of writing tasks on both papers (or do we feel there is too much choice?) Are these writing tasks equally weighted?

36 Language specific considerations continued What is the style of writing questions? Are there pictorial prompts for writing tasks? Are all AOs assessed in each paper, or are they divided between the two? How do you feel about the assessment objective weightings and what will this mean for our curriculum?

37 Literature specific considerations Text choices for set texts Do comparison questions involve two unseen texts, a set text and unseen text, or two set texts? Are AO2 (analysis of language and structure) questions limited to comment on given extracts?

38 Next Steps Over the next half term, decide on an exam board for Literature and Language. Continue work with our development group to ensure the curriculum is developed as robustly as possible. Summer 2015 used to write schemes and medium term plans.

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