From Good to Outstanding in English

1. From Good to Outstanding in English Geoff Barton Download free at www.geoffbarton.co.uk (Presentation number98)

2. Miranda: “O brave new world that has such people in't!” Prospero: “'Tis new to thee”.

3. What How

4. + G&T + Grammar + Literacy + 5*A-C(EM) + NC Review + Revised Ofsted

6. Where have we come from? • Where are we now? • Where are we going?

8. 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

10. For each of the following write a sentence containing the word or clause indicated: 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

13. Autonomy 16+ NC Coursework GCSE Framework Performance tables 5A*C+EM New NC for 2014 Disempowerment

14. 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

16. The Matthew Effect (Robert K Merton)

17. The rich shall get richer and the poor shall get poorer Matthew 13:12

18. “the word-rich get richer while the word-poor get poorer” in their reading skills (CASL) Canadian Association of School Librarians

19. “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 Daniel Rigney (SEDL 2001)

20. “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 The Matthew Effect Daniel Rigney

21. 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

22. Stricht’s Law: “reading ability in children cannot exceed their listening ability …” E.D. Hirsch The Schools We Need

23. “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

24. “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

25. 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

26. The Matthew Effect: The rich will get richer & the poor will get poorer

27. Subject Reviews 2005 & 2009 ‘English at the Crossroads’ & revised schedule (2012)

28. English 2005: • 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’. 1 • 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. 2 3 • Pupils’ writing does not improve solely by doing more of it.

29. English 2009: • 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 … 1

30. English 2009: • 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. 2

31. English 2009: • 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. 3

32. English 2009: • 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. 4

33. English 2009: • 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. 5

34. Whole-school literacy: Every teacher in English … Teach reading, not FOFO … Demystify spelling … Model writing … Emphasise quality talk …

36. CASE STUDIES

38. COMMUNICATION For your teaching? Implications? For your Department?

39. Brave New World: The 2012 Schedule

40. It’s all about the classroom

41. 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.

42. COMMUNICATION 8 Key Expectations

44. COMMUNICATION 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? 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)? 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? 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?

45. COMMUNICATION 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? 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? 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? Does teachers’ marking support key literacy points? For example, are key subject terms always checked for correct spelling? Is sentence punctuation always corrected?

46. COMMUNICATION For your teaching? Implications? For your Department?

47. SUBJECT-SPECIFIC GUIDANCE: What Outstanding Looks Like

48. 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.

49. 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.

50. 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