From Good to Outstanding in English

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From Good to Outstanding in English

• Geoff Barton
• Download free at www.geoffbarton.co.uk
• (Presentation number 98)

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Miranda O brave new world that has such
people in't!   Prospero 'Tis new to thee.
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What
How
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GT Grammar Literacy 5A-C(EM) NC
Review Revised Ofsted
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• Where have we come from?
• Where are we now?
• Where are we going?

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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
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• 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
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Autonomy
16 NC Coursework GCSE Framework Performance
tables 5ACEM New NC for 2014
Disempowerment
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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

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The Matthew Effect
(Robert K Merton)
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The rich shall get richer and the poor shall get
poorer
Matthew 1312
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the word-rich get richer while the word-poor get
poorer in their reading skills
(CASL)
Canadian Association of School Librarians
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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)
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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
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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
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Strichts Law reading ability in children
cannot exceed their listening ability
E.D. Hirsch The Schools We Need
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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
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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
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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
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The Matthew Effect
The rich will get richer the poor will get
poorer
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Subject Reviews 2005 2009 English at the
Crossroads revised schedule (2012)
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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.
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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.
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Pupils writing does not improve solely by doing
more of it.
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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
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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.
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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.
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English 2009
Ofsteds 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.
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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.
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Whole-school literacy

• Every teacher in English
• Teach reading, not FOFO
• Demystify spelling
• Model writing
• Emphasise quality talk

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CASE STUDIES
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COMMUNICATION
For your teaching?
Implications?
For your Department?
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Brave New World The 2012 Schedule
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Its all about the classroom
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BIG PICTURE

• Satisfactory is unsatisfactory
• Outstanding wasnt always outstanding and will be
  subject to inspection
• No-notice from September
• (SEF? lesson plans? data?)
• Its about teaching and marking
• Its about literacy aka communication (DCIL)
• Its about progress.

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COMMUNICATION
8 Key Expectations
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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?
•  

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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?

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COMMUNICATION
For your teaching?
Implications?
For your Department?
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SUBJECT-SPECIFIC GUIDANCE What Outstanding Looks
Like
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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.

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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.

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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

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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

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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.

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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.

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For your teaching?
Implications?
For your Department?
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Questions
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1 So what, in your classroom and your school, is
English for?
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2 Why do I need an English teacher when Ive got
Google?
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3 What are the skills, experiences and knowledge
all young people should leave your English
Department with?
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So what in your classroom and Department do
you need to be doing more of and less of?
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GBs Thoughts .
1 Know English 2 Plan around assessment
feedback 3 Be relentless in driving progress 4
Build student independence, not dependancy 5 But
dont lose the rich heart of English
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and remember
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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
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Key conventions
Demonstrate writing.
Link to speech
Teach composition
Sentence variety
Importance of reading
Connectives
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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
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No hands up
Break tyranny of QA
Thinking time
Key words / connectives
Reflective groupings
Rehearsing responses
Get teachers watching teachers who manage SL
well
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Reading needs teaching skimming, scanning,
analysis
Read aloud.
Demystify spelling
Use DARTs prediction, jumbled texts, pictures
and graphs
Teach and display subject-specific vocabulary
Presentation and framing can make texts more
accessible
Teach research skills, not FOFO
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From Good to Outstanding in English

• Geoff Barton
• Download free at www.geoffbarton.co.uk
• (Presentation number 60)

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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
saidHow good to spend a night with
Shelley. In long war years she fed us
plays, Sophocles to Shaws 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
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From Good to Outstanding in English

• Geoff Barton
• Download free at www.geoffbarton.co.uk
• (Presentation number 98)