Planning to be Outstanding: Excellent Outcomes in the English Classroom Helen Angell and Jayne Crosby Outstanding Progress Individuals 2 minutes • On the A5 sheet you have been provided with, give three examples of what you think outstanding progress looks like in English • Stick these to the wall, we will be returning to them Relevant, Realistic and Recent This week at JCA... • Consider recent events in students’ eyes • Motivate students because of relevance to their lives • Engage with a genuine task and audience JCA YEAR 10 CLASS OF 2013 Your aims are: 1. to take an active role in group discussion, 2. to discuss, in detail, all the topics you are given, 3. to devise four key questions to ask your new principal, Mr Angell. How do we show short term progress in the classroom? Groups 10 minutes • Watch the following video • Focus on the student your group have been allocated • Where is this student at the moment? • How would you move this student on? • How far do you think you could move this student on in this individual activity? • What piece of advice would you give the student to ensure progression? • Prepare 60 seconds of feedback for the workshop Capturing Individual Student Progress • • • • • James Louisa Iggy Aiden Harry How do we build long term progress in the classroom? One Student’s Journey • Jordan is a Year 10 student at a CLF academy • His KS2 data has predicted the GCSE target of a B grade for English • Jordan’s teacher thinks that he will exceed this grade at the end of Year 11 Loving Literary Reading Groups 10 minutes Your group has been given a selection of extracts from Jordan’s work. • Arrange them in chronological order and stick them to your sugar paper. Annotate your sheet with the following points: • Identify features of Jordan’s response at each stage to justify your sequencing • What activities has the teacher used to ensure progress between each stage? • What activities and advice would you give Jordan to ensure further progression to achieve his target B grade and beyond? • Prepare 60 seconds of feedback for the workshop Jordan’s Progress Orwell uses suspense in sentences like “At this there was a horrible baying sound.” Sentences like this show that something is going to happen. Squealer is shown as talented, manipulative and able to make a good argument using rhetorical questions like “surely you don’t want Jones back?” to make the animas agree with him through ‘unanswerable’ arguments. Also the animals always believe anything he says, as is shown by “if comrade Napoleon says it, it must be right.” Atticus isn’t presented as a racist character due to factors such as: he isn’t afraid to talk about the rights of black people. For example we can see from the quote, “I don’t know of any law that says they can’t talk.” This also implies that Atticus respects them. The quote “Borrow Calpurnia” contradicts what I said and could show that Atticus treats Cal as an object because of her Race, this could also imply that Atticus has a lot of authority in the house. This behaviour is also shown by Aunt Alexandra which could make Cals attitude towards other people in the family, such as Scout. To Kill a Mockingbird is a Bildungsroman. The novel is about Jem and Scout coming-of-age and gaining a more mature understanding of the world in which they live. “It’s like bein’ a caterpillar in a cocoon. I always thought Maycomb folks were the best folks in the world, least that’s what they seemed like.” This leads to a loss of innocence as they realise that their community is not as perfect as they imagine, and that the innocent are not always freed. In this extract Orwell present Mr Pilkington as a critical but pleasant person. Adjectives such as “excellent” and “neighbourly” show this. Although the quote “Napoleon and Pilkington had each played an ace of spades simultaneously.” This could suggest that they are both cheats; sly and untrustworthy. George Orwell created a tense atmosphere, “sharp, suspicious glances.” This quote implies that humans and animals do not trust each other. It could also suggest the ‘alliance’ will fail, just like Russia, UK and USA in the anti-German alliance in the late 1930s. Outstanding Every Day Pairs 5 minutes So, what is outstanding progress? • Return to the A5 sheets from the beginning of the session • How has your understanding of outstanding progress changed or developed? • Identify one aspect of outstanding progress you could now use. Write this one idea on the wall Finally... Outstanding CLF English Practice: • AFL • Students can articulate their progress with reference to meaningful success criteria • Understanding that progress is bespoke • Understanding barriers • Understanding how different students learn • 4 levels of progress; a D grade is outstanding for a student who begins Year 7 at level 2!