English Handbook by MCAMedia

English Department Vision

Our vision within the English Department is to develop and nurture pupils who:    

are resilient and committed lifelong learners have a passion for the power of the written and spoken word are influential writers, analytical readers and effective speakers are culturally, morally and spiritually knowledgeable Our mission statement:



     

to continually share and promote aspirational and inspirational targets for each pupil, always having high expectations and providing the personalised effective support necessary to ensure each pupils’ achievement. to offer a wide ranging and engaging curriculum which gives pupils opportunities to explore and enjoy all varieties of written and spoken communication in partnership with their teachers to ensure all pupils value and are proficient in the use of accurate and effective written communication in a variety of contexts, including to real and imagined audiences to provide personal pathways for pupils which ensure they reach their potential to give all pupils the provision which ensures progression through each key stage to support the Academy in the delivery of literacy across the curriculum and ensure pupils are equipped with the communication skills they needed across all curriculum areas to ensure all English teaching staff are continually progressing in their professional development and are secure in providing high quality provision at all key stages. to provide high quality, outstanding training and support to all ITTs who are developing their skills within our department

Our Commitment as MCA English Teachers

All English Teachers at MCA:         

  

put the safe-guarding, well-being, teaching and learning of each pupil at MCA before anything else are 100% committed to the well-being and achievement of each pupil have a passion for English and the belief that literacy proficiency is a basic right for every human being communicate their passion for the subject to pupils and other professionals always be positive, have high expectations and support each and every pupil to achieve their aspirational potential behave in a professional manner acting as a positive role model to pupils at all times demonstrate accuracy and the highest proficiency of language use at all times have outstanding, wide ranging and thorough subject knowledge Are 100% committed to their continuous professional development and actively seek out opportunities for their own skills and knowledge advancement ultimately for the benefit of our learners conduct themselves as professionals working collaboratively as part of the team at all times follow and work within the guidelines of each Academy policy for example staff conduct, absence, behaviour, homework follow all safe-guarding procedures without exception

English Department Organisation of Teaching and Learning at KS3 Organisation of Learning Area Within the English base, pupils experience a varied learning environment which facilitates periods of collaborative pupil-led learning, independent enquiry, experiential learning and direct teaching. Learning is divided into two, two hour blocks per week within which each class is designated a learning zone depending on needs of the individual class:

Class

Lesson 1 Lesson 2 Learning Zone Learning Zone

Orwell (1)

Chaucer(2)

Shelley (3)

Marlowe(4)

Bronte (5)

Tolkien (6)

Rowling (7)

Meyer (8)

Doyle (9)

Dahl (10)

Pullman(11)

Independent and selfâ&#x20AC;&#x201C;paced learning are the foci within learning zones 1,2,3 and 4. Orwell, Chaucer Shelley and Marlowe are given the time to research and explore concepts, ideas and texts within these zones during their first lesson of each week. They then swap learning zones to collaboratively develop and demonstrate their learning within a more closed environment. For Bronte, Tolkien, Meyer and Rowling, the pedagogy works to reverse to allow collaborative input whilst first being introduced to new concepts and learning intentions.

NB Classes are organised into groups of homogenous ability.

Each class may have allotted time within the Discovery Zone for experiential learning each week

English Department Organisation of Teaching and Learning at KS3

Learning Zone 1

Learning Zone 5

Learning Zone 9

Discovery Zone

Learning Zone 6 Learning Zone 7 Learning Zone 8

Learning Zone 2

Lesson 2 Swap

Learning Zone 4

Lesson 2 Swap

Learning Zone 3

Lesson 2 Swap

Learning Zone 11

Learning Zone 10

We feel that this model of delivering the curriculum achieves the following:        



  

Pupils of all abilities feel included and share achievements within a parity of curriculum. Pupils are provided with varying opportunities to learn, through varying methods and with varying stimuli. Pupils build a close relationship with their teacher. The teacher builds a close relationship with their class allowing them to differentiate materials, meeting the personal needs of each pupil. The variety of stimuli and the diet provided for various learning styles means the pupils are enthused and develop a passion for the subject. There is a parity between knowledge based and skills based teaching and learning. The Discovery Areas provide small groups with a space in which to discuss, enjoy texts and celebrate work in an atmospheric and flexible environment. Planning and delivering together within learning zones 1, 2, 3 and 4 allows teaching staff to share best practice and team plan to their strengths. Delivering and planning together facilitates constant evaluation of teaching and learning feeding into continuous progress in the quality of lessons; and therefore each individual pupil’s learning. Use of ICT interactive tutorials in learning zones 1, 2, 3 and 4 allows pupils to work at their own pace, controlling their learning through accessing what they are ready for and repeating what they need. The open nature of the learning space facilitates the movements of pupils where needed to ensure that the learning environment and challenge of all lessons is appropriate to their individual needs. Creating the above ICT resources allows us still to capitalise on our expertise as practitioners and knowledge of our pupils to create outstanding resources to further the pupils’ progress. Through changing the types of learning resources available to the pupils we are making them responsible for their own learning and adaptable to change and problem solving situations. The principle that the pupils must find out their own answers using the resources available to them, especially in learning zones 1, 2, 3 and 4, encourages flexibility and independence; clearly these skills are required for a future generation in a climate of growing globalisation and internet based enquiry. Pupils are prepared to think critically and articulate their thinking verbally and in writing equally by sharing their learning time across the learning zones. All staff members including trainee teachers are thoroughly supported being surrounded by experienced professionals at all times. The flexibility of learning zones 1,2,3 and 4 allow timely and effective interventions and tutorials to be carried out with any identified pupil based on their specific need.

English Department KS3 Curriculum

Curriculum Rationale Our Aim: 

   

To provide a sufficiently challenging curriculum across the ability levels to ensure pupils have every opportunity to make above expected progress to engage fully in the subject study of English and develop advanced literacy skills. to provide opportunities to experience and study a diversity of texts from different cultures, historical periods and genres. to provide intrinsic study of reading, writing and speaking and listening to ensure progress in all three skill areas across half term periods. to provide texts which stimulate, challenge and interest young people according to their interests and ability level. to ensure that the practice of writing is carried out in as many real-life contexts with real life audiences as possible, thus allowing all pupils to see where English skills are used in everyday life. to provide pupils with the communication skills required for both academic study and everyday use of the English language. to ensure that pupils know and understand the difference between spoken and written language use. to ensure opportunities within the curriculum for pupils’ social, moral, cultural and spiritual development. To have an English curriculum at foundation level, which fully prepares pupils for entry into study at Key Stage 4.

Organisation of the Curriculum Learning is organised into half term blocks; each unit of work is based around a specific genre, text or theme and is assessed summatively through an end of half term assessment task. The genre/theme/text approach encourages reading, writing and speaking and listening not to be learned as discreet skills but as a continuous developmental use of language. The pupils’ progress in each of these skills is therefore likely to be more continuous encouraging targets to be acted upon immediately rather than after an arbitrary break. The Long Term Plan is designed to be flexible and therefore, wherever possible, make links to other areas of the Academy curriculum, wider projects and National events. There are thematic links across the years to ensure links and comparisons between texts studied at KS3 can be made throughout. The curriculum is also designed so that the texts pupils study increase in challenge, complexity and maturity of theme from the beginning of Year 7 to the end of Year 9.

NB: Please see separate document: The English Foundation Curriculum for detailed unit plans, curriculum mapping against literacy strands and medium term plans.

English Department Foundation Curriculum Overview NB More detailed curriculum plans can be found on our Department shared area.

English Department Foundation Curriculum Overview NB More detailed curriculum plans can be found on our De-

English Department Foundation Curriculum Overview NB More detailed curriculum plans can be found on our Department shared area.

English Department Assessment Policy at KS3

The assessment policy is designed so that: 

teacher feedback is timely, focussed, indicates clear steps for progression with immediate follow up by the pupil



there is both pupil (self and peer) and teacher input throughout, allowing for all to know what the pupils’ next steps are for progression



pupil self and peer assessment is to be completed in GREEN ink; teacher assessment to be completed in RED ink so that inputs are defined



a mixture of both formative and summative approaches are fully included so that a record of what pupils can do with help and independently is clearly visible



Each pupils’ development is tracked as a story or journey of achievement



pupil/teacher dialogue is active, encouraged and has a positive impact on achievement



pupils’ progress will be clearly visible to both the pupils themselves, the teacher and all agencies



it allows for pupils to feel pride in their work and celebrate successes



a portfolio of pupil progression is carried throughout KS3 to support KS4 entry



assessment procedures are consistent throughout the department and consistently inform planning and intervention strategies



all feedback is acted upon to ensure that it positively impacts upon pupil progression (see individual lesson plans)

For full rationale see MCA Academy documents: ‘Life After Levels’ and ‘MCA Marking and Assessment Policy’

English Department Assessment Policy

CLASS TEACHER INPUT

Ongoing Formative Assessment

Exercise books to be marked a minimum of every three weeks

Effort grade awarded for each Spelling, Grammar and piece where: Punctuation corrections to appear as: 1= Beyond Expectations 2= Meeting Expectations SP 3= Not Achieving Expectations P 4 = Intervention Needed G In the margin with the correction

If a 4 or 2 consecutive grades of 3 are given, pupil is to attend compulsory ‘Catch-Up’ session in English.

Assessing Class Work Shorter tasks may be acknowledged by the teacher. All longer writing tasks should be marked in RED by the teacher identifying from the child’s ‘band’ what they have done well and what exactly they need to do to improve. This is followed by a task set to help the pupil understand how to progress and show progress. DIRT time at the beginning of lessons allows pupils to reflect on their feedback and complete the bespoke task.

Each pupil has Green book including at least 2 fully levelled pieces of work from each term as the LTP dictates. The results are to be recorded in the English Department database (this may include examination responses). Each term these are to be ‘RAG’ed against the pupils’ ’band’ A variety of writing, reading and speaking and listening assessments are conducted throughout the Foundation Curriculum. (See Summative Assessment p.11) Speaking and listening marks are to recorded on the Department Speaking and Listening forms which are located in the front of each pupils’ Green book.

Full Summative Assessment

English Department Assessment Policy

PUPIL INPUT (SELF and PEER)

On-going Formative Assessment to Encourage Understanding of Progress and SelfDirected Learning

Self and peer comments to appear as (green): (where Dialogue sheet not used) WWW: EBI:

Pupil/Teacher Dialogue Appears as teachers’ red responses to pupil comments and pupils’ green responses to teachers’ comments.

Self Assessment Check Peer Assessment Check Lists Lists Ticks as appropriate against Ticks as appropriate against self assessment of skills with self assessment of skills with comments. comments.

Half-Termly One-to One Dialogues Upon receipt of their half term assessment results or as soon as possible after, pupils record these in their ’Assessment Record’ booklets. They also have a one-toone progress discussion with their teacher and record their discussions.

Writing Anthology and Blog Publishing Pupils’ work is selected by teachers to appear in the MCA Anthology which is published once a year. Pupils’ writing is also published on the ‘Celebrating Writing’ section of the English Blog.

Understanding of Full Summative Assessment

KS3 Start 2/ 3c

KS3 Start 3b+/4c

KS3 Start 4b+/5

•Ideas are communicated with limited success. •Tone, style and register are starting to be matched to purpose and style of straightforward tasks with support. •Limited use of linguistic devices when prompted.

•Ideas are communicated with some success. •Tone style and register starting to be matched to purpose and style of writing for straightforward tasks. However, writing is inconsistent in terms of adapting to a particular audience. •Some use of simple linguistic devices when prompted.

•Starting to use paragraphs with support.. •Students are starting to use basic discourse markers with support. •Writing often doesn’t follow a logical order.

•Students are starting to use paragraphs to group ideas, although they may not follow a logical order. •Students are starting to use basic discourse markers. •Writing is starting to be ordered more logically, but shows no evidence of deliberate structural choices.

•Usually coherent paragraphs with a clear opening and closing. •Some use of basic discourse markers. •Some use of basic structural features.

•Ideas are mostly communicated clearly with some loss of control. •Tone, style and register are starting to be matched to purpose, form and audience across a range of writing styles, however, there may be a lack of consistency within pieces of writing. •Some use of appropriate linguistic devices.

•Paragraphs are clear and arranged in a logical order with a linked opening and closing. •Writing begins to use a range of discourse markers (additionally, moreover). •)Some use of structural features for effect, e.g. the use of a one line paragraph to draw attention to a particular idea.

•Ideas are communicated clearly. •Tone style and register are generally matched to purpose form and audience with straightforward tasks (persuasive letters etc.), however, students may struggle to pitch more open ended tasks (descriptive blogs etc.) •A range of appropriate linguistic devices used to match the task.

KS3 Start 5a+

Organisation

Communication

7 Writing

•Limited use of vocabulary. •Basic spelling are attempted, but with frequent errors.

•Simple use of vocabulary. •Basic spelling is usually accurate with occasional errors. Errors begin to get made with any more complex spellings (inflected endings etc.)

• Simple use of vocabulary with some expansion of general vocabulary to match the topic. •Accurate basic spelling, with errors where more complex words are attempted.

•Varied use of vocabulary. •Generally accurate spelling of common words with some accurate spelling of more complex words.

Vocabulary and Spelling

•Limited range of sentence forms. •Limited use of sentence demarcation.

•Simple range of sentence forms. •Occasional use of sentence demarcation.

•Use a variety of basic sentence structures. •The use of full stops and commas in lists is generally accurate, although students may struggle to use commas to separate clauses.

•Use a variety of basic sentence structures with some attempt at more complex structures (adverbial starters/ prepositional phrases). •Most basic punctuation is accurate with some use of more ambitious punctuation (semicolon, ellipses etc.)

Sentence Structure and Punctuation

English Department KS3 Progress Trackers

•Occasional use of standard English with limited control of agreement.

• Some use of standard English with some control of agreement.

•Some use of standard English with some control of agreement.

•Generally uses correct standard English with occasional lapses in control of agreement.

Grammar

English Department KS3 Progress Trackers

English Department Routes through KS4

Our belief in Personalisation It is our belief that pupils should be given the maximum amount of time to develop the skills and maturity to reach their potential at GCSE. All pupils will only sit GCSE exams when they have had the time to be fully prepared which will be at the end of Year 11. All pupils will study both GCSE English Language and GCSE English Literature as per Government guidelines. Only in exceptional circumstances where a pupil is a new arrival with a low EAL stage will a decision be made not to be entered for GCSE English Language and GCSE English Literature. Or just for a single qualification.

We believe that studying both Language and Literature gives our pupils a wider grounding in the subject of English and allows them to explore mature issues and develop understanding of the world through the rich variety of fictional and non-fiction texts studied across the 2 qualifications. For identified pupils, we also prepare them for Adult Literacy, Entry Level and Functional Skills qualifications where we feel this would benefit their future life chances and provide them with more opportunities for success.

English Department Organisation of Teaching and Learning at KS4

GCSELearning English C/D border9 group lineZone nurture

GCSE English A focus group

Discovery Zone

GCSE English A/B

Lesson 2 Swap

GCSE English Level 3 KS2 entry focus

Lesson 2 Swap

English D– focus group

GCSE English ‘B’ focus group’

GCSE English

GCSE English Level 3 KS2 entry focus

GCSE English Language and Literature A focus group

GCSE English Language and Literature A* focus group

English Department Curriculum at KS4: AQA GCSE English Language and GCSE English Literature over 2 Years

English Department Curriculum at KS4

English Department Personalisation of Learning

Our belief in Personalisation Personalised learning to the MCA English department is all about providing a wealth of opportunities to learn for each pupil and ensuring that each pupil is challenged, engaged and enthused with a passion for our subject. Our commitment is to ensure that all pupils meet or exceed high expectations in their achievement but also develop into lifelong learners with latent potential. We are committed to ensure that pupils build a relationship with their own learning and an understanding of their own learning needs including how to meet these needs themselves. What this looks like: Homogenous ability groupings Homogenous ability groupings allow teachers to provide tasks and a curriculum which is suited exactly to challenge the pupils of that ability group in each lesson. Pupils are therefore in peer support groups to learn and progress together. 

  

Pupils are placed into sets using end of KS2 level, baseline CATs data, NFER reading test results (test conducted in week 1 of the Autumn 1 medium term plan or during the Year 7 induction week), Spelling Age assessment and MCA teacher APP assessment including SEN registration details. It is not made explicit to pupils that they are set in terms of ability; this is implicit. Groupings are fluid and pupils can be moved into different groupings at various points throughout the year depending on the speed of their progression. The learning environment for each class is selected within the base according to the groups’ need.

Targeted resources and tasks   

   

Within the medium term plan for each week, teachers construct a personalised lesson pathway for their group in terms of content and outcome. Differentiated resources include: vocabulary support sheets, targeted writing frames, texts at different reading levels, questioning differentiated through Bloom’s Taxonomy. Further differentiation techniques include: Use of group work e..g. ‘expert panels’; peer ro peer teaching; Literacy TA support in lessons; individual targets for pieces of work shared with pupils. All content on REALSMART which is there for the pupils to access from home and during lessons is targeted at NC Level 3, Level 4, Level 5 and Level 6+. Every piece of work is to be modelled and pupils to construct, or be given a list of levelled success criteria to make assessment explicit and accessible, dependent on their need. The homework tasks should allow all pupils to access to different progression routes outside of the classroom. Booster REALSMART resources are available for home learning with the involvement of parents and carers to increase achievement and understanding within each Reading and Writing AF.

One-to-one time with the teacher  The teacher is fully aware of the progress of each pupil and can intervene and set targets for another learning pathway whenever necessary to break down any barriers to learning.  Each half term, pupils are invited to a detailed progress meeting with their teacher after school and a one-to one discussion in class is had when any assessment results are given back to pupils.

English Department Personalisation of Learning Personalisation Leads S.Whittington—Area Lead (L.Hodson– KS3; M. Maguinness—KS4) Responsibilities:  To develop and monitor effectiveness of intervention strategies  To help identify pupils currently underachieving on their learning pathway  To deliver CPD on differentiation and personalisation  To help organise and oversee extended schools personalisation  To report to SLT on progress of personalisation initiates

SEN Lead (K. Owen, S. Stokes) Responsibilities:  to organise TA and individualised support for SEN pupils  to oversee IEPs and any other Learning Support initiatives  To liaise with, support, and monitor differentiation of personalised pathways with the classroom teachers  to design, monitor and evaluate a Year 7 catch up curriculum for those joining MCA at a level below what is deemed ‘secondary ready’.

Curriculum Delivery Lead (L. Roach) Responsibilities:  to ensure lessons are planning to a consistently high level ensuring that all learners are given the opportunity to make outstanding progress through their engagement, access to the curriculum and lesson content .  Ensuring that resources are shared between teachers.  Provide CPD on areas of development identified.

Class Teachers Responsibilities:  To ensure lesson are pitched to allow pupils to make outstanding progress within the skill area being covered (based on knowledge of prior learning and achievement)  to direct TA and individualised support during lessons ensuring effectiveness  to review and assess IEP literacy targets  to differentiate learning resources and create personalised learning pathways for classes in lessons to enable good or outstanding progress of all pupils  Completed the REDS INFO document for any pupil they teach who are identified as ‘RED’.  to provide catch up sessions for any pupils requiring extra support.  To liaise with progress tutors to support pupil well-being, achievement and behaviour.  To communicate effectively with the behaviour team, inclusion team or any other colleagues as required.  To provide work for any absent pupil including passing work to the behaviour team for pupils in the event of isolation or through MCAway for any pupils having long periods of absence.  To provide timely and accurate to feedback to pupils to effectively communicate pupils’ successes and areas for development which the pupils then respond to.

Pupils follow a different timetable for the first All pupils who enter the Academy half term, and beyond if needed, where the at EAL stage 2 or below. majority of classes are intensive English session in which English is taught as an additional language.

All pupils who have a reading age Impact upon reading age through of 8 or below and those who show WRAT testing and comprehension a significant gap in their reading style reading age test. age and numerical age. Pupils who are below level 3 in Year 7; Below level 4 in Year 8; below level 5 in Year 9 and below D grade target at GCSE.

Pupils who have a reading age significantly below their actual age have 15 minutes of reading time with a member of staff each day

Pupils have their English lesson in a nurture room in a group of no more than 10. These lessons are taught predominantly by an SEN specialist. If not by the SEN-CO then with support from the SEN-CO or our SEN PGCE graduate.

Following a tri-annual book audit the pupils’ 5 All pupils in KS3. main grammar mistakes are identified. These are taught termly to the pupils in ‘Grammar stops’ within lessons. High profile poster campaign and support through literacy theme days.

Intensive English

Book Now

Pullman Nurture Group

The Big Five/Big Ten

Impact upon The Big Five test scores.

Impact upon English NC level.

Impact upon EAL stage during testing.

Impact upon pupils’ reading and spelling ages through WRAT testing.

All pupils who enter the Academy having achieved below level 3 for English

Pupils follow a different timetable for the first half term where the majority of classes are intensive literacy sessions. These sessions focus on phonics, the basics of sentence structure and punctuation.

Intensive Literacy

Measure of Impact

Pupils Involved

Brief Description

Intervention Strategy

English Department KS3 Intervention Strategies 2015-16

Impact upon Reading Age

Impact upon English NC Level

Pupils work through an interactive reading pro- Pupils identified by class teacher gramme which is tailored by the teacher to their needs; including comprehension exercises and optional ‘read the book aloud’.

Pupils identified by the behaviour team as part BIG intervention group members of the Behaviour Improvement Group are monitored in lessons and supported by the behaviour tem mentors. If they are identified as ‘I’ in the previous reporting cycle they are brought to catch-up by their mentors.

BIG intervention group

N/A

Impact upon the pupils’ English NC level.

Rapid Plus

Read and Write Gold A programme to support pupils with dyslexia Used on an ad-hoc basis with pupils and those who struggle with punctuation as identified by class teachers who well as verbalising what they have actually writ- would benefit from this support. ten.

Pupils who are struggling to progress across the level boundary

Pupils are extracted from their regular class for lessons targeted to boost either from Level 4-5 or Level 5-6.

Year 8 and 9 extraction class

Impact upon the pupils’ English NC level.

Pupils who are producing work at a significantly lower level to their KS2 reported entry level

Pupils are extracted from their regular English class for lessons targeted to boost either from Level 3-4 or Level 4-5.

Year 7 extraction class

Measure of Impact

Sessions on Wednesdays from 3.10-4.15. All pupils who have been identified as Impact upon the pupils’ English These sessions are a mixture of one-group with ‘I’ at the previous data collection NC level. the class teachers; Level 4– Level 5 booster or phase. L5-6 sessions with the literacy TA team; and homework catch-up sessions.

Pupils Involved

English Catch-up

Intervention Strategy Brief Description

English Department KS3 Intervention Strategies 2015-16

Impact upon legibility or handwriting and spelling age.

Pupils whose handwriting is holding back their writing speed, legibility, accuracy or spelling. Pupils identified as having an SPLD which severely impacts upon their achievement.

Pupils are extracted for 15 minutes handwriting practice with one of the literacy TA team.

Pupils are extracted by an SPLD specialist to work on spelling strategies.

All English lessons are available online for par- Pupils who have extended periods of ents/carers to support pupils through. The ma- absence due to being travellers or if jority of these lessons are ‘podcasted’ which they suffer an injury etc. allows the pupil access to the teacher’s dialogue and questioning as they work through the lessons. The pupils upload their work for the teacher to mark and comment upon.

Extra work support packs are sent home to parents/carers so that they have the resources available to support their child’s learning at home.

Handwriting extraction

SPLD support sessions

MCAway

Support work packs

Mostly pupils identified as ‘I’ in the Impact upon NC level. previous reporting cycle and those whose parents/carers teachers contact through their identification it would support the learners’ progress.

Impact upon NC level upon return.

Impact upon reading and spelling age through WRAT testing.

Impact on English NC level.

Measure of Impact

Schemes of work for each AF are available onPupils identified as ‘I’ in the previous line to pupils and parent/carers to work through data reporting phase and those strugat home and mark with guidance from the class gling to cross the level boundary. teacher. These schemes are targeted for level 45 and Level 5-6.

Pupils Involved

Literacy RWEB

Intervention Strategy Brief Description

English Department KS3 Intervention Strategies 2015-16

These are sessions on Wednesdays 3.104.15 in which pupils work with the KS4 coordinator to either catch-up on work which was not completed during lessons, or boost across mark bands– especially bands 3-4 and 4-5.

Impact upon CA mark then GCSE grade

Measure of Impact

All pupils in KS4

N/A

Impact upon The Big Five test scores.

Pupils who have entered KS4 be- Impact upon CA mark then GCSE low national expected achievegrade ment at KS3 and those having Pupil Premium.

Pupils identified as ‘I’ in the pre- Impact upon CA mark then GCSE vious data reporting cycle or pre- grade vious CA result and those invited on a weekly basis by the class teachers.

Pupils who are producing work Impact upon CA mark then GCSE below their target mark band dur- grade ing the controlled assessment preparatory teaching time.

Following a tri-annual book audit the pupils’ All pupils in KS4e 5 main grammar mistakes are identified. These are taught termly to the pupils in ‘Grammar stops’ within lessons. High profile poster campaign and support through literacy theme days.

GCSE POD and Revision All pupils provided with bespoke GCSE Pod Guide access for all playlists which can be accessed on phones, tablets and laptops as well as weekly homework from provided revision guides.

The Big Five

One-to one tutoring with Tutors from the tutor trust work to support an outside tutor. pupils in

GCSE Catch-Up

One-to One tutoring with Pupils are invited at lunch-time or after class teacher school to have a CA booster session with their class teacher.

Pupils have 1.5 hours of intensive GCSE Pupils who are dual educated at English on a Friday morning with the literacy MAPA or TLGs or whose absenTA team (supported by the behaviour team). teeism is affecting their progress.

Intensive GCSE

Pupils Involved

Brief Description

Intervention Strategy

English Department KS4 Intervention Strategies 2015-16

English Department Personalisation for Gifted and Talented Pupils

Commitment to Pupils and Identification The English Department are committed to ensure the individual learning needs of all our pupils are met and deliver suitably differentiated lessons that meet and challenge those needs. We commit wholly to the belief that all pupils should be challenged and all talent should be nurtured and celebrated. In order to achieve this aim and ensure challenge is provided, gifted and talented pupils will be identified in Year 7 based on their FFT data and current achievement. Those pupils with a Year 7 target of 5a will be identified as gifted and talented. In year 8, pupils will be identified using the progress that they made during year 7. Therefore, pupils who have a minimum year 8 target of 7c, based on previous performance, will be identified as gifted and talented. We aim to achieve our commitment by: Through Lessons

Through Extended Learning Opportunities

Always having aspirational expectations of pupils

Recommending and providing literature for pupilsâ&#x20AC;&#x2122; independent study which they can blog and have conversations with teachers and peers about on REALSMART

Providing lessons which enable independent learning opportunities

Provide publishing opportunities for gifted writers to nurture talent and provide real audiences

Choosing challenging literature for class study

Entering work into National Poetry Competitions and writing competitions.

Through constructive and formative marking

Designing inter-school writing competitions

Designing extension tasks in lessons

Creating links with National gifted and talented organisations

Through open dialogue with pupils individually both orally and through written feedback

Creating an extended schools gifted and talented writing and reading society.

Celebrating and rewarding achievement through the MCA Booker Prize Awards

Make resources available on REALSMART for further and independent learning

Designing appropriate KS4 and KS5 pathways Providing pupils with a rich resource of literary knowledge to recommend further reading. To provide opportunities to meet published authors and partake in home learning literacy projects. Please see separate document : MCA English Department G and T Provision for further details

Communication Specialism within the English Curriculum Communication Skills within the English Curriculum Written Communication: 

Communicating personally in written form for varying purposes, to varying audiences, in varying contexts and using various text types effectively: Text Types Letter Article Email Diary Discursive essay Poetry Narrative Script Web script Blog Text Message

Purposes Inform Explain Describe Narrate Argue Persuade Complain Entertain

Contexts Writing as if no tenor with the audience Writing as if close tenor with the audience

Audiences Audiences of varying ages Audiences from varying backgrounds



Understanding the content of written communication exactly to gain knowledge and establish the purpose, audience, and context of any given text. 

Understanding written communication to the point at which pupils can understand the subtle differences and nuances of features between these text types and justify and evaluate the writer’s choices. Spoken Communication:  Communicating through speech for various purposes, to various audiences and in different contexts

Purposes

Audiences

Contexts

Inform Explain Describe Narrate Argue Persuade Complain Entertain

Speaking as if no tenor with the audience Writing as if close tenor with the audience Audiences of varying ages Audiences from varying backgrounds

In role In a group situation Individually presenting to an audience



Understanding the content of spoken communication exactly to gain knowledge and establish the purpose, audience and context of any given speech. 

Understanding spoken communication to the point at which pupils can understand the subtle differences and nuances of features between spoken features and justify and evaluate the speaker’s choices.

The English Team

Sarah Whittington

Area Leader

Matt Maguinness

Lead Practionner (KS4)

Moona Khan

DL3 KS4

Lucy Hodson

DL3 KS3

Laurie Roach

DL2 KS3 Curriculum Delivery

Sarah Stokes

SEN Lead

Lorna Eyre

DL3 Behaviour and Head of Turing House

Karen Owen

Teacher of English (and SEN-Co)

Luke Beddows

Teacher of English

Adam Woods

Teacher of English

Enda McCallan

Teacher of English

Gary Heap

Teacher of English

Voula Polychronidou

Teacher of English (EAL Specialism)

Shannon Lampkin

TA and Technician

Jodie Cook

School Direct Teacher

Connor McKee

School Direct Teacher

Paige Aston

Urfan Asharaf

Emma Stott

English Tutor

Emily Cook

Teach First Teacher

Emily Carp

Teach First Teacher

...

Area Monitored

Teaching and Learning

Monitoring Procedure

Learning Walk

Area Scorecard

Weekly

10 minute walk through in which a snapshot is taken of the quality of teaching and learning across the Department Report on lesson observa- Weekly tion (ITT, TA and Teaching) carried out , learning walks homework provision and completion, SIMS behaviour reports, student progress, ESA attendance, external visits, WOWs, and interventions as well as the actions following each of these.

Frequency

Brief Description

AL of a contrasting area.

Fed forward to SLT on a weekly basis

Fed forward to LP who reports to SLT. Areas for development fed into staff meeting the following week. Individual teachers fed forward to if necessary.

Carried out by Outcomes

Please see separate School Direct documentation for quality assurance procedures involving ITTs and the quality of provision for ITTs

The quality assurance procedure is designed so that:  the quality of teaching and learning and hence the progress of the pupils is consistently high across both Key Stages, all year groups and between individual classes  each pupil receives the same high quality provision  best practice can be identified and shared between staff  staff performance can be celebrated and successes shared  areas of support for teachers and areas for development are identified and relevant CPD provided  evaluation of provision is constant and striving to improve the outcomes for our pupils

English Department Quality Assurance Procedure

Book Scrutiny

Teaching and Learning

LP RAGS a random selection Every half of each teacher’s classes’ term books for the quality of work, progress and assessment they show. A random selection of pupils’ books are chosen from each teacher and peer audited at a department meeting. Against the RAG criteria.

Formal lesson observations graded 2 per year and recorded on School IP. (new staff observed once within Autumn 1 at the latest; continuing staff Autumn 2 at the latest)

Weekly

A check to snsure that teachers upload their lessons onto the staff shared area to promote sharing and quality provision.

Teaching and Learning

Shared Area Check

Formal Lesson Teaching and Observations Learning

Frequency

Brief Description

Area Monitored

Monitoring Procedure

LP and Team

LP and/or SLT—at least one observation in the series completed by LP and SLT for standardisation of grading purposes.

Carried out by

English Department Quality Assurance Procedure

Teachers are provided with individual feedback, successes shared and targets set. Overall department results feed into SEF and shared at department meeting. Staff chosen to share best practice at CPD in department meetings. Scores collated to go towards teacher’s performance records.

Results fed back to teachers by the observer and targets set accordingly. Collated results inform the SEF and fed to SLT. CPD and mentoring organised accordingly. Following an observation graded ‘requires improvement’ staff are reobserved within 2 weeks. If there is no improvement, monitoring procedures continue and the teacher assigned a designated mentor.

DL feeds forward the check and any lessons missing highlighted at following Department meeting.

Outcomes

1 per year

Every half term

Staff select a lesson and video it. The video is reviewed and assessed with a peer. Against set criteria which is scored.

A lesson plan and resources from each teacher is DL RAGed as per set criteria for evidence of differentiation, clear outcomes, pitching etc...

Star View Les- Teaching son Observa- and tions Learning

Planning Scru- Teaching tiny and Learning

KS3— twice per year After the SATS KS4 – after each C.A.

Team

Assessment Moderation

KS3 moderation happens in a group where each teacher brings a folder of pupils’ work (top, middle and bottom) which is secondarily marked by one other teacher. SATS moderation involves five papers being counter marked from each teacher by two other teachers. KS4 moderation happens in a group where each teacher brings a folder of pupils’ work (top, middle and bottom) which is secondarily marked by one other teacher. Additionally, KS4 lead and LP check a random sample of each teacher’s C.A.

Teaching and Learning

Assessment Standardisation

Feedback to individual teachers, informs CPD and mentors established if needed. Scores retained for teacher performance records.

Department results fed forward to inform CPD Individual teacher’s scores collated to go towards their performance records.

Where discrepancies are found, folders are checked by LP and DLs and marks adjusted accordingly,. Where a particular teacher is out of tolerance further CPD arranged and all assessments are checked from that teacher. Results collated as evidence.

Marks collated and where the marking is out of tolerance, further CPD organised and marking partners created. Results collated as evidence

CarOutcomes ried out by

Teaching and Learning

Frequency

Team

Area Mon- Brief Description itored

Teachers mark sample assessments with the mark KS3—once criteria alone to assess accuracy against the every year ‘actual’ marks. SATS—once every year KS4—before each C.A.

Monitoring Procedure

English Department Quality Assurance Procedure

Teaching Scores from teacher performance records collated Termly and Learn- and teachers awarded respectively, ing and Progress

Teacher Awards

Teachers awarded for successâ&#x20AC;&#x201D; focus on the positives.

DLs Impact evaluated and intervention and LP adapted accordingly.

Dependent upon the intervention

Progress

Intervention Impact

DLs collate data from the intervention strategies depending on the measure of impact for each.

Progress

Student progress analysed by DLs and LP. Interventions developed based on data (see intervention strategies). Teachers residuals are kept as part of their performance records.

CarOutcomes ried out by TEAM

Frequency

Teacherâ&#x20AC;&#x2122;s input assessment data into the departEvery half ment databases along with a teacher assessment. term These are RAGed and where students are currently under-achieving interventions are developed.

Area Mon- Brief Description itored

Data Input

Monitoring Procedure

English Department Quality Assurance Procedure

English Department Teaching Writing Policy

As a Department we strive to use the most effective pedagogical methods to ensure pupils’ progress across each year. We constantly evaluate our teaching methods and strive to improve progression. This is married to our belief that through keeping a consistent ‘language of teaching’ pupils will understand their progression and it will remain consistent through year groups, especially following a change of class teacher. At the current time of publication the following teaching writing policy explains the methods used for teaching specific areas of writing to ensure the consistent ‘language of teaching’’ throughout the Department. Teaching Paragraphing

All pupils should be encouraged to create paragraphs which follow this structure: 1- Opening sentence which introduces the content of this paragraph and links to the previous 5- 5 connected sentences which develop, and explain the content 1- A closing sentence which summarises what has been discussed within the main body. Teaching the linking of Paragraphing All pupils should be encouraged to link paragraphs which follow these guidelines: Level 3-4: Beginning paragraphs with a numerical connective (firstly, secondly…) in non fiction or a time connective. Level 4-5: Beginning paragraphs by repeating content from the paragraph previous e.g. ‘Having explained….’ or ‘Where …. has been shown above, …’ in non-fiction. Level 6—7: By repeating and developing and idea from the previous paragraph or picking up an extended metaphor embedded throughout the text.

Teaching Variety of Sentence Use Pupils should be encouraged to use a variety of sentence types in all of their writing to create different effects. The sentence types should be referred to as the names below and taught in conjunction with the necessary punctuation of them for nurture groups although precise terminology should be encouraged with all other teaching groups.            

One word sentence Simple sentence BOYS sentence 2A sentence Mystery sentence Having sentence ‘ING’ sentence If sentence Although sentence Preposition sentence De:De sentence 3ed sentence

See separate document:| MCA Sentence Types

English Department Teaching Writing Policy

Teaching Grammar Within each week at KS3 and 4 pupils have a ‘10 minute Grammar Stop’ during their lessons. Within these pupils have a teacher led session on one particular grammar focus either identified on the Big Five intervention or at the class teacher’s discretion. Grammar stops may include: - in order of need: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17)

Capital letters Full stops Saw/seen His / he’s Apostrophes for omission Apostrophes for possession Their, their and they’re Other homophones Spelling strategies Was/were Changing a noun to adjective, verb and adverb Irregular verbs Irregular plurals Have/of Its/ it’s Been/being From/off/off

Every opportunity for developing the pupils’ understanding of grammar should be taken. This includes the analysis of the effects of grammar during reading schemes including making comments on the writer’s choices of sentence types, listing, punctuation, subject constructions and modifiers. From this understanding, pupils should be encouraged to make such choices for effect in their own writing. Teaching Spelling . At MCA we have a firm commitment to improve each pupils’ spelling capability. Pupils’ spelling ages are tested each year in order to monitor the pupils’ progression. This is more often for some pupils involved in Intensive Literacy interventions. Different methods are used for different pupils based in their spelling proficiency.

1) 2) 3)

Pupils with a sever SPLD are extracted by an SPLD specialist for work on phonics and spellings (see intervention strategies) Pupils working at low level or have an MLD are taught spelling strategies as part of their Grammar Stops in lessons. Differentiated spelling programmes run with all KS3 classes in which pupils are given a list of spelling to learn and are tested each week. These are grouped by sound, letter pattern, and subject specifics.

See separate document:| KS3 spelling programmes