“English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times.”The National Curriculum for England DFES/ QCA
Fortnightly pupils complete a piece of extended writing known as the Big Write, work is planned by the English subject teacher and delivered weekly by each class teacher during the timetabled Big Write session. The English subject teacher provides work and resources for one week of taught and planning time and once week for extended independent writing.
Marking and Feedback of Big Write work takes the form of Red (R), Yellow (Y), Green (G) which equates to dot, line & cross – against each of their targets. There is a space at the bottom of the feedback sheet for more detailed written feedback. Pupils receive their own big write tracking sheets for all extended writing tasks; this allows pupils and staff to target areas of weakness in their writing and also to challenge pupils to maintain high standards.
Marking and Feedback
The same colour code system used in mentoring is also employed in daily feedback and marking. It provides children with a visual indication of performance and judgments and makes marking more focused yet simpler.
Pupil Personal Literacy Target
All pupils have his/her Literacy Target for the next half term on the front of their exercise book which is referred to every lesson, the teacher/TA are expected to discuss the targets wherever possible so that feedback remains completely focused on achieving their personalised targets.
Each half term the teacher assesses the pupil’s progress towards achieving that target. It the target is met a new target is provided, the text is coloured in green to show this is the first half term this target has been set. If the child has not met the target the text is coloured in amber to show that this is the second half term this target has been set.
However if by the third half term the child has not met the target the text is coloured red to show that they are not making the expected progress and further intervention may be required.
Big Write Tracking Record sheets are for the teacher to easily and continually track pupil progress without having to refer to individual exercise books. They allow the teacher to maintain an overview of class performance and are particularly useful in identifying gaps in teaching or learning, which in turn informs planning. They also give an indication of ability groups to inform class organisation and differentiation and show the children requiring intervention and extension work. The teacher can see what impact his/her teaching has had. They use these assessments to change what was planned to teach. The scheme isn’t abandoned but is modified to address gaps in pupils’ learning. We teach the pupils…not the scheme.
English at KS4 – Functional Skills
Functional skills are practical skills in English that enable everyone to work confidently, effectively and independently in life and at work. They help us recognise good value deals when making purchases, in writing an effective application, or using the internet to access local services or online banking. They’re about using English in everyday situations – identifying problems or challenges, selecting from the knowledge that we have, or knowing where to get it, and applying that knowledge to find effective solutions. Functional Skills are also being introduced as a response to calls from employers for workers to have English skills required in a workplace.
A Functional Skills qualification in English at Level 2 will show that someone is competent in:
writing documents on complex subjects
making effective presentations in a wide range of contexts
reading and summarising succinctly information from different sources
spelling, punctuation and grammar, accurately so that meaning is clear
Assessments have been designed to inspire and motivate students, providing appropriate stretch and challenge whilst ensuring, as far as possible, that the assessment and texts are accessible to the full range of students.
The specification offers the attraction of two equally-balanced papers, relating reading sources to the topic and theme of writing tasks. The reading sources act as stimulus for writing tasks, providing students with a clear route through each paper.
Each paper has a distinct identity to better support high quality provision and engaging teaching and learning. Paper 1, Explorations in Creative Reading and Writing, looks at how writers use narrative and descriptive techniques to engage the interest of readers. Paper 2, Writers’ Viewpoints and Perspectives, looks at how different writers present a similar topic over time.
Our approach to spoken language (previously speaking and listening) will emphasise the importance of the wider benefits that speaking and listening skills have for students. The endorsed unit will draw on good practice to suggest how engaging formative tasks can lead to a single summative assessment.
The course offers a skills-based approach to the study of English Language in an untiered context. Questions are designed to take students on an assessment journey through lower tariff tasks to more extended responses.