English

English GCSE Results June 2009

In keeping with the results generally in school, the English Faculty were, again, delighted with the GCSE results. In English Language, 52.6% of the yaer attained a C or above, we also improved on the number of pupils attaining the highest grades.The English Literature results were outstanding with 73% of the pupils attaining A*-C. I would like to congratulate all the pupils on their great achievements; the result of a great deal of hard work and effort on their part. I would also like to thank my department whose unstinting efforts have also made these results possible.

Year 11 GCSE Engliah Language and Study Sessions - Autumn 2009

However there is no time to sit back and relax as the present Year 11 are already buliding up to their English Language GCSE which they will sit this November (9th and 12th) All Year 11 coursework must be completed by the end of September. Staff are busy arranging extra classes after school. We are also working with Assess Education who are providing after school study sessions, off site. Over half term (26th and 27th October) the faculty will, again, be providing study sessions which are open to all pupils. This year we also have a chief examiner coming in to give the pupils some guidance and support. We are also hoping to arrange a residential session for some selected pupils. Please look out for letters which will be going out to parents in the near fulture. Do encourage your son/daughter to take up these opportunities as we have found that the pupils who do take part in these activities do better in the examinations. E.J. Score. Head of English

The English Department at Childwall School is committed to developing our pupils’ skills in Reading, Writing and Speaking and Listening. We believe in equality of opportunity, in promoting excellence, and that every child should be positively encouraged to reach her or his true potential. We aim to encourage lively and enquiring minds to develop those skills, which are necessary for the world beyond school.

The following strategies will be useful in improving teaching and learning in the faculty:

a) Teaching Strategies using

• Speaking and listening
• Writing
• Reading
• Creative responses
• Drama / role play
• Literature
• The media / video
• ICT
• Presentation and display
• Pupil’s own experiences

b) Pupils preferred learning styles

• Individual work
• Pair work
• Small group work
• Whole group work
• Question and answer
• Role-play

c) Grouping pupils

• Cognisance should be given to how different groupings will be employed to achieve the learning objectives of each lesson.

d) Pupil achievement

• Celebrating pupil achievement will motivate individuals and groups.
• The following strategies can be used: stickers and merits / faculty letters home / end of term merits
• Individual and group comment to pupils, praising and encouraging them will help achieve long-term success.
• Positive comments on pupils’ written work.
• Display of pupils’ work.

e) Under-achievement

• Identifying and responding to pupils who are under-achieving.

f) Discipline

• The school’s Code of Conduct will be used.

Monitoring of Teaching and Learning

The monitoring of Teaching and Learning is fundamental to improving pupil performance.

The monitoring is directly linked to the review of Teaching and Learning undertaken by the SMT. The areas identified for development were:

• Preparation / organisation including ‘pace’
• Variety of tasks
• Expectations
• Year 12 / 13: more written contribution.
• Strategies for Monitoring
• Classroom observation
• Faculty meetings
• Discussion with colleagues
• Discussion with pupils
• Monitoring of staff planners / mark books
• Monitoring of pupils’ exercise books

English Faculty Assessment Policy

Assessment is recognised by the faculty as being important for the following reasons:

• It informs staff of individual pupils’ progress over the course of an academic year.
• It highlights gaps in pupils’ knowledge, skills and concepts enabling staff to accurately reinforce learning points and determine future learning needs.
• It highlights gaps in the curriculum, informing on future Curriculum Design.
• It informs staff of whole class performance.
• It enables CC’s to provide appropriate support for members of the department.
• It enables pupils to participate in their own development and learning progress by providing them with the opportunity to take account of their own performance and participate in making decisions about their future learning needs and to set targets for future attainment.
• It enables pupils to assess their own performance.
• It provides parents with the opportunity to participate in their child’s education, informing them of appropriate support.
• It enables faculty members to track pupil progress across the Key stages.
• It enables the faculty to monitor its own progress and development and to make comparisons with other faculty areas and to set targets for future progress.
• To identify and provide appropriate support for S.E.N. pupils.

Method of Assessment

1) At KS3

Key Stage 3 English is rapidly changing! Since the abolition of the SATs examinations, the focus of Years 7, 8 and 9 is to improve skills and enjoy English. We follow a rich and varied programme of study ranging from multi-cultural writing to media. Each unit of work is centred on developing pupils’ skills and encouraging them to look at the world with a creative yet analytical perspective.

Assessments are completed every half-term, allowing staff to identify and praise successes while also ensuring that concerns are addressed quickly and regularly. Pupils strive to achieve the standards defined in the APP assessment criteria.

Some examples of topics at Key Stage 3 are: advertising; modern plays; short Shakespeare; novels; Room 101; anecdotal writing; Gothic fiction and many, many more!

• Assessing Pupil Progress at KS3

At KS4

i) Through formal written examinations.

ii) Through written pieces as part of GCSE coursework.

iii) Through formal opportunities for speaking and listening as part of the GCSE coursework.

iv) At the end of each term the teacher will record a GCSE grade.

At KS5

i) Through formal timed essays.

ii) Through coursework.

iii) Through formal AS and ‘A’ level examinations.

Raising the achievement of all pupils in English

English provides many opportunities for raising attainment of all pupils.

KS4 English

Pupils in year 10 and 11 have the opportunity to gain a range of qualifications in English. Pupils study the WJEC English Language GCSE in Year 10. In year 10 pupils, initially, focus on completing a coursework folder. This consists of four written pieces and 3 Speaking and Listening tasks:

Poetry from Other Cultures

This is a chance to delve into a variety of poems and explore the traditions of a range of different cultures

Shakespeare

Pupils develop there appreciation and understanding of a Shakespeare play. Pupils will study either ‘Romeo and Juliet’, ‘Macbeth’ or ‘The Merchant of Venice’

Narrative Writing

Here pupils have the opportunity to use their imaginations and create a story

Transactional Writing

Pupils explore a range of argumentative, persuasive and then develop their own writing to suit a particular audience and purpose

Speaking and Listening

Pupils complete 3 tasks: an individual contribution, a drama based activity and a group discussion. This is a chance for pupils to develop confidence with their communication skills.

Year 11

In year 11 pupils sit their full English Language examination in November.

After the examination pupils will either study towards an English Literature GCSE, Functional skills qualifications, ALAN tests or the opportunity to gain a higher grade in their English Language examination.

Need Help with KS3 English work:

• Romeo and Juliet Section 9
• Functional English Standards

Need help with GCSE English Language (WJEC exam board):

• KS4 GCSE English Handbook

How to get a Grade C on:

• WJEC Paper 1 Reading
• WJEC Paper 1 Writing
• WJEC Paper 2 Reading
• WJEC Paper 2 Writing

Literacy Policy

"Literacy is a set of skills, which gives an individual the ability to use written and spoken language to convey meaning. Literacy is ultimately concerned with the communication of meaning."

Literacy is an essential component of teaching and learning. All pupils need literacy to access the curriculum and to take a full part in society. We aim to ensure that every child achieves success and that all are enabled to develop their skills in accordance with their level of ability. Literacy is a key skill both within school and as a life skill to be utilised throughout every person’s day to day experiences.

Aims

• Pupils will have a positive attitude to literacy.
• Through the development of literacy children will make the connections to and see the relevance of literacy to their everyday lives.
• Students will experience a range of teaching styles and learning experiences that will promote thinking, independence and flexibility.
• Students will develop the ability to express their ideas clearly and to discuss their work with others.
• The children will develop confidence as "users" of language.
• Students will develop the ability to make choices about the kinds of text they enjoy.
• Students will develop their knowledge of and familiarity with a wide range of literature, both fiction and non-fiction.
• Children will read fluently and with understanding using reading methods that are appropriate to the material and to the writing purpose.
• Students will develop the ability to use information texts and to locate, extract and use relevant information.
• Students will develop their writing skills for a range of purposes and audiences, using spelling, punctuation and syntax appropriately and with confidence.
• Students will be able to communicate clearly and with assurance in appropriate forms of speech. They should be able to talk and listen in a variety of groupings and in both formal and informal contexts.

Role of the Literacy Co-ordinator

• Maintains and updates, in conjunction with the Head, teaching staff and support staff, aims and objectives for Literacy in the school.
• To requisition, with financial limitations, the resources needed for the implementation of the Literacy Scheme.
• To assist, in conjunction with the other teachers, the library, the use of resources, monitoring their availability and usage.
• To devise a useful and economical method of recording pupil progress.
• To monitor and evaluate the effectiveness of the literacy schemes.
• To attend In-Service courses and to disseminate the information to all staff.
• To keep abreast of educational thought in Literacy.
• To liaise with outside agencies where appropriate with regard to literacy in the school.

Monitoring and Evaluation

Monitoring and evaluating will be carried out through screening tests. The information gained will be used to inform significant others to assist in future planning. Literacy skills should be monitored during teaching and learning reviews. The aligned manager should carry out a Literacy Audit in conjunction with the Literacy Co-ordinator

Resources

There is a range of .resources within the school. Faculties have been given Keyword vocabulary books. Mastercopies may be borrowed and photocopied from P W Lewis. Each classroom should have a ‘Literacy Corner’ display. Years 7 & 8 groups have been given sets of reading books for PSE and group periods. An extensive library of books for Paired reading has been built up. Big Books, SRA, and individualised learning resources are all used to support students. ICT and Computer Assisted Learning using programs such as Lexia Reading are available across the school network. Literacy will be used in all areas of the curriculum.

Special Educational Needs

The SEN policy applies to all areas of Literacy and the individual needs of each child must be reflected within IEPs. Differentiation and targeted teaching will be directed towards all pupils, maximising their learning potential.