Better English and literacy A shared responsibility A shared responsibility Patricia Metham HMI National Lead for English & Literacy

Better English and literacyA shared responsibility

A shared responsibility

Patricia Metham HMI

National Lead for English & Literacy


Excellence in English (100229), 2011

Removing barriers to literacy (090237), 2011

Unseen children, 2013, see online at www.ofsted.gov.uk/accessandachievement

Moving English forward (110118), 2012

Improving literacy in secondary schools (120363), 201303.04.2014 Better English P Metham HMI

http://www.ofsted.gov.uk/accessandachievement

http://www.ofsted.gov.uk/accessandachievement


How do you

balance

the demands?

03.04.2014 Better English P Metham HMI


English Literacy


Speaking Listening

Reading Writing


Whose responsibility?


Better English and literacySpeaking and listening


Speaking and listening – why worry?

Most of us speak and listen more than we read and write.

Most of us learnt to speak and listen before we could read and write.



The DfE expects every pupil to:

engage in specific activities that develop speaking and listening skills

integrate speaking and listening with reading and writing

develop speaking and listening skills through cross-curricular links.

English: curriculum opportunities, Secondary NC until 2014



Pupils should learn to:

justify ideas with reasonsask questions to check understandingdevelop vocabulary and build understandingnegotiateevaluateselect the appropriate register.



Do all your pupils:

experience a rich language environment

explore and find out about their world

share their thoughts, ideas and feelings through a variety of activities?

How do you plan for and monitor this?



English at the crossroads (2009)

‘Teachers rarely used oral work to help pupils improve their spoken language…

…or to understand the differences between speech and writing.’

‘There was too little analysis of their speech and how they might extend their talk in different ways.’



English at the crossroads (2009)

‘The most effective teachers demonstrated spoken language as carefully as they demonstrated writing…

…using a range of registers and drawing attention to details.’



Moving English forward (2012)

‘Speaking and listening were less likely to be priorities than reading or writing.

Speaking and listening happened in support of other learning…

…but were rarely the central focus of teaching.’



Activity 1: Analysis and development

‘There was too little analysis of their speech and how they might extend their talk in different ways.’

In pairs, consider:a) what features of speech can usefully be analysedb) how such analysis can be used in lessons.



Analysis and development

Ability to choose an appropriate register

Range and precision of vocabulary

Grammatical accuracy

Sentence structure

Organisation of ideas

Pitch, pace, inflection 03.04.2014 Better English P Metham HMI

If you can speak and listen well, you can:

enquire

explore




enquire explain

explore enhance




enquire explain engage

explore enhance entertain



Better English and literacy Speaking and listening

Locked in.

Shut out.

Who are these children most likely to be?


Pupils for whom English is a additional and possibly difficult language?

Are they part of a large group or a small minority?

How well are they integrated into the mainstream of your school?

Do features of their first language make English especially difficult?



Better English and literacy Speaking and listening

DSEN children who find speaking and listening hard?

How do you ensure that teachers know who they are…

...and how best to develop their oracy?

How well integrated are they in class speaking and listening activities?



Pupils whose experience of speaking and listening beyond school is minimal?

What proportion of these children in your school are eligible for the Pupil Premium?

How are they supported and challenged? Is this reflected in your planning?

How is their progress in speaking and listening monitored and assessed?


Moving English forward (2012)

‘Effective teachers saw, as a priority, the development of vocabulary through:

talking to pupils

asking questions

modelling new vocabulary

giving pupils confidence to express ideas.’




Drama and role play

How might you link drama/role play to the development of reading and writing?

How is this reflected in your planning?

How can the learning be assessed?

How do you ensure that drama activities are highly valued by students and staff?



Key Stage 4

What difference are changes to GCSE assessment making to your approach to speaking and listening in Key Stage 4?

How do you plan for high-quality speaking and listening in KS4?

What is the impact and how do you know?



Activity 2

Share what you consider to be the most effective speaking and listening activity in Year 7 and in Year 10.

How do you plan the steps between these two so that there is progression, stretch and balance?



‘Teachers use a range of resources confidently and create opportunities for pupils to contribute actively to their learning – through role play and debate, for example.’

Good teaching observed on an English inspection



The gold standard

Pupils express their ideas fluently and imaginatively.

Pupils work effectively in different groups, raising thoughtful questions and helping to drive forward group work.

Features of outstanding and good achievement: English evaluation schedule


Get ahead with wordsSpeaking and listening

‘How do I know what I think

Get ahead with wordsSpeaking and listening

‘How do I know what I think

until I hear what I say?’

Better English and literacyEveryone a reader


Person Woman

Are any of your pupils in these groups:

14% of children and young people in lower income homes rarely or never read books for pleasure

10.2% of pupils aged between 8 and 16 say they do not enjoy reading at all?

If so, how are you responding?

Literacy: state of the nation, National Literacy Trust (2011)



Moving English forward

Too few schools give enough thought to ways of encouraging a love of reading.

A sizeable minority of pupils fails to reach national expectations in reading.



What’s the problem with boys?

Peer pressure – reading isn’t seen as ‘cool’

Lack of male reading models in their peer group and at home

Boys’ active learning styles – not easily compatible with reading

Boys’ Reading Commission, National Literacy Trust (2012)



What to read?

How to read it?

When to read it?

Key Stage 3

Jot down as many as you can of the texts specified in your KS3 English curriculum.

You may find it useful to group them:

- target pupils

- genre

- topic…How do you plan progression and range?



The NC challenge is that all pupils will:

develop an appreciation and love of reading, including ‘high-quality’ works:

– fiction, non-fiction, poetry, prose, drama – pre-1914 and contemporary – Shakespeare – seminal world literature.



Reading choices

In table groups, consider:

what determines your choice of texts in these categories

what determines the order in which they are introduced

whether you read complete texts or extracts, and why.



Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 7

First person narrative

Reading (literary heritage)

Media

Poetry Shakespeare

Non-fiction

Assessment Writing Reading Speaking & Listening

Reading Reading Writing

Year 8 Poetry

Gothic Horror

Non-fiction

Fiction

Shared Fiction

History of Lang / Lit

Assessment Writing Reading Speaking & Listening

Reading Writing / S&L Writing

Year 9 Literary Heritage

Media

War Poetry

Shared Fiction

Varieties of writing

Shakespeare

Assessment Writing Reading Reading Writing / S&L Writing / S&L Reading


Complete texts

What factors influence your choices?

How do you maintain your pupils’ interest?

Debates? Drama? Film? Projects?

What do you want your pupils to gain from reading whole books that they cannot from extracts?


Patricia Metham HMI 27.03.2014

Extracts

What factors influence your choices?

Writers? Themes? Genres?

What do you want your pupils to learn from them?

Attention to detail? Freedom to speculate?



‘It was a bright cold day in April, and the clocks were striking thirteen. Winston Smith, his chin nuzzled into his breast in an effort to escape the vile wind, slipped quickly through the glass doors of Victory Mansions, though not quickly enough to prevent a swirl of gritty dust from entering along with him.’



Key issues:

accessibility

balance

progression

resources

What CPD may your teachers need?



‘Schools should do everything to promote wider reading:

provide library facilities

set ambitious expectations for home reading.’

– The NC framework



The library

As a table group, compare your schools’ library provision and use.

How integral is the library to your departmental planning?

How do you evaluate its impact?



Why bother with the library/LRC?Well-resourced and imaginatively run, it: provides ‘excellent educational

experiences’ supports pupils in reading ‘widely and

often across all subjects’ helps pupils ‘develop and apply a

wide range of skills, in reading, writing and communication’.




Excellence in English

‘Schools that take the business of reading for pleasure seriously are more likely to succeed with their pupils’ reading:where teachers read, talk with enthusiasm and recommend books and where provision for reading is planned carefully.’




Reading Study

Documents

Better English and literacy A shared responsibility A shared responsibility Patricia Metham HMI National Lead for English & Literacy