SUBJECT PEDAGOGY MODULE - APPENDICES · SUBJECT PEDAGOGY MODULE - APPENDICES ... was clear that they did not analyse in enough detail to receive a top level mark. ... of the English

SPM Assignment – Elle-Rose Stenhouse

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SUBJECT PEDAGOGY MODULE - APPENDICES

APPENDICES CONTENTS:

Appendix 1 – Pupil work. Page 1

- 1.1 Lesson one Page 1

- 1.2 Lesson two Page 4

- 1.3 Lesson three Page 6

Appendix 2 – Three lesson cycle on Unseen Poetry. Page 9

- 2.1 Lesson one Page 10

- 2.2 Lesson two Page 12

- 2.3 Lesson three Page 14

Appendix 3 – Lesson plan, lesson observation forms and resources. Page 15

- 3.1 Lesson Plan for lesson one Page 15

- 3.2 Informal observation notes for lesson one Page 18

- 3.3 Lesson observation for lesson two Page 20

- 3.4 Lesson plan for lesson two Page 22

- 3.5 Lesson plan for lesson three Page 25

- 3.6 Resource Spellbound Page 27

Appendix 4 – Pupil data. Page 28

Appendix 5 – The Coleshill School Ofsted Report Page 28

Appendix 6 – Reference List and Bibliography Page 30

- 6.1 Reference list Page 30

- 6.2 Bibliography Page 30

APPENDIX 1

PUPIL WORK

LESSON 1 – 1.1

PUPIL WORK LESSON 1 – AC


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Pupil work lesson 1 – KJ


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Pupil work lesson 1 – LB


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1.2

LESSON 2

Pupil work lesson 2 – AC



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Pupils work lesson 2 – LB


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1.3

LESSON 3

Pupil work lesson 3 – AC


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For AC’s feedback was to encourage them to push themselves to achieve a top level response:

- WWW: You have conveyed your interpretation clearly.

- EBI: Look at your key quotations and have a go at thinking of the deeper meaning/ alternative

interpretations to get you the top marks.

Whilst marking their work it was clear that they did not analyse in enough detail to receive a top level mark.

Moving forward they need to engage more with the mark scheme and be more confident to challenge themselves

in their writing.



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KJ’s piece of work was concise and extremely effective. The feedback I gave them was to create a more indepth

analysis of their quotations:

- WWW: You have conveyed some excellent interpretations.

- EBI: You ensure you are explaining your analysis in greater detail.

Their interpretations were excellent and it was clear that they had challenged themselves within the lessons as

their response was a high level response. Moving forward they need to ensure that their analysis is just a little bit

more detailed to secure them a high mark.

Pupil work lesson 3 – LB


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LB’s piece proved that they were challenging themselves. Their piece was not always as concise as it could have

been:

- WWW: You have used a PEAAE structure in the first half of your essay.

- EBI: You remain consistent with your structure and re-work your ending in a PEAAE.

It was refreshing to see that LB had pushed themselves but added support during their writing time, from myself,

would have ensure that LB’s work followed the consistent structure.

APPENDIX 2

THREE LESSON CYCLE ON UNSEEN POETRY


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2.1

LESSON 1 – INTRODUCTION TO UNSEEN POETRY AND INITIAL ANALYSIS OF THE POEM SPELL

BOUND:

The starter was used to access the pupil’s prior knowledge and the English Expert task to assess whether pupils

know how to annotate a poem.

Feedback was done as a class on the board and then I added any extra techniques by providing examples and

assessing if pupils could identify the technique. Think, pair, share is an extremely useful technique so pupils take

the time to think before speaking. This was used to again assess their prior knowledge of poetry analysis through

form and structure. For those who were feeling confident, the English Expert task was used to push the higher

level thinking to see how a poet could manipulate form and structure to convey their ideas.


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Once the pupil’s ideas had been discussed in their pairs and as a class, the actual definitions were displayed and

pupils were instructed to copy them down. This then lead into the first introduction to a question from the Unseen

Poetry section of the English Literature exam.

The English Expert task was discussed and explained. This then lead into the introduction of the poem

‘Spellbound’. This poem is simple but withholds a metaphorical aspect that can stretch the higher ability. Firstly, I

wanted them to explain initially what they think the poem is about and then if they feel they have established that,

to think on a higher-level and think about the deeper meaning.

Then the lesson moved onto the next level, thinking about the sounds in the poem before assessing the form,

structure and language. And the English Expert task was to move from the basic ‘what’ question, about the sounds

used, to push to ‘why’ the poet is using those sounds. This then led up to the idea of a ‘theme chain’, something I

introduced to them as a good analysis technique for Unseen Poetry, focussing on the question they have to

answer. Then once they’ve done that to stretch themselves to analyse the language used in their theme chain and

why does the poet use these words to describe the storm.


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Now that the understand what a theme chain is, they must complete a theme chain based on the ‘Big Question’,

which is the question that follows through the three-lesson cycle. And finally, the pupils needed to look at Wordle

tree and select three key words that they can analyse and identify the word class for. This introduces them to

analysing the language in the poem on a basic level. English Experts need to think about how the words could be

perceived differently and what else they could represent.

2.2

LESSON 2 – DEEPER ANALYSIS BEHIND THE POEM. STANZA’S SEPARATED AND GROUPS

INDIVIDUALLY ANALYSED EACH STANZA AND THEN FED BACK AS A CLASS.

The starter task was asking pupils to identify a specific technique used in the poem and why it was used, focussing

on the last line of every stanza and why it was significant. English Experts needed to think about the difference

between tone and mood. This then needed to be fed back to the class and discussed before the definitions are

displayed and copied down.


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Each pupil then worked on a group on their table with a ‘team’ leader on each table, this role was specifically given

to the more able pupils. Then each table had to complete an analyse of the form, structure and language analysis

of the stanza they were given. English Experts were encouraged to think about the tone and mood of the poem.

Then as a class each table fed back their ideas, whilst I annotated on the board, and the rest of the class added to

their analysis of the poem. When targeting each table, the more able were asked the higher order questions and

targeted to attempt the English Expert task.

Once each table had fed back their ideas, they were tasked to create a short paragraph analysing what the storm

represents in Bronte’s poem, to see if the deeper analysis had changed their idea about the poem’s meaning.

English Experts were encouraged to incorporate how the poem affects the mood of the reader.


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Finally, for the plenary pupils shared their ideas about what the storm could represent as this analysis would form

the basis of their points when they were writing their response.

2.3

LESSON 3 – PUPILS NEED TO COMPLETE AN UNSEEN POETRY QUESTION BASED AROUND THE

WORK WE HAVE DONE ON SPELLBOUND. EXAM MARK SCHEME IS DISCUSSE D AND PUPILS ARE

AWARE OF WHAT THEY NEED TO ACHIEVE IN THEIR RESPONSE.

As pupils came in, the starter was to write down on a post-it note how the poem makes them feel and what their

interpretation was. As an extension, the ‘English Experts’ needed to analyse how the storm in the poem could

reflect the poet’s emotions. Then we moved onto looking at how to construct a response for the Unseen Poetry

section of the English Literature exam. Pupils were taking notes.


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Again, further note taking was required when looking at top tips and the mark scheme for their responses. To

engage fully with the mark scheme, the pupils had a think, pair, share task to allow them to pick out the key words

in the mark scheme that were going to push their responses to the highest level.

Pupils then needed to complete their response. The mark scheme was provided as the success criteria and there

were prompts to help them with their structure. The English Experts had to create a response that was structured

in the format of a level 4 response, thinking about perceptive ideas and alternative interpretations. Finally, pupils

had to self-assess their work, identifying the structure they wrote their response in and label their work using the

mark scheme. Then they needed to identify which lesson intentions they felt they had achieved in the lesson.

APPENDIX 3

LESSON PLAN, LESSON OBSERVATION FORMS AND RESOURCES.

3.1


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LESSON PLAN – 27/02/17

LESSON PLAN

Group: 10P1 Date & Time: 27/02/17

Lesson title/focus/driving question:

Unseen Poetry

Lesson context and curriculum link:

Unseen Poetry – Literature GCSE

Links (Literacy/numeracy/SMSC:

N/A

Resources (including risk assessment):

- PowerPoint - Spellbound worksheet - Exercise books - Highlighters - Glue sticks - Pens

Focus standard TS1 - Set high expectations which inspire, motivate and challenge pupils.

Focus standard TS2 – Promote good progress and outcomes by pupils.

Learning Objectives (WALT):

Learning Outcomes/Success Criteria (WILF): Differentiated challenge to progress higher ability:

To be able to analyse the form and structure of an unseen poem.

Secure understanding by understanding what form and structure are.

Further develop by identifying the meaning behind a poem.

Achieve excellence by analysing the use of language in a poem to reflect its deep meaning.

Variety of ‘English Expert’ tasks to stretch and challenge the more able.

Time Student-centred Teacher (and other adults) role

Differentiation Assessment (including questioning)

11 mins

Starter:

List as many poetic devices as you can.

You must have at least 5 devices written down.

E.g. A simile.

Ensure pupils are aware of what they need to do to complete the starter.

Set a minimum expectation and circulate the room to ensure this is completed. Feedback as a class on the board.

Ask for answers for the task first and if no one has answered it, then work it

English Expert:

What do you need to analyse when you are looking at a poem for the first time? What elements do you need to annotate?

Target the more able pupils first.

Assess via class feedback on the board.


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5 mins

2 mins

2 mins

2 mins

3 mins

10 mins

Feedback the English Expert task. Pupils then must copy down what they need to look to analyse in a piece of unseen poetry.

Think. Pair. Share. What is form and structure? How are they different?

Reveal definitions, these are then to be copied down by the class.

Pupils are shown a question, this is then read through and analysed as a class.

Read through the poem and then pupils to write down what they think the poem is about.

Sounds used in the poem. Three highlighted sections: What sounds are created in the highlighted lines?

Look at The Big Question: How does the poet present the storm? What does it represent and how

through together as a class.

Ensure pupils think for 30 seconds in silence, 30 second feedback with their partner and then share as a class.

Ensure pupils understand the definitions of the two words and how they are different.

Target pupils. What is the question asking? What are the key elements?

Ensure pupils are working in silence, so that their opinions are individual.

Ensure pupils think about the sounds created and push them to all complete the English Expert task.

Feedback the ideas as a class and show them how a sound is created and what it could represent and why.

Discuss what a theme chain is and why it is a good technique for revision. Ensure pupils create their theme chain whilst focussing on the question. Feedback ideas as a class.

English Experts: How could a poet use form and structure to convey their ideas?

English Experts:

What could the poem be a metaphor for?

English Experts:

Why does she create sound through selected words in this poem?

English Experts:

Assess through class feedback and marking.

Assess through verbal feedback and targeted questioning.

Assess through verbal feedback.


Assess through verbal feedback and marking.


Assess through verbal feedback as a class and


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10 mins

10 mins

5 mins

does she convey her ideas?

Create a theme chain relating to the focus in the question.

Wordle of the words from Spellbound displayed. Select three of the key words from the word tree about the poem. Identify the word class and analyse why it is a key word within the poem?

Feedback ideas as a class.

Ensure pupils are aware of why the word class is important to know and analysing the key word aids in the response they will be completing in an upcoming lesson.

Target pupils to share their work.

What type of words is she using? Why has she selected to describe the storm in this way?

English Experts:

Can you think of an alternative meaning to what it could represent?

through marking.

Assess through verbal feedback as a class and through marking.


3.2

INFORMAL OBSERVATION NOTES


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The ‘things I need to do next’ section above highlights how I needed to progress in the next lesson in the cycle.

After the first lesson, it was clear that I needed to have a teacher-led approach with this group; this helped me to

adapt my teaching techniques to try and push the more able in the class.


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3.3

LESSON OBSERVATION – 28/02/17

LESSON OBSERVATION

Associate Teacher E. Stenhouse Observer S. Lamburn

Date of lesson:

Date plan received:

28/02/17

27/02/17

Lesson & Learning

Focus

Spellbound language analysis

Unseen Poetry

Year Group 10 Ability High

Headings Comments

Subject knowledge /ICT/resources to promote progress

Use of subject terminology encouraging students to use them in their everyday vocabulary. PP was clear and concise which aided students learning.

Structure and understanding (range of teaching and learning strategies)

Calm start to the lesson despite the staggered entrance. Students got settled quickly and all were on task for the starter. Your lesson had a wide range of teaching and learning strategies which engaged the students throughout.

Modelling high level annotation skills on the board.

Sufficiently challenged and engaged (pace)

Starter challenge – what did you mean by difference? Your explicit explanation did help them understand this during feedback.

Pace was good with just the right amount of time for the starter and feedback. Could you have added the challenge by asking what tone and mood is? Could they do this differently e.g. draw a picture to reflect what tone and mood is?

How long did they have for the group task? Were they aware?

You have some lovely English Expert tasks which offer challenge – make them more explicit now, target individuals that need to be doing the English expert tasks and state that they should be doing this throughout the task.

Feedback from group activity was used to stretch the students during areas they didn’t access.

Checking of understanding (including questioning)

Questioning was used to gage an understanding of students learning in the starter. You target individuals for their ideas. To further this try not to ping their answer back to them in their own words, bounce it round the room e.g. “Erin what do you think about

School experience at: The Coleshill School


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what George just said” this will keep them alert but also develop their critical analysis skills.

Use of grid work to ensure students are on task and are also understanding what they are doing.

Use of targeted questions during feedback of group activity helped you to gage the understanding of individuals

Detailed and accurate feedback

Verbal feedback is given to students. You are circling the room speaking to each group in turn. Josh had his hand up for a while – acknowledge he has it up and state you will come over in a second so he can put his hand down and continue to try and work it out for himself.

You used the board well for feedback from the group activity, you explicitly told those who hadn’t been working on this stanza to write down the ideas of others – all students did this.

Differentiation Good choice of key students to be team leaders. You adapted your plan and gave each student a role helping to ensure all students were contributing. Verbally differentiating during the group task giving support to those who need it.

Behaviour (including health and safety)

Calm and purposeful working environment. Students were on task throughout most of the group activity with great behaviour for learning. Towards the end, they started to get louder and off task – maybe reduce the group time slightly? You did do a great job of ensuring they got back on task

Opportunities to develop SMSC Literacy & Numeracy (where appropriate)

High focus on literacy and importance of standard English.


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Focus

(tick)

TS Grade

(if applicable)

Target to improve practice (related to success criteria)

X 1 1 See bold

X 2 1 See bold

3

4

5

6

7

8

Through the feedback provided by my learning coach of the second lesson, it was clear that I needed to

be explicit and direct with those more able pupils, who should be challenging themselves within the

lesson. Although the lesson went well, there was still more to achieve with challenging the more able

and with this pivotal feedback, it enabled me to ensure that the more able were showing a higher-level

of progress.

3.4


LESSON PLAN

Group: 10P1 Date & Time: 28-02-17


Spellbound analysis


Unseen poetry



- Exercise books. - Spellbound extract - Whiteboard

Focus standard TS1 -


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Focus standard TS2 -



To analyse the language used in Spellbound.

Secure understanding by comprehending what tone and mood are.

Further develop by analysing the form, structure and language in a poem.

Achieve excellence by evaluating how mood and tone are reflected in a poem.

Range of ‘English Expert’ tasks available.



10 mins

3 mins

2 mins

3 mins

10 mins

Starter:

Looking at the final lines in each stanza, why does the narrator refuse to leave?

Key words to note down. Tone and Mood.

Divide tables into stanzas.

Analysing the poem. Form, structure and language.

Pupils to complete their analysis of the stanza provided. Using the key elements discussed and the focus question to form this.

Feedback on Stanza 1.

Ensure pupils are focused and explain what they need to do.

Ensure pupils are making notes on key words.

Explain the role of the team leader.

Assign roles to each member of the group to look at. Explain what they need to analyse.

Ensure pupils are on task. Circulate and question each pupil about their role and what they have found whilst analysing.

English Expert task:

What is the difference between the three final lines?

English Expert task:

Think about mood and tone when analysing.

English Expert:

Think about mood and tone when analysing.


Assess through marking.

Check understanding through questioning.

Check through verbal feedback.


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5 mins

5 mins

5 mins

10 mins

5 mins



Analyse Bronte’s use of the storm in spellbound. What does it represent?

Share your work with the rest of the class.

Question the individual roles in the group. Annotate on the board.

Question the individual roles in the group. Annotate on the board.

Question the individual roles in the group.

Annotate on the board.

Pupils to complete the question.

Select pupils to share their ideas.

English Expert:

Question about mood and tone.

English Expert:


English Expert:


English Expert:

Evaluate how the poem affects the mood of the reader.

Share ideas on English Expert.

Check through verbal feedback and marking.




Check through verbal feedback.

EVALUATION PROMPTS

What did you want them to learn?

I wanted them to be able to analyse an unseen poem in detail. Focussing on form, structure and language.

Did they learn it?

Yes, pupils could effectively annotate the poem looking at form, structure and language.

How do you know? (assessment, marking, feedback)


Who did not learn and what were the barriers to progress?

What will you do to address this next lesson?


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Some pupils took the group work as an opportunity to do as little work as possible.

Do more independent work in the next lesson and address key students work to see if they are achieving enough within the space of a lesson.

3.5


LESSON PLAN

Group: 10P1 Date & Time: 01/03/17


Spellbound – Unseen Poetry response


Unseen Poetry – Literature GCSE


N/A


- PowerPoint - Exercise Books - Spellbound resource - Post-it notes - Green pens

Focus standard TS1 - Set high expectations which inspire, motivate and challenge pupils.

Focus standard TS2 – Promote good progress and outcomes by pupils.



To be able to analyse the poem ‘Spellbound’.

Secure understanding by explaining your interpretation of a poem.

Further develop by analysing how Bronte reflects the storm.

Achieve excellence by evaluating alternative interpretations and deeper meanings behind the poem.

English Expert tasks available.

Differentiation through the structure of the response.



10 mins

Starter

On a post-it note answer:

How does this poem make you feel?

Ensure every pupil’s attempts this and places their post-it note on the board. Ideas fed back as a class.

English Experts:

How does Bronte’s “storm” reflect her emotions?

Assess through verbal feedback, written feedback and marking.


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3 mins

3 mins

4 mins

3 mins

25 mins

What is your interpretation of the poem?

Top tips for answering Q1 of Unseen Poetry. Notes to be taken by the class.

Structuring your answer for Q1 of Unseen Poetry. Notes to be taken by the class.

Read through and translate the mark scheme as a class. Look at the key words in the mark scheme to help you achieve the top marks.

Re-read The Big Question. Recap what they must do to answer the question and then set them off on the extended writing task.

Extended writing task.

Self-assessment. Read back through your work and label where you feel you have used certain aspects of the mark scheme. Label what type of structure you have written your response in.

Ensure pupils are engaged. Target pupils to check understanding throughout.

Ensure pupils are engaged. Target pupils to check understanding throughout.

Level 4 - mark scheme. Pupils to deliberate what the key words are and then share them back to the class.

Ensure pupils understand the task and target pupils to check this understanding before starting the task. Mark scheme provided as the success criteria.

Ensure pupils are working independently and in silence, emulate exam conditions.

Ensure pupils are using their green pens and working through the questions for their self-assessment. This will aid in

English Experts:

Incorporate alternative interpretations or deeper meaning to reach the top marks for this question.

Prompts for the structure format.




Assess through self-assessment and marking.

Assess through marking.


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10 mins

2 mins

Did you achieve the English Expert level?

Revisit lesson intentions. Which intentions have you achieved in this lesson? Write them down in your books.

marking and allow them to re-read their work.

Ensure all pupils write down either:

Secure understanding Further develop Achieve excellence

This is based upon their opinion of their progress within the lesson.

Assess through marking and a raise of hands in the lesson.

3.6

RESOURCE – 27/02/17

Spellbound: The night is darkening round me, The wild winds coldly blow; But a tyrant spell has bound me And I cannot, cannot go.

The giant trees are bending Their bare boughs weighed with snow. And the storm is fast descending, And yet I cannot go.

Clouds beyond clouds above me, Wastes beyond wastes below; But nothing drear can move me; I will not, cannot go.


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APPENDIX 4

PUPIL DATA

Pupil Pupil Premium

Reading age SEN ATL WAG Autumn 2

WAG Spring 1

Target Grade

AC N 17.01 N 5 6- 6- 7+

KJ N 17.01 N 5 6- 6= 8

LB N 17.01 N 5 5+ 5+ 7

N.B.

ATL – Attitude towards learning (scale 1 – 5, 1 = poor and 5 = excellent).

Through the table of the three students, you can see that they all share the same high reading age of 17. Their

ATL’s are all 5 (excellent) and none of them are Pupil Premium or have a Special Educational Need. The only

difference is their progress. KJ has the highest target and is also making the most progress towards this. The

difference between the pupils lies within their challenge within lessons, through my research it is clear the AC and

LB need more encouragement to stretch themselves, whilst KJ independently challenges themselves.

APPENDICES 5:

THE COLESHILL OFSTED REPORT


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This report is the stem from which all of my research comes from. The idea that the more able are not challenged

in the school, led me to explore whether it was the teachers not challenging them enough or the pupils not

challenging themselves.

APPENDIX 6

REFERENCE LIST AND BIBLIOGRAPHY

6.1

REFERENCE LIST

Bates, J. and Munday, S. (2005). Able, gifted, and talented. 1st ed. London: Continuum.

The Coleshill School Ofsted Inspection. (2016). Birmingham: Ofsted, p.1. Available at:

https://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/136986 [Accessed 18

Apr. 2017].

Tunnicliffe, C. (2010). Teaching able, gifted and talented children. 1st ed. Los Angeles: SAGE.

Westwood, P. (2013). Inclusive and adaptive teaching. 1st ed. Milton Park, Abingdon, Oxon: Routledge.

Wilshaw, M. (2016). HMCI's monthly commentary: June 2016 - GOV.UK. [online] Gov.uk. Available at:

https://www.gov.uk/government/speeches/hmcis-monthly-commentary-june-2016 [Accessed 18 Apr.

2017].

6.2

BIBLIOGRAPHY

Bates, J. and Munday, S. (2005). Able, gifted, and talented. 1st ed. London: Continuum.

Lowe, H. (2006). Including the Gifted and Talented: Making Inclusion Work for more Gifted and Able

Learners, Edited by Chris M.M. Smith. British Journal of Educational Studies, 54(4), pp.494-496.

Montgomery, D. (2009). Able, gifted and talented underachievers. 1st ed. Chichester: Wiley-Blackwell.

The Coleshill School Ofsted Inspection. (2016). Birmingham: Ofsted, p.1. Available at:

https://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/136986 [Accessed 18

Apr. 2017].

Tunnicliffe, C. (2010). Teaching able, gifted and talented children. 1st ed. Los Angeles: SAGE.

Westwood, P. (2013). Inclusive and adaptive teaching. 1st ed. Milton Park, Abingdon, Oxon: Routledge.

Wilshaw, M. (2016). HMCI's monthly commentary: June 2016 - GOV.UK. [online] Gov.uk. Available at:

https://www.gov.uk/government/speeches/hmcis-monthly-commentary-june-2016 [Accessed 18 Apr.

2017].

Documents

SUBJECT PEDAGOGY MODULE - APPENDICES · SUBJECT PEDAGOGY MODULE - APPENDICES ... was clear that they did not analyse in enough detail to receive a top level mark. ... of the English