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Contents
APP can impact upon student progress through its use for standardising assessment, monitoring and intervention at a curriculum level.
APP can be an opportunity to review AFL in the English Classroom.
APP can be an exciting way to re-invigorate schemes of work, lessons and activity banks.
Activating APP into the Curriculum
Autumn 1 Autumn 2 Spring 1
The Novel Great Lives Poetry of World
Reading: AF1, AF2, AF3 Reading: AF1, AF2, AF4 Reading: AF4, AF5, AF6, AF7
Writing: AF1, AF7, AF8 Writing: AF2, AF3, AF4, AF6 Writing: AF7, AF8
HTA: Reading Focus – Essay on charcter/plot HTA: Writing Assessment – ‘Extended Biography’ HTA: Reading Assessment – ‘Poetry Analysis’
The Novel Journalism and Advertising Shakespeare
Reading: AF4, AF5, AF6 Reading: AF1, AF2, AF3 Reading: AF5, AF6, AF7
Writing: AF2, AF3, AF7 Writing: AF1, AF2 Writing: AF2, AF8
HTA: Reading Assessment – ‘SATs style paper based on extract analysis’
HTA: Writing Assessment – Newspaper article HTA: S & L Assessment – ‘Group performances’
The Novel Gothic Horror Romeo and Juliet
Reading: AF1, AF2, AF5, AF7 Reading: AF1, AF2, AF3 Reading: AF2, AF4, AF5, AF6, AF7
Writing: AF1, AF4, AF5, AF6, AF7 Writing: AF2, AF5, AF6 Writing: AF1, AF2, AF3
HTA: SATs style extract analysis on extended passage HTA: Writing Assessment – ‘Gothic Short Stories’ HTA: Mock SAT – ‘Reading/Writing Paper’
Formal Assessments
Surname Forename
KS3 Forecast Eng Key Stage 3
Forecast Dec
Progress Again FFT
Forecast
HTA 1 - SATs style novel test
HTA 2 - Gothic Story
HTA 5 - WW1 Essay
HTA 4 - Shakespeare
BAKER Jamie 5.4 0.475 4.75 6 6.25 6.5
BEDNARSKA Marta 6.00 0.25 6.25 6.25 6.25 6.25
DAVIES Ben 5 -0.3125 4.5 4.5 4.25 5.5
Intervention Weeks & Personalised Units
Year 7 - Spring 1 Intervention following autobiographical writing.
Writing AF3 and AF4Group 1 Group 2 Group 3 Group 4
AF3Level 3/4Sequencing/openings and closings
AF3Level 4/5Building an overall structure and cohesion
AF4Level 3/4Using paragraphs
AF4Level 4/5Linking Paragraphs
Current Student Perceptions
“Our students understand and value purpose, and we must have a classroom system that builds daily on practices that motivate students through their own learning.”
D. Kafalas (Inspired Learners, Active Minds)
“In English we just do different things.”“I always know what topic I’m doing in Science. Then
we have a test on that subject to know I’ve learnt it all”
“We did lots of things last year, but I never knew what we were going to do at the end of term at the beginning. Maybe that would have helped me do better in my level”
Impact of Student Voice on Lessons
‘Planning and clear objectives are important aspects of teaching - but then so is the cultivation of a sense of adventure in learning and reflection on experience’
‘There is a parallel between the teacher’s and the novelists art - to be successful, the openings, especially of either a school lesson or a novel must both disclose and withhold information’
Collaborative Learning and APP
Questioning Students must be taught that good readers and poor readers become
confused as they read. The difference is that good readers know when they are confused and
they ask questions. We model asking difficult questions to which we don't know the
answers, and we publicly demonstrate our journey to answer those questions Wormeli, 2006
Written Conversations (AF6)
What’s the impact of the narration at the start?Student 1 Student 2
It seems really emotional, maybe because it’s first person. What do you think?
I agree. But do we believe everything she is saying?
Activating APP in the Classroom
Active learning shifts the focus from the teacher and delivery of course content to the student and active engagement with skills.
(Gibson, 1998)