How to get more pupils English teachers from level 3 to...

Guidance

Curriculum andStandards

English teachersand school strategymanagers Status: Recommended

Date of issue: 01-2005

Ref: DfES 0003-2005 G

Key Stage 3National Strategy

How to get more pupilsfrom level 3 to level 5in English Part 2Course handbook

How to get more pupils fromlevel 3 to level 5 in English

Part 2

Course handbook

Acknowledgements

With grateful thanks to the staff and pupils of Archbishop MichaelRamsay Techology College, Southwark and Matthew Arnold School,Staines who appear in the videos.

DisclaimerThe Department of Education and Skills wishes to make it clear thatthe Department, and its agents, accept no responsibility for the actualcontent of any of the materials suggested as information sources withinthis document, whether these are in the form of printed publicationsor on a website.

Inclusion of or references to icons, logos or products including software,in these materials, as exemplars or for contextual or practical reasons,should not be interpreted as an endorsement of such companies ortheir products.

Contents

Page Introduction 1

Session 1 Key messages about pupils’ progress 3

Session 2 Using curricular targets to inform teaching 13

Session 3 Addressing the issues in Year 9 27

Introduction

This handbook contains the handouts and copies of all the OHTs usedin this training. It is designed for participants to use during the courseand to take back to their departments, along with the key messagesleaflets, to help them disseminate the training to their colleagues.

How to get more pupils from level 3 to level 5 in English Part 2 © Crown copyright 2005Course handbook DfES 0003–2005 G

1


2

Session 1

Key messages aboutpupils’ progress

OHT 1.1 sets out the aims for Parts 1 and 2 of the course. While Part 1 focused onYear 7, in Part 2 the focus is on continuing intervention and support in Years 8 and 9.

Video sequence 1, Intervention

This sequence (3 minutes) features Caroline Barlow, the assistant headteacherof Matthew Arnold School in Staines, and Andrea Swete, the head of Englishat Archbishop Michael Ramsey Technology College in Camberwell, talking abouthow their schools have delivered targeted intervention programmes. OHT 1.2revisits the key messages about intervention from Part 1 of the training.


3

Intervention: key messages revisited

The most important element in securing progress

for lower-attaining pupils is ensuring inclusive,

interactive and varied teaching strategies in

mainstream English classrooms.

The key ingredients of effective intervention were

identified as:

• rapid analysis of Key Stage 2 data and information

from primary schools, progress tests and optional tests

• careful identification of pupils’ specific strengths

and needs

• appropriately targeted support

• links and reinforcement in the mainstream curriculum

• regular review of pupils’ progress to adjust or

withdraw intervention

How to get more pupils from level 3 to level 5 in English Part 2

© Crown copyright 2005

Course tutor’s notes

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1.2OHT

OHT 1.2

Aims

To help teachers to:

• employ interactive and inclusive strategies to supportthese pupils in whole-class situations

• develop consistent approaches within the departmentto secure progress from Year 7 to Year 9

• track the progress across the key stage of pupilswho enter Year 7 at level 3

• diagnose the needs of these pupils and designthe most appropriate interventions• use a range of targeted interventions, including

guided group work, to address the specific needsof pupils

• understand the place of targeted support aspart of a whole-school approach to supportingunderperforming and low-attaining pupils




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1.1OHT

OHT 1.1

1.1 Progress in practice: case studies

ACTIVITY

The case studies on handouts 1.1 and 1.2 summarise how twovery different departments tackled the issue of low attainment atKey Stage 3 in English by developing their approaches to targetedteaching and tracking pupils’ progress. In pairs, read one case studyeach and discuss with your partner the key elements of each approach.

OHTs 1.3a and 1.3b pick out some of the key elements successfulschools employ to assess and track pupils’ progress.


4

Session 1

Key elements in assessingand tracking progress (cont.)

• Lesson objectives and learning outcomes sharedwith pupils so that they are clear about what theyare going to learn and what is expected of themas individuals

• Explicit modelling that demonstrates thethinking processes • Shared work that engages lower-attaining pupils

through appropriate questioning and pair work• Focused guided work planned to meet the needsof a group of pupils in reading or writing• Activities, tasks and class routines that engageand involve all pupils

• Marking against clear and shared criteria• Assessment for learning that sets learningtargets in pupil-friendly language and allowsfor peer- and self-assessment• A process for transferring information aboutpupils’ learning in intervention programmesto mainstream teachers




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1.3bOHT

OHT 1.3b

Key elements in assessing

and tracking progress

Using data

• Levels and raw scores and diagnostic information

from Key Stage 2 tests

• Information from primary schools

• Diagnostic information from transfer booklets

Offering a range of interventions

• Assessment of pupils for placement on appropriate

Literacy Progress Units (LPUs)

• Curricular target setting to establish clear next

steps in learning for pupils

• Grouping pupils for guided work in English lessons

• Appropriate use of additional adults for support

in class

Ensuring quality teaching and learning

• Planning which incorporates the key objectives

required to move pupils on




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1.3aOHT

OHT 1.3a

Case study 1

Context

• East coast city school in challenging circumstances, more than 25% of pupils onSEN register and 47% eligible for free school meals (FSM). Forty per cent of pupilshave a reading age of two years less than chronological age on entry to theschool. The school feels that the success of their whole-school approach isreflected in the enhanced results for 2003.

• Key Stage 3 English results – Level 5+: 2002 – 19%2003 – 36%

Data

• Collation of information from feeder primary schools.

• SENCO and head of Year 7 make regular visits to feeder schools and collect data.

• Majority of families also visited at home.

• Key Stage 2 test scores for reading and writing.

• From collated information, programmes for individual pupils are planned.

• Staff are able to access pupil database from every classroom for English levelsand sublevels – all staff can access the skills they can expect pupils to haveand the targets they are working on which then establish marking criteria.

Interventions

Built in at a series of stages across Key Stages 3 and 4.

• Students assessed and placed in sets according to Key Stage 2 reading raw scores,pupils reassessed at end of first half-term.

• Lowest-attaining pupils spend 50% of curriculum in one base with one ortwo teachers.

• Pupils in Year 7 who need additional support with basic literacy and numeracyskills are withdrawn for a maximum of four lessons per week for additionalteaching (but not from main English or mathematics lessons).

• SENCO, SEN department and LITco have worked together to produce schemesof work based on Framework objectives and skills-based teaching for low-attainingpupils. Schemes written are pitched at sublevels so that, for example, a pupilreading at an average level 3 but writing at a secure level 2 can receive accurateand targeted teaching.


1.1aHANDOUT

Case study 1 (cont.)

• Skills-based criteria have been developed within the LEA and are also used inthe primary phase, which facilitates progression at transfer to secondary school.

• LPUs taught in Years 7 and 8 – English department teaches Writing organisationand Reading between the lines, Humanities teaches Information retrieval,and Spelling is taught as part of the tutorial programme across Years 7 and 8.(Through this, the school has found an additional benefit in increasing the skillsof teaching staff.)

• Targeted pupils are withdrawn from across Key Stages 3 and 4 to receiveadditional support in groups or individually. For example, for booster classesfor National Curriculum tests.

Pedagogy

• Easy access to information at a variety of levels for all staff from pupil databaseallows for:

– focused planning;– more accurately matched teaching;– target setting that relates to skills descriptors in the LEA target-setting book

(sublevels are used for reading, writing and speaking and listening).

• Pupils are formally assessed every half-term – targets printed on sticky labelsgive pupils the ‘next steps’ and aim to make marking more effective.

• Clear and shared criteria for focused marking is geared to pupils’ targets.

• Peer-assessment is also used against the criteria.


1.1bHANDOUT

Case study 2

Context

An established and over-subscribed comprehensive school with Beacon status.English results at GCSE and A level are recognised as good, but PANDA gradesfor Key Stage 3 English for 2001 were particularly low. Tracking pupils’ progressat Key Stage 3 was subsequently seen as of paramount importance.

Data

• Pupil information from Key Stage 2 tests and teacher assessment, CATs testsand Fischer Family Trust is used to identify a predicted target level for eachyear for each pupil. For some pupils the target levels are subdivided to showprogression from ‘insecure’ through ‘secure’ to ‘strong’.

• Each pupil has an overall English target, expressed in user-friendly terms,which is shared with parents.

• The overall target is broken down into ‘layered’ curricular targets, in pupil-friendly language, which are appropriate for the next sequence of lessons.

Intervention

• Pupil self-assessment sheets which focus on the skills addressed in particularsequences of work.

• Review of pupils’ targets before and after each formal assessment.

• Regular reviews of progress of targeted pupils by head of faculty at variouspoints in the year.

• Focused work scrutinies and moderation of, for example, all pupils workingat a particular level.

• Mentoring offered to pupils missing their target levels and progress discussedwith parents. Specific input provided where necessary.

• Provision of Easter and summer schools for targeted pupils.


1.2aHANDOUT

Case study 2 (cont.)

Pedagogy

• Common schemes of work taught by all teachers within the faculty.

• Ongoing teacher assessment, including assessment pieces which are commonacross the year.

• Pupils each have level descriptors in their English books, written in pupil-friendly language.

• Writing partners used during drafting stage and peer-assessment, based onindividual target sheets for each sequence of work.

• Pupil self-assessment target sheets outlining skills and success criteria relatedto learning outcomes for each assessed piece of work.

• Selecting pupils with similar targets for guided group work in class.

• A faculty portfolio of examples of the best work at each level is maintained.This work provides models for use by teachers and can be annotated by pupils.


1.2bHANDOUT

1.3 Individual pupils’ progress: revisiting the gap task

As part of the gap task participants were asked to identify three pupils intheir Year 7 or Year 8 classes (2003–04) and to track the progress of twoof those pupils, using the gap task sheet.

ACTIVITY

Look at the questions on OHT 1.4 and discuss what differences targetedteaching and additional intervention have made to pupils in your school.Focus on what can be done within mainstream English teaching as wellas through additional targeted support.

Session 1


12

What made the difference?

• What interventions in your school have promoted

the progress of targeted pupils?

• What were the key factors that made a difference

for particular pupils in these contexts:

– whole-class teaching?

– guided work?

– targeted interventions?

• How effectively is the progress of lower-attaining

pupils tracked across the key stage in your

department?




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1.4OHT

OHT 1.4

Session 2

Using curricular targetsto inform teaching

2.1 Addressing pupils’ targetsthrough academic mentoring

OHT 2.1 emphasises the need to understand more about ‘dips’ in attitude,engagement and progress at key transition points such as from Year 7 to Year 8.

ACTIVITY – VIDEO SEQUENCE 2, YEAR 8 ACADEMIC MENTORING

Watch sequence 2 of the video (4 minutes), which features Samina Jaffrey, the headof English, Debbie Lockhart, the teacher mentor, and pupils from Matthew ArnoldSchool in Staines talking about the trial of Year 8 mentoring they have been involvedin. Matthew Arnold School in Staines has 864 pupils on roll aged between 11 and16. Sixty-one per cent of Year 9 pupils achieved level 5 in the National Curriculumtests in 2003, which was a significant increase on 2002.

Now look at handouts 2.1aand 2.1b, taken from the Year 9booster kit for English and whichgive teachers guidance on academicmentoring. Reflecting on the videoand handout, identify a pupil youteach who would benefit from thementoring process and describethem briefly to the person sittingnext to you.


13

Schools give more attention to the exit and entranceyears than to the in-between years; Year 8, forinstance, is widely seen by pupils as unimportantand they adjust their effort accordingly. Moreover,there is no tradition of organizing induction eventsthat would help pupils look forward with excitementand confidence to the year ahead.Schools need to ensure that they are sustaining theview, in all they say and do, that Year 8 matters.

From Galton, Gray and Rudduck Transfer and transitions in the middle years of schooling

(7-14): Continuities and discontinuities in learning (Research report no.443, June 2003)




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2.1OHT

OHT 2.1

Mentoring

What are the advantages of mentoring over guided or small-group work?

• The precise match between the teacher’s targeted intervention and the pupil’sneeds in readiness for challenge.

• The pace is that most suitable for the individual pupil’s needs.

• Immediate feedback as part of the assessment-based approach to learning.

• The pupil’s attention is very focused, without distractions such as behaviourissues or group dynamics.

• The pupil’s pattern of choices influences the flow of the session, through trackingthe pupil’s thought processes and building on their suggestions. This resultsin far more pupil ownership of the mentoring process and the outcomes.

• The supporting one-to-one relationship created, where the tone and bodylanguage used by the mentor is different from that in the group situation.

Is mentoring right for your pupils?

1. Review existing provision for underachieving pupils. If any of your pupilsunderachieved last year in the end-of-Key Stage 3 National Curriculum testfor English, there is scope for considering whether mentoring would makea difference this year.

2. Recognise that mentoring needs to be kept manageable; not every pupilwill need mentoring.

3. Reflect on those pupils who have not yet responded to other types ofintervention, but who have potential for making enough progress to reachthe national expectation. Use the characteristics below to identify particularpupils who could benefit from mentoring. It may be a useful starting pointfor each staff member to identify one pupil to mentor.


2.1aHANDOUT

Mentoring (cont.)

Examples of pupils who may benefit from mentoring sessions

A pupil who:

• understands a text, but doesn’t know how to express that understandingin writing, or how to construct an answer

• has lots of ideas, but doesn’t know how to organise them

• ‘freezes’ at the start of a timed test

• starts off well, but can’t sustain focus and ends up going off at a tangent

• doesn’t select the important information

• doesn’t know how to end a piece of work and ‘fizzles out’

• has been stuck towards the upper range of a level and who has the potentialto reach the next level with targeted intervention

From Year 9 booster kit: English 2003–04 (DfES 0671-2003)


2.1bHANDOUT

2.2 Planning with curricular targets

Teachers need to analyse available data, including optional tests atthe end of Years 7 and 8, to identify the assessment focuses thatneed to be addressed if pupils are to make maximum progress.Framework objectives can then be used to set curricular targets withsupporting layered targets which can be more manageable for pupils.Some objectives may need to be selected from previous years in orderto reinforce and develop particular areas of individual weakness, as wellas selecting objectives from the relevant year. There is a need to planteaching to include opportunities for enhancing pupils’ progress at eachof the three levels of class, group and individual working. This will haveimplications for planning.

This process is exemplified in handouts 2.2 and 2.3 in relationto two pupils. Take 5 minutes to read these two handouts.

ACTIVITY

Using the Framework objectives, in pairs or trios:

• complete the tables on handouts 2.4 and 2.5 by writing inappropriately personal, layered targets and deciding on the supportneeded to move two pupils, one in Year 9 and one in Year 8, fromlevel 4 to level 5. Their curricular targets have been identified usingthe available evidence;

• compare your completed tables with the curricular targetsand support programmes of another group.


18

Session 2

Ferdousa

Ferdousa is now in Year 8 and working at a low level 4. Evidence shows that herpriority area for attention is reading for meaning beyond the literal. (AF3)

Ferdousa’s curricular target for readingInfer and deduce meanings using evidence in the text, identifying where andhow meanings are implied (7R8) and identify the ways implied and explicitmeanings are conveyed in different types of text (8R7).

Personal layered targets

• Understand and explain literal meanings

• Recognise when things are suggested rather than stated in fiction and non-fiction texts

• Link textual evidence with interpretation

Moving Ferdousa from level 4 to level 5

Ferdousa can Shared Guided Further To achieve level 5sometimes: intervention Ferdousa needs to:

•use inference •Model the process •Give targeted •Ferdousa has not •interpret a rangeand deduction of reading for pupils support in yet done the LPU of texts using when establishing understanding of rooting inferences Reading between inference andmeaning although implied meanings, and deductions the lines. She deduction, basednot always based highlighting and securely in would benefit securely onon textual discussing the evidence from from doing so. textual evidenceevidence clues and key fiction and non- •Involve Ferdousa

words that fiction texts. in academicreveal a writer’s mentoring usingintention. Reading Challenge

•Use whiteboard with a TA.responses to confirm pupils’ understanding.

•Use Targeting level 5 materials.


2.2HANDOUT

Liam

Liam is now in Year 9 and needs to focus on structuring his writing to make it morepowerful and effective for the reader.

Liam’s curricular target for writingDevelop different ways of linking paragraphs, using a range of strategiesto improve cohesion and coherence (8S7).


• Use a range of different connectives to link paragraphs

• Use pronouns to refer back and avoid ambiguity

• Maintain consistency of tense in writing

• Use a range of conjunctions to link phrases and clauses in sentences, e.g. before, after

• Use adverbs to link, direct and usher the reader across sentences and paragraphs,e.g. later, therefore, meanwhile, also, in particular

• Use punctuation to support meaning

Moving Liam from level 4 to level 5

Liam can: Shared Guided Further To achieve level 5 intervention Liam needs to:

•organise ideas by •Demonstrate via •Make planning •Writing •structure writingclustering them card sorts how the focus of Challenge with clearly, withor arranging them the same material guided sessions. learning mentor sentenceschronologically can be organised •Provide opening focusing on text organised into(AF3) in different ways. paragraphs for organisation. appropriate

•sometimes use •Focus on topic a given plan and •Extracts from paragraphsparagraphs with sentences in work together Writing •use connectingtopic sentences shared work. on the following organisation devices and

•Give pupils paragraphs, LPU taught supporting detailcontent in including use by TA. to develop ideasorder to focus of a range of •Booster sessions effectivelyon structure. cohesive devices. with other

•Use sequencing •Use guided targeted pupils.activities to sessions toanalyse text establish writingstructures. partners who

•Model the help eachorganisation of other throughideas in fiction constructiveand non-fiction. challenge.

•See Key objectivesbanks for moredetailed guidance.

•Selective use of Targeting level 5.

2.3HANDOUT


Debbie (Year 9) working at level 4in reading

Debbie finds it difficult to make comments on the author’s use of language atword and sentence level. She is aware of which words are important in a passage,but does not know how to express her ideas about the effect an author is tryingto achieve.

Debbie’s curricular target for readingTo comment, using appropriate terminology, on how writers convey setting,character and mood through word choice and sentence structure (7R12)and how writers of non-fiction match language and organisation to theirintentions (7R13) in order to compare the presentation of ideas, values oremotions in related or contrasting texts (9R7).


•

•

•

Moving Debbie from level 4 to level 5

Debbie can: Shared Guided Further To achieve level 5 intervention Debbie needs to:

•recognise when •identify relevant she is expected features at word to comment on and sentence level a writer’s use and commentof language. on them in

•identify some ways that showwords that have understandinga key role and her of the effect ofunderstanding authorial choicesthat writers make in a range of textschoices for effect is beginning to develop


2.4HANDOUT

Harry (Year 8) working at a low level 4in writing

Harry is now able to do more than present the bald facts in his fiction writing,and sometimes adds appropriate adjectives to his action narratives. However,his stories lack detail and there is little variety in his use of phrases and clauses.

Harry’s curricular target for writingTo write more imaginative and interesting texts by exploring the impactof a range of sentence structures (8S2) and experimenting with figurativelanguage in conveying a sense of character and setting (8Wr6).


•

•

•

Moving Harry from level 4 to level 5

Harry can: Shared Guided Further To achieve level 5 intervention Harry needs to:

•develop some •develop his ideasdescriptions in in sufficient detail detail beyond to maintain the the basic facts reader’s interestand use some •vary his placingeffective of clauses and adjectives as phrases for effectwell as adverbial phrases


2.5HANDOUT

Session 3

Addressing the issues in Year 9

3.1 Identifying the issues

OHTs 3.1 and 3.2 identify the key issues in teaching Year 9, which are concerned withbalancing the need for good quality interactive teaching with preparing pupils for theNational Curriculum test. Achievement of level 5 in the test is a significant predictorof success at GCSE and has a significant influence on life chances.


27

What are the issues?

• In 2003 26% of pupils nationally (46 000) did not

move one level in the three years of Key Stage 3

• Balancing the teaching of the National Curriculum

with time to prepare for the National Curriculum test

• Capitalising on the good practice which exists in the

department and making effective use of the existing

support materials




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3.2OHT

OHT 3.2

What is our task in Year 9?

To ensure that the maximum number of pupils achievelevel 5 because this is a significant predictor of successat GCSE and has a significant influence on life chances




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3.1OHT

OHT 3.1

The identification of pupils who are at risk of becoming ‘non-moving’ iscrucial as early as possible in Year 9, or better still at the end of Year 8.OHT 3.3 outlines the data that can be used to identify these pupils.

Session 3


28

Identifying target pupils

• Pupil information from Year 8, for example teacher

knowledge of pupils, teacher assessment, pupil

records including curricular targets, information

from Year 8 tests

Track pupils’ progress through:

• ongoing teacher assessment

• Year 9 ‘mock’ practice tests

• review of their curricular targets

Support progress by:

• inclusive, interactive and varied teaching

• academic mentoring

• Targeting level 5+

• Year 9 booster kit




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3.3OHT

OHT 3.3

3.2 Teaching pupils in order to movethem to level 5 in writing

OHT 3.4 outlines the implications for teaching writing from 2003from QCA’s report.

ACTIVITY – VIDEO SEQUENCE 3, SHARED WRITING YEAR 9

After reading the implications, watch video sequence 3 (12 minutes)or, if you wish to see a longer version of the lesson with more pupilresponses and where the teacher links writing and reading, watch videosequence 5 (20 minutes) instead. Both video sequences feature MartinHanlon, an advanced skills teacher of English at Archbishop MichaelRamsey Technology College in Camberwell, teaching a class which includeslevel 4 to 5 borderline pupils. His focus is on writing narrative and hisobjectives address the implications for teaching outlined in OHT 3.4.

Archbishop Michael Ramsey Technology College in Camberwell is a schoolfor pupils aged 11 to 18 with 1000 pupils on roll. A high proportionof pupils are of African or African-Caribbean origin and the school hasa high FSM ratio. Forty-five per cent of Year 9 pupils achieved level 5 inthe National Curriculum tests in 2003, which was a decrease on 2002,especially in reading, and resulted in the school reviewing its scheme ofwork. As a result, 68% of the pupils achieved level 5 in 2004. One thirdof the class shown in the two videos entered Year 7 at level 3. In 2004,90% of the class achieved level 5 and 19% achieved level 6.

Use handout 3.1 as a focusfor watching video sequence 3.

After viewing the video, work inpairs and discuss your answersto the questions.


29

Session 3

QCA implications for teaching to movepupils from level 4 to level 5 in writing

Help pupils to:

• maintain the purpose and viewpoint of the writingthroughout, e.g. maintain objective reporting ratherthan lapsing into narrative (AF2)

• use paragraphs to structure texts, developing mainideas by including relevant detail and comment (AF3)• use connectives (although, until) to link or compare

ideas and events within and between complexsentences (AF5)

• vary past tense forms (were swimming, had beenseen) and use modal verbs (could, should, may, must)to suggest consequence, possibility or to qualifyopinions (AF5)

• recognise sentence boundaries and demarcate themaccurately (AF6)




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3.4OHT

OHT 3.4

Video sequence 3: Shared writing

1. Which aspects from the QCA implications for teaching to move pupils from level 4to level 5 in writing is the teacher mainly addressing?

2. What strategies is he using to address these issues?


3.1HANDOUT

3.3 Preparing pupils for the test

ACTIVITY

One issue that teachers of Year 9 need to consider is the balance betweenpreparing pupils for the Key Stage 3 tests while ensuring that teachingremains rich, varied and interactive. Look at handout 3.2, which hasbeen taken from the Year 9 booster materials. After reading the handout,work in pairs or small groups and share with one another any experienceyou have had of using the approaches suggested.

Video sequence 4, Booster: preparing pupils for the reading test

OHT 3.5 shows the implications for teaching to move pupils from level 4to 5 in reading. After reading the implications watch video sequence 4(12 minutes). As you watch the video make notes using handout 3.3.


32

Session 3

QCA implications for teaching to move

pupils from level 4 to level 5 in reading

Help pupils to:

• refer closely to the text, selecting relevant evidence

to support their ideas (AF2)

• recognise how features of structure contribute to

text organisation, e.g. openings, link to endings (AF4)

• recognise how some effects such as suspense

and tension are created (AF6)




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3.5OHT

OHT 3.5

Practical suggestions for preparing pupils for the Key Stage 3 English tests(from Year 9 booster kit: English 2003–04)

Identify and plan for specific points during the year (and in Years 7 and 8) where lessontime within the scheme of work will be given over to teaching pupils about the specificskills and routines needed to do well in the tests. As far as possible, link these to unitsof work where particular aspects of the test design are most relevant, for example:

• shorter and longer writing tasks;

• longer answers on the reading paper;

• precision and focus in shorter reading answers;

• working across more than one extract in Shakespeare;

• using examples and quotations to underpin opinion.

In these lessons, teach very specifically how to tackle different types of answers, forexample, how to read for gist; how to scan for information and examples; how to structurepoints, explanation and examples concisely; how to avoid irrelevance and simple re-telling;how to plan for longer tasks and how to limit the scope of shorter ones.

Structure the lessons systematically so that pupils have the techniques demonstratedclearly. They then try them out together, discussing the processes as they go. They receiveadvice and feedback as they make their first attempts and they reflect at the end, or forhomework, how marks are earned or missed.

Use last year’s tests for teaching. Show pupils the structure, timings and mark allocations,planning opportunities, the potential pitfalls and challenges, and so on, before they tacklethe paper as a ‘mock’. In this way, they will approach it confidently, making productivedecisions rather than having to react and alter their approaches after the event.

Only spend time on test practice questions after pupils have been taught and havepractised how to approach them. Don’t just go through tests after they have beenmarked to teach pupils how to approach them.

Use the mark schemes and assessment focuses to enable pupils to review their ownand others’ performances collaboratively. Encourage them to reflect on how they mighthave improved their marks in areas of weakness.

Revise test response techniques during the spring term and focus on the productiveuse of time during the tests.

Use the booster pack. You will receive updated suggestions for lessons to cover thechanges in the Shakespeare set scenes.


3.2HANDOUT

Video sequence 4

Booster: preparing pupils for the reading test

1. Which aspects from the QCA implications for teaching to move pupils from level 4to level 5 in reading is the teacher addressing?

2. What strategies is she using to address these issues?


3.3HANDOUT

3.4 Moving pupils on

If departments are to make progress in moving pupils from level 3 tolevel 5, they need to provide inclusive, interactive and varied teachingcombined with a good system for assessing and tracking pupils’ progress.They also need to use a range of targeted interventions to address pupils’specific needs.

Working as an individual, take 5 minutes to consider how you wouldapproach some of the issues facing your department as illustratedin the checklist on handout 3.4.

After 5 minutes discuss your initial thoughts with a partner.

It is important that you take the checklist back to school sothat it forms the basis of a department discussion, which feedsinto the department’s development plan and the school’sintervention plan. Support will be available from your Key Stage 3consultant to help you achieve your plan.

Session 3


36

Checklist for assessing, trackingand securing pupils’ progress acrossKey Stage 3

What can be used Current position Priorities for actionin the department

Year 7

Data

Use of data from Key Stage 2

Year 7 progress tests

Year 7 optional tests

Regular teacher assessment, e.g. common assessment tasks

Intervention

Literacy Progress Units

Targeting level 4

Individual pupil reviews

Methodologies

Shared work (see Year 7 English department training 2002/03)

Guided work (see Year 7 English department training 2002/03)

Setting curricular targets

Teaching sequence for reading and writing

Inclusive, interactive and varied teaching strategies

Year 8

Data

Pupil information from Year 7,e.g. teacher knowledge of pupils, teacher assessment, pupil records, information from Year 7 tests

Year 8 optional tests

Ongoing teacher assessment


3.4aHANDOUT

Checklist for assessing, trackingand securing pupils’ progress acrossKey Stage 3 (cont.)


Year 8 (cont.)

Intervention

Reading Challenge

Writing Challenge

Academic mentoring

Revisiting and reviewing curricular targets


Methodologies

Shared work (see Year 8 English department training 2002/03)




Year 9

Data

Pupil information from Year 8,e.g. teacher knowledge of pupils, teacher assessment, pupil records, information from Year 8 tests

Ongoing teacher assessment

Year 9 ‘mock’ practice tests

Year 9 National Curriculum tests


3.4bHANDOUT

Checklist for assessing, trackingand securing pupils’ progress acrossKey Stage 3 (cont.)


Year 9 (cont.)

Intervention

Targeting level 5

Year 9 booster kit

Academic mentoring

Revisiting and reviewing curricular targets


Methodologies

Shared work (see Year 9 Englishdepartment training 2002/03)





3.4cHANDOUT


43

OHTs


Aims

To help teachers to:

• employ interactive and inclusive strategies to supportthese pupils in whole-class situations

• develop consistent approaches within the departmentto secure progress from Year 7 to Year 9

• track the progress across the key stage of pupilswho enter Year 7 at level 3

• diagnose the needs of these pupils and designthe most appropriate interventions

• use a range of targeted interventions, includingguided group work, to address the specific needsof pupils

• understand the place of targeted support aspart of a whole-school approach to supportingunderperforming and low-attaining pupils

How to get more pupils from level 3 to level 5 in English Part 2 © Crown copyright 2005Course tutor’s notes DfES 0007–2005 G

1.1OHT

Intervention: key messages revisited

The most important element in securing progressfor lower-attaining pupils is ensuring inclusive,interactive and varied teaching strategies inmainstream English classrooms.

The key ingredients of effective intervention wereidentified as:

• rapid analysis of Key Stage 2 data and informationfrom primary schools, progress tests and optional tests

• careful identification of pupils’ specific strengthsand needs

• appropriately targeted support

• links and reinforcement in the mainstream curriculum

• regular review of pupils’ progress to adjust orwithdraw intervention


1.2OHT

Key elements in assessingand tracking progress

Using data

• Levels and raw scores and diagnostic informationfrom Key Stage 2 tests

• Information from primary schools

• Diagnostic information from transfer booklets

Offering a range of interventions

• Assessment of pupils for placement on appropriateLiteracy Progress Units (LPUs)

• Curricular target setting to establish clear nextsteps in learning for pupils

• Grouping pupils for guided work in English lessons

• Appropriate use of additional adults for supportin class

Ensuring quality teaching and learning

• Planning which incorporates the key objectivesrequired to move pupils on


1.3aOHT

Key elements in assessingand tracking progress (cont.)

• Lesson objectives and learning outcomes sharedwith pupils so that they are clear about what theyare going to learn and what is expected of themas individuals

• Explicit modelling that demonstrates thethinking processes

• Shared work that engages lower-attaining pupilsthrough appropriate questioning and pair work

• Focused guided work planned to meet the needsof a group of pupils in reading or writing

• Activities, tasks and class routines that engageand involve all pupils

• Marking against clear and shared criteria

• Assessment for learning that sets learningtargets in pupil-friendly language and allowsfor peer- and self-assessment

• A process for transferring information aboutpupils’ learning in intervention programmesto mainstream teachers


1.3bOHT


What made the difference?

• What interventions in your school have promotedthe progress of targeted pupils?

• What were the key factors that made a differencefor particular pupils in these contexts:– whole-class teaching?– guided work?– targeted interventions?

• How effectively is the progress of lower-attainingpupils tracked across the key stage in yourdepartment?


1.4OHT

Schools give more attention to the exit and entranceyears than to the in-between years; Year 8, forinstance, is widely seen by pupils as unimportantand they adjust their effort accordingly. Moreover,there is no tradition of organizing induction eventsthat would help pupils look forward with excitementand confidence to the year ahead.

Schools need to ensure that they are sustaining theview, in all they say and do, that Year 8 matters.

From Galton, Gray and Rudduck Transfer and transitions in the middle years of schooling (7-14): Continuities and discontinuities in learning (Research report no.443, June 2003)


2.1OHT

What is our task in Year 9?

To ensure that the maximum number of pupils achievelevel 5 because this is a significant predictor of successat GCSE and has a significant influence on life chances


3.1OHT

What are the issues?

• In 2003 26% of pupils nationally (46 000) did notmove one level in the three years of Key Stage 3

• Balancing the teaching of the National Curriculumwith time to prepare for the National Curriculum test

• Capitalising on the good practice which exists in thedepartment and making effective use of the existingsupport materials


3.2OHT


Identifying target pupils

• Pupil information from Year 8, for example teacherknowledge of pupils, teacher assessment, pupilrecords including curricular targets, informationfrom Year 8 tests

Track pupils’ progress through:

• ongoing teacher assessment

• Year 9 ‘mock’ practice tests

• review of their curricular targets

Support progress by:

• inclusive, interactive and varied teaching

• academic mentoring

• Targeting level 5+

• Year 9 booster kit


3.3OHT

QCA implications for teaching to movepupils from level 4 to level 5 in writing

Help pupils to:

• maintain the purpose and viewpoint of the writingthroughout, e.g. maintain objective reporting ratherthan lapsing into narrative (AF2)

• use paragraphs to structure texts, developing mainideas by including relevant detail and comment (AF3)

• use connectives (although, until) to link or compareideas and events within and between complexsentences (AF5)

• vary past tense forms (were swimming, had beenseen) and use modal verbs (could, should, may, must)to suggest consequence, possibility or to qualifyopinions (AF5)

• recognise sentence boundaries and demarcate themaccurately (AF6)


3.4OHT

QCA implications for teaching to movepupils from level 4 to level 5 in reading

Help pupils to:

• refer closely to the text, selecting relevant evidenceto support their ideas (AF2)

• recognise how features of structure contribute totext organisation, e.g. openings, link to endings (AF4)

• recognise how some effects such as suspenseand tension are created (AF6)


3.5OHT

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Copies of this document may be available from:

DfES PublicationsTel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: [email protected]

Ref: DfES 0003-2005 G


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