ENGLISH DEPARTMENT HANDBOOK - Amazon Web...

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Final.docx

SHIREBROOK

ACADEMY

ENGLISH DEPARTMENT

HANDBOOK 2017-2018

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Final.docx

Contents: Department Statement Roles and responsibilities English in years 7 to 9 GCSE English Years 10 and 11 Assessment Objectives GCSE English Language – How is it examined? GCSE English literature- How is it Examined? Drama GCSE Drama – How it is assessed. GCSE Media Studies How is GCSE Media Studies Assessed? The English Department Quality Assurance Process English and Citizenship Special Educational Needs Language and Literacy Independent Learning / Homework Discipline / Rewards / Safe House Timetable Registers Absent staff Visits Resources and Finance Department timetable and allocation of classes

Targets for 2017-2018 Review and Evaluation

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Department Statement:

The English department are situated within their own suite of six teaching rooms, which are well served by a breakout space. We are a team of 9 full and part-time specialist English teachers who are committed to developing imaginative, independent and creative students who are keen to take risks and enjoy challenge.

We are well-resourced with up to date schemes of work, a good selection of subject materials and a strong ethos for extra-curricular activities which complement our teaching. English & Drama classes are set according to prior attainment and current progress. Drama & English lessons are integrated into a coherent scheme of work so that each subjects complements and supports the other.

In Years 10 and 11 we follow the AQA (8700/8702) syllabus for English Language and Literature at GCSE. We also teach GCSE Media Studies and GCSE Drama.

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Roles and responsibilities: Sam Andrews, as Assistant Principal / Head of English, has overall responsibility for the work of the department:

Impact the educational progress of students across the Academy

1. To ensure the provision of an appropriately broad, balanced, relevant and

differentiated curriculum for students.

2. To identify clear, appropriate targets for attainment and/or achievement

3. To monitor and evaluate student progress and achievement against targets.

4. To work closely with N Stafford and the Head of Maths and Science, to identify

and track cohorts of students requiring intervention in order to raise attainment

including English and Maths and Science.

5. To ensure coaching conversations focus routinely on raising attainment.

6. To undertake lesson observations and provide constructive feedback and

support as appropriate.

7. To implement school quality procedures and to ensure adherence across the

school.

Lead, develop and enhance the teaching practice of other staff

1. To ensure the establishment of common standards of practice across English

and develop the effectiveness of teaching and learning styles.

2. To plan and implement strategies to improve teaching where needs are

identified.

3. To provide induction, support and monitoring for new staff.

4. To act as a role model of good practice for other teachers, modelling effective

strategies with them.

5. To act as a performance management team leader for identified teachers.

6. To ensure all staff in school are familiar with the aims and objectives of English

and Literacy across the Academy.

Line management responsibility for a significant number of people

1. To be responsible for the day-to-day management of staff including

disciplinary, capability and recruitment processes.

2. To monitor staff performance against school, student progress and personal

targets.

3. To ensure the effective and efficient deployment of staff.

4. To ensure staff development needs are identified and appropriate

programmes designed to meet these needs.

Other duties

Implement appropriate and consistent delivery of Literacy skills within English

with an emphasis of catch-up in Year 7

To provide strategic leadership for the development and management of the

English department and Literacy within English

To identify areas for development and improvement linked to the school

improvement plan and national and local initiatives.

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To develop and monitor schemes of work for the English department across the

whole Academy and ensure successful implementation which meets

curriculum requirements.

To have overview of and contribute to the planning and delivery of continuous

professional development and training related to the English department

To develop strategies for the use of English to promote new teaching methods

and improve learning throughout the Academy and monitor effectiveness in

raising standards of teaching and learning (including ICT)

To monitor and evaluate student progress across the school in English

To work with the Vice Principal, Curriculum to develop transition

To work with the lead teacher for Literacy and co-ordinate work in English

Mrs Heathcote, the Assistant Leader in English for KS3:

1. Contribute to the development and implementation of the Teaching and

Learning aspects of the School Improvement Plan – with a particular focus

on KS3;

2. Lead collaborative work on teaching and learning across the subject;

3. Lead and develop work on transition from KS2;

4. Lead and deliver high quality PL within the department;

5. Contribute to the identification of whole school priorities for teaching and

learning;

6. Ensure the consistent delivery of whole school L&T approaches;

7. Research, identify and share best practice in and curriculum development

within the department;

8. Provide performance management for agreed staff within the department;

9. Work with senior leaders and lead learners to form the L&T strategy group;

10. Work with the Assistant Leader (Quality) in Maths to help personalise the

curriculum for students;

11. Deputise for the Head of English in their absence;

12. Develop and implement effective policies and procedures for assessment

and feedback and share excellent practice in this area.

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Beverley Holmes, the Assistant Leader in English for KS4 English Language & Media:

1. Lead collaborative work on developing high quality learning and teaching of

GCSE English language & Media Studies.

2. Contribute to the planning and implementation of whole school policies for

quality assurance and performance management

3. Lead and deliver high quality tracking and intervention of progress in KS4

English language.

4. Research, identify and share best practice in L&T and curriculum

development in KS4;

5. Provide performance management for agreed teachers within a curriculum

area;

6. Work with senior leaders to develop strategies within the school to ensure

effective intervention and mentoring within the Academy for accelerated

progress for students;

7. Design and implement personalised teaching and learning programmes for

target groups (e.g. FSM/SEN) and under-performing students

8. Deputise for the Head of Department in their absence

Anna Jacques, the Assistant Leader in English for KS4 English Literature:

1. Lead collaborative work on developing high quality learning and teaching of

GCSE English literature;

2. Contribute to the planning and implementation of whole school policies for

quality assurance and performance management;

3. Lead and deliver high quality tracking and intervention of progress in KS4

English literature;

4. Research, identify and share best practice in L&T and curriculum

development in KS4;

5. Provide performance management for agreed teachers within a curriculum

area;

6. Work with senior leaders to develop strategies within the school to ensure

effective intervention and mentoring within the Academy for accelerated

progress for students;

7. Design and implement personalised teaching and learning programmes for

target groups (e.g. FSM/SEN) and under-performing students

8. Deputise for the Head of Department in their absence

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Charlotte Rodbourne: Teacher of English. Head of Y8

Katie Bland Teacher of English

Jemma Thompson Teacher of English

Dr Matthew Mitton Teacher of English

Louise Freeman Teacher of English

Lindsay Ward Vice Principal, Teacher of English (AST)

John Moran Teacher of Drama and Media Studies

Helena Walters Teacher of Drama All staff are responsible for contributing towards schemes of work and monitoring the progress of their students. This is in association with the Marking and Assessment Policy and Teachers Professional Standards. When staff are absent from school, it is the responsibility of absent staff to contact the head of department with appropriate work. The head of department is responsible for ensuring that the work set is appropriate. If the head of department is absent, the responsibility falls to the Assistant leader of the English department (NH/BH/AJ).

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Communication e-mail is the most rapid and primary vehicle for primary communication. Ideas, doubts and concerns can be managed face to face. All colleagues have the right to another colleague to be present in any meeting. Discretion will be observed at all times; the department office is an appropriate private space for sharing thoughts.

English Curriculum Development Sessions are scheduled to take place on two Mondays in every five throughout the academic year. These meetings last for one hour and take place after school in the English Breakout space. These meetings work from published agendas and are minuted. Copies of agendas and minutes are distributed to all colleagues who work within the English department as well as to the Principal/SLT link and Library Manager.

A 10 minute departmental briefing is held each Tuesday at 8.30am in the English

breakout space. A weekly newsletter is distributed by the HoD inforing staff of key information,

deadlines and events, so as to minimise the need for traditional ‘departmental meetings’.

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English in years 7-9 English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively. Speaking and Listening Students should demonstrate in conversation, discussion and writing that they can: recount personal experience, views and feelings; share and exchange views and ideas; use language to inform and explain; plan and take part in group presentations; Reading Students should demonstrate in conversation, discussion and writing they can: read a wide range of texts (including fiction, poetry, texts from other cultures,

non-fiction, Multi-media texts and drama) accurately and with confidence; respond positively to literature; select, retrieve, evaluate and combine information from a range of reference

materials and texts; appreciate how writers make use of language

Writing Students should demonstrate in their writing that they can: make use of different forms of writing to suit a range of purposes and texts; plan, organise and paragraph, using appropriate punctuation and punctuation

for effect; choose a vocabulary which is suited to its purpose and audience, and use

correct grammar and standard English where appropriate; correct, edit and revise their own writing; spell common words; write legibly and present finished work clearly and attractively.

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GCSE English /English Literature – Years 10 and 11

Reading

Pupils will be examined on their reading for both English Language and English Literature. This includes whole texts as well as extracts.

The texts chosen should be:

a. of high quality, among the best of their type, that will encourage pupils to appreciate their characteristics and how, in some cases, they have influenced culture and thinking

b. interesting and engaging, allowing pupils to explore their present situation or move beyond it to experience different times, cultures, viewpoints and situations

c. challenging, using language imaginatively to create new meanings and effects, and encouraging pupils to try such writing for themselves.

The range of literature studied includes:

d. A range of stories, poetry and drama drawn from different historical times and contemporary writers;

e. Texts from the English literary heritage including from different cultures and traditions;

f. At least one play by Shakespeare.

The range of non-fiction and non-literary texts studied includes:

g. journalism, travel writing, essays, reportage, literary non-fiction and multimodal texts including film

h. texts to instruct, inform, explain, describe, analyse, review, discuss and persuade.

http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/english/programme-of-study/index.aspx?tab=4#note4_1_a








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Standard English and Language Study Students are taught to be fluent, accurate users of Standard English vocabulary and grammar, and to recognise its importance as the language of public communication. They are taught to speak appropriately and to be confident users of Standard English in formal and informal situations.

Writing: Pupils are taught to communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. They are taught to organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts; Pupils must also use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Speaking and Listening Success in Speaking and Listening represents the foundation for good learning in English as well as a key indicator of successful outcomes. Students are assessed at either Pass, Merit or Distinction level through teacher assessment and this is then verified by the AQA examination board and communicated to students when the final examination results are published.

Termly, students should complete one speaking and listening activity which could include:

a. prepared, formal presentations and debates b. informal group or pair discussions c. individual and group improvisation and performance d. devising, scripting and performing plays.

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Assessment objectives Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE English Language specifications and all exam boards. The exams and Spoken Language endorsement will measure how students have achieved the following assessment objectives: AO1: identify and interpret explicit and implicit information and ideas select and synthesise evidence from different texts; AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views; AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts; AO4: Evaluate texts critically and support this with appropriate textual references; AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts; AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.) AO7: Demonstrate presentation skills in a formal setting; AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations; AO9: Use spoken Standard English effectively in speeches and presentations.

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GCSE English Language – How is it examined?

All texts in the examination will be unseen.

Paper 1: Explorations in Creative Reading and Writing

What's assessed

Section A: Reading

one literature fiction text

Section B: Writing

descriptive or narrative writing

Assessed

written exam: 1 hour 45 minutes

80 marks

50% of GCSE

Questions

Reading (40 marks) (25%)– one single text

1 short form question (1 x 4 marks)

2 longer form questions (2 x 8 marks)

1 extended question (1 x 20 marks)

Writing (40 marks) (25%)

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Paper 1: Explorations in Creative Reading and Writing

1 extended writing question (24 marks for content, 16 marks for

technical accuracy)

Paper 2: Writers' Viewpoints and Perspectives

What's assessed

Section A: Reading

one non-fiction text and one literary non-fiction text

Section B: Writing

writing to present a viewpoint

Assessed


80 marks

50% of GCSE

Questions

Reading (40 marks) (25%) – two linked texts

1 short form question (1 x 4 marks)

2 longer form questions (1 x 8, 1 x 12 marks)

1 extended question (1 x 16 marks)

Writing (40 marks) (25%)

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Paper 2: Writers' Viewpoints and Perspectives

1 extended writing question (24 marks for content, 16 marks for

technical accuracy)

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GCSE English literature- How is it Examined?

All assessments are closed book: any stimulus materials required will be provided

as part of the assessment.

All assessments are compulsory.

Paper 1: Shakespeare and the 19th-century novel

What's assessed

Shakespeare plays

The 19th-century novel

How it's assessed


64 marks

40% of GCSE

Questions

Section A Shakespeare: students will answer one question on their play of

choice. They will be required to write in detail about an extract from the play and

then to write about the play as a whole.

Section B The 19th-century novel: students will answer one question on their

novel of choice. They will be required to write in detail about an extract from the

novel and then to write about the novel as a whole.

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/subject-content/shakespeare-and-the-19th-century-novel#Shakespeare_plays__1_2_1

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/subject-content/shakespeare-and-the-19th-century-novel#The_19th_century_novel_1_2_2

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Paper 2: Modern texts and poetry

What's assessed

Modern prose or drama texts

The poetry anthology

Unseen poetry

How it's assessed


96 marks

60% of GCSE

Questions

Section A Modern texts: students will answer one essay question from a

choice of two on their studied modern prose or drama text.

Section B Poetry: students will answer one comparative question on one

named poem printed on the paper and one other poem from their chosen

anthology cluster.

Section C Unseen poetry: Students will answer one question on one unseen

poem and one question comparing this poem with a second unseen poem.

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/subject-content/modern-texts-and-poetry#Modern_texts__1_1_1

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/subject-content/modern-texts-and-poetry#Studied_poetry_1_1_3

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/subject-content/modern-texts-and-poetry#Unseen_poetry__1_1_4

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Drama

We teach Drama at KS3 and KS4. Our principle goals are:

To promote understanding of the world through imaginative role play.

To provide a parallel curriculum to English, using Drama methods to deliver the English curriculum in a collaborative, kinaesthetic and dynamic manner.

To promote and develop speaking and listening, a fundamental aspect of the English curriculum.

To provide a meaningful route to GCSE Drama. Drama is an essential part of English and is vital to the appropriate teaching of Shakespeare and Modern Dramatists, whose work cannot be understood without deep appreciation of stagecraft and audience. Drama is an exciting option at GCSE that particularly compliments English Language and Literature, History and Media Studies, equipping pupils minded to study the Arts at Advanced level, with an excellent pallet of subjects.

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Assessment Level

Standard Advanced Elite

Making Working relationships

Using drama techniques Shaping drama Imagination

I can

sometimes

focus on a

task.

I can pretend

to be a

character, by

using my

voice and

body.

I sometimes

give ideas to

the group.

I can use

simple

techniques such

as still-images.

I can explore

problems in an

imagined

world.

I can make a

range of

different kinds

of plays.

I can work

confidently in

different

groups.

I can use drama

techniques to

shape my own

work.

I always try to

listen to others.

I can change

and improve

work when

rehearsing it.

I can make

different types

and styles of

play.

I can devise

drama based on

challenging

issues and

themes.

I give and

accept direction

during the

rehearsal

process.

Performing Vocal skills Physical skills Character

I can work

with others in

presentations.

I can learn a

few lines in

plays.

I take turns to

speak in role in

small groups.

I can act

characters

which are

clearly

different from

me using voice

and movement.

I make sure the

audience can

see and hear

me clearly.

I experiment

with different

voices and

movement.

I can control

my movement

and voice and

stay in

character for a

whole play.

I can present a

short and clear

performance

for an

audience.

I can empathise

with a range of

different

characters and

situations.

I make use of

technology to

support my

performance

work.

I create clear

characters,

adding depth

and detail.

Responding Thinking and understanding Drama vocabulary

I can explain

why I liked a

performance

after I

watched it.

I can recognise

different kinds

of dramas.

I can talk about

how work

could be

improved by

more practice

or better

staging.

Both in and out

of role, I can

comment

thoughtfully on

a drama and

suggest ways

of improving it.

I can discuss

the themes or

issues in drama

work.

I reflect on

work, suggest

improvements

and use correct

basic drama

vocabulary.

I can discuss

the way that

ideas are

presented, how

plots are

developed and

characters

portrayed.

I use correct

terminology to

describe work.

I can begin to

analyse how

ideas, emotions

and feelings are

communicated.

Graded formal assessment in KS3 Drama is not statutory, but progress is monitored.

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GCSE Drama – How it is assessed:

Component 1: Understanding drama

What's assessed

Knowledge and understanding of drama and theatre

Study of one set play from a choice of six

Analysis and evaluation of the work of live theatre makers

How it's assessed

Written exam: 1 hour and 45 minutes

Open book

80 marks

40% of GCSE

Questions

Section A: multiple choice (4 marks)

Section B: four questions on a given extract from the set play chosen (44

marks)

Section C: one question (from a choice) on the work of theatre makers in a

single live theatre production (32 marks)

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Component 2: Devising drama (practical)

What's assessed

Process of creating devised drama

Performance of devised drama (students may contribute as

performer or designer)

Analysis and evaluation of own work

How it's assessed

Devising log (60 marks)

Devised performance (20 marks)

80 marks in total

40% of GCSE

This component is marked by teachers and moderated by AQA.

Component 3: Texts in practice (practical)

What's assessed

Performance of two extracts from one play (students may

contribute as performer or designer)

Free choice of play but it must contrast with the set play chosen for

Component 1

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Component 3: Texts in practice (practical)

40 Marks 20% of final GCSE

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GCSE Media Studies

GCSE Media Studies gives students the chance to develop a critical

understanding of the role of the media in daily life. It encourages an

understanding of how to use key media concepts to analyse media

products and the opportunity for hands-on practical work.

GCSE Media studies stretches the most able, while also ensuring the

course works for the whole ability range

It enables students who are not suited to externally assessed exams

to excel via the practical element

Media Studies combines aspects of Politics, Sociology, History and

Economics to make the course interesting to teach

allows teachers and students to explore the media and associated

industries

Media Studies appeals to creative students and gives them many of

the same skills of analysing texts that are used in English.

How is GCSE Media Studies Assessed?

Unit 1: Investigating the Media

Written Paper – 1 hour 30 mins – 60marks – 40%

External Assessment

Based on pre-released topic with guidance and stimulus

Four tasks

Available June

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Plus

Unit 2: Understanding the Media

Controlled Assessment taken from banks of set

assignments – 90 marks – 60%

Three Assignments: Introductory assignment; Cross-media

assignment; Practical Production and Evaluation.

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The English Department Quality Assurance Process Quality Assurance is designed to provide robust and triangulated data on the quality of learning & teaching across the department. Using this data, the HoD will summarise the departmental strengths and areas for development and present this information to the SLT Link each half term. This data can then be used to inform priorities for improvement, sharing of best practice, action planning & to identify professional learning opportunities. Quality Assurance is carried out through:

Data scrutiny;

Lesson observations;

Learning walks;

Work scrutiny

Student Voice;

HOD scrutiny of schemes of work;

Line Management Improving the quality of learning & teaching through coaching Each teacher will have a 15 minute Coaching Conversation every week. These conversations are used to reflect productively and collaboratively on the data and devise strategies for continued professional development. Coaching will involve discussions of data collected on learning walks, a live book scrutiny, a review of student progress data or a review of lesson planning and resources. Further guidance Details of the expectations for learning and teaching standards at Shirebrook Academy and further guidance on coaching, quality assurance & the Professional Learning programme can be found in the document ‘Key Principles of Learning & Teaching’ issued at the start of each academic year and available on the T drive.

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English and Citizenship English serves as a fundamental starting point where students can then develop social and moral responsibility, community involvement and political literacy in line with the Citizenship curriculum. Schemes of work identify Citizenship key concepts at both KS3 and KS4. In particular we endeavour to cover the following:

democracy and justice

rights and responsibilities

identities and diversity

Through a range of teaching and learning strategies in English, students are encouraged to develop the essential skills required to enable them to progress as a responsible citizen who can make a positive contribution to society. These skills are:

critical thinking and enquiry

advocacy and representation

taking informed and responsible action Language and literacy The work of the English department has attention to language and literacy at its very core and the four attainment targets of speaking and listening, reading, writing and language form the basis of everything we do. It is our firm conviction that our role is not just to help all students to achieve a basic level of language and literacy ‘the Functional skills’, but to facilitate the enhancement of literacy for all students so that they become as skilful as they can within the four principal areas. Literacy is fundamental to the success of students, not just within English, but within all subjects. Therefore, we consider literacy to be the responsibility of not just the English department but all departments within the Academy.

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Registers The English department use Sims to register classes, as does the whole school. This must be done within 10 minutes of the start of a lesson. Absent staff In the unfortunate instance of absence, staff are all aware of the importance of contacting the Head of department before 7.30am with suitable cover work for their classes. They should then contact School reception who will let the Cover Manager know. Visits Should any department member wish to arrange a visit out of school, they will need to follow the appropriate procedure: complete an Out of School visit form and hand to the SLT Link; complete the appropriate risk assessments and arrange the necessary

transport via Paula Corbett; inform other Heads of department if the visit affects their lessons.

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English Department Monitoring, Assessment and Progression Policy

KS3 In Years 7 through to 9, students will work in green books. This will be the focus

for all their achievements and assessments, to make sure they are being assessed

‘in the round’.

It is an expectation that all pupils will produce significant pieces of writing and

engage in a significant amount of reading weekly.

Pupils will be assessed formally on their reading and writing once every half term.

KS4

Pupils will work in an A4 Purple work book. In Y10 this will be the focus for all their

reading and writing to enable assessment ‘in the round’.

In Y11, pupils will routinely work in booklets designed to emulate the style and

scale of an actual GCSE exam paper. The aim of this is to completely familiarise

them with the demands of the paper, in advance of their summer exams.

All draft work and preparatory work will be completed neatly in purple books. As in

KS3, it is an expectation that each week, pupils will complete a significant piece of

reading and writing.

Pupils will be formally assessed every half term.

Teachers will be expected to mark student work every three weeks. They will mark

the first two paragraphs of the student’s independent work and will reflect their

success relative to assessment criteria, effort grades / praise and SPaG.

Any work that has been produced collaboratively should be acknowledged as

partly a speaking achievement and praised if appropriate.

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Assessment will either be conducted by the class teacher, a peer or the student

themselves, incorporating departmental use of AFL.

Bad habits will be challenged. Where necessary, students will be asked to repeat

unacceptably presented work.

Allowing students to self-review is a vital part of their learning. With this in mind,

the ‘RAISE’ activity allows students to reflect on their teacher targets, evaluate their

progress and make the next steps in their learning by amending their work using

their teacher’s comments and targets.

Each unit of work will include assessment of Reading, Writing and Speaking &

Listening. All assessment should be recorded in this book.

At the end of a unit of work, there will be a designated Mini-Tutorial where students

can review their progression, reflect on their individual levels and set targets in

preparation to ensure future improvement.

This book and the work within it, needs to be neatly presented. Each piece must

have a title and a date which are underlined. The student needs to write the show

they are aware of the Learning Objectives and Assessment Foci for their work.

Assessment Standardisation

Now GCSE English and Literature are 100% terminal assessment, it is essential

that we assess modules of work every half term. This will allow us to monitor

student performance and offer intervention when it is necessary. Assessments will

be standardised every half term and marks adjusted (if necessary) and recorded

on SIMs.

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Examination Work

Teachers should acknowledge classroom guided examination work with a tick and

mark independent work according to the assessment focus identified in the

student’s book.

Examination Practice

Following the Year 10 and Year 11 mock examinations teachers will be expected

to mark their class’ examination papers promptly and with constructive feedback.

This will be monitored by AN/AJ/BH

As indicated in the Long Term plan, teachers will be expected to set aside two

lessons (more if necessary) dedicated to reviewing student performance in the

examinations which should address whole class and individual areas for

development.

During this time, students will be issued with an individual target card on which

they will record their performance and targets for future improvement.

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Assessment, Recording and Reporting - Student Targets

The Shirebrook Standard

Principles

A new assessment model to replace national curriculum levels must:

Build on progress at KS2

Connect to standards at GCSE

Be applicable across the curriculum

Be easily understood by teachers, students and parents

Provide useful information on the progress of students that informs teaching and

learning

Support Assessment for Learning by helping students and teachers identify strengths,

areas for development and next steps

Provide all students with aspirational goals

Provide measurable data for tracking purposes

Context

Existing KS1-3 National Curriculum levels were abolished in September 2014.

Schools have been encouraged to devise their own systems to replace NC levels. Most, including

Shirebrook Academy, have taken the time to review their systems and continued to use the old

levels, with some adaptation, as an interim measure. However, we must have a new model in

place by September 2016.

Some schools, LAs or groups of schools received funding to develop some models. Most seem to

be replicas of NC levels or in the case of secondary models they often seek to replicate the new

9-1 GCSE grading structure and apply it across all 5 years. Some local primaries have adopted

the Sheffield Steps model. However, there is no agreement on a preferred model either locally

or nationally.

From 2016, students will arrive at KS3 with a standardised score between 80 and 130 for

reading, writing and maths, where 100 is the ‘expected standard’ (similar to a previous 4b).

Students below 100 will be deemed to have ‘failed to reach the standard’ for their age group.

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The Shirebrook Standard

Each subject area to write a succinct and precise summary of the minimum they expect a

student to know, do and understand by the end of each term in key stage 3. This is the

Shirebrook Standard and should be based on the foundation of skills, knowledge and

understanding for a student to build on in KS4 to achieve at least a grade 5 at GCSE level by the

end of Y11. The minimum we expect from all students is Shirebrook Standard. However,

students entering with a score well above 100 would be expected to be meeting the advanced

or elite criteria in several subjects.

The grade descriptor reported to parents and students will be identified by the following:

Elite – Students who are placed in this category by subject teachers will be those who display

high level skills in your subject, well above the average for this stage of the course.

Advanced –Students who are showing skills that are working above the Shirebrook Standard

within your subject can be categorised within this strand.

Shirebrook Standard – The expectation of all students at Shirebrook is they achieve a standard

within your subject area, ensuring they have mastered the skills, knowledge and understanding

required to start GCSE with a good chance of achieving at least grade 4.

Developing – Students have not met the Shirebrook Standard and require additional support

within your subject area.

Foundation – Students who enter well below the national standard (100) may fall into this

category. Students will be developing basic skills within your subject to work towards the

Shirebrook Standard.

Target setting system

Up to cohort 2020 KS2 Points Score English for English target, Maths for Maths Target, APS for all other subjects

Cohort 2021 onwards Scaled score Reading for English target, Maths for Maths Target, APS for all other subjects

Shirebrook Minimum Expected Grade

Less than 4.5 Less than 100 Standard = 4

4.5-4.79 100-103 Advanced = 5

4.8-4.99 104 Advanced = 6

5.0 and above 105 and above Elite 7, 8 or 9 – teacher guidance

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SEN Students and students entering well below 100

The aim is for all students to achieve the minimum Shirebrook Standard of GCSE grade 4 by the

end of Y11 and to be working at or above the Shirebrook Standard across the five years.

There will be many different individual reasons for students not having reached the end of KS2

expected standard. All students entering below 100 points will require intensive support in

English and Maths to being them up to the required standard as soon as possible during Y7.

However, for some students with Specific or Moderate Learning Difficulties it may be too great a

challenge to reach the Shirebrook Standard in some or all subjects, even if their effort and

personal rates of progress are relatively good. As a result, they may be demotivated by

constantly being graded at ‘below standard’. Therefore, registered SEN students achieving

below 100 points should in addition to their Shirebrook Standard score, be additionally assessed

on a separate scale to reflect their personal rate of progress as appropriate for their level for

learning need. This will be done via the Foundation descriptor. Students on this scale will be able

to show progress through being awarded an F-, F or F+

Notes:

Teachers will ensure that teacher-student dialogue is focused on how

students improve so they are aware of their target grades but more

importantly how to improve

Students and teachers should view targets as a minimum standard below

which they should not fall, not a ceiling.

At each data collection point teachers will provide for KS4:

‘forecast grade’ i.e. what do you think they are most likely to achieve

at the end of the course.

‘working at’ grade i.e. what is the current standard of their work.

At each data collection point teachers will provide for KS3:

‘working at’ grade.

The department wishes to involve students in their own assessment. Much

of this is achieved through discussions between students and teachers,

where students are encouraged constantly to evaluate their work and

respond to challenges. Students are encouraged constantly to evaluate

their work and respond to challenges. Students are encouraged to review

and draft written work and to evaluate each other’s work. Students are

provided with a ‘RAISE’ activity, where they review their work using teacher

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targets and self-evaluation. Learning within the lesson is assessed through

the plenary at the end of the lesson, or mini plenaries during the lesson itself.

Achievement is constantly recognised by verbal praise and this is

enhanced further by awarding achievement points, which can be

recorded on SIMS or the SIMS Learning Gateway. Also postcards are sent

to parents. There is also the Wall of Pride, where examples of excellent work

are displayed.

Independent Learning and homework Purpose and principles of setting independent learning tasks

Promote self-confidence and independent learning skills

Allow practice and consolidation of work done in class

Allow preparation for future class work

Offer access to resources to further enhance learning

Allow assessment of pupils’ progress and mastery of work

Involve parents in the learning process The role of students

To record homework in their journals.

To check SIMS learning gateway for specific details of the homework.

To manage their time effectively to meet deadlines.

Speak to the teacher in advance of the deadline should they have any difficulty in completing the tasks.

Complete the homework timetable in journals.

Complete homework to a high standard. The role of Teachers

Set reasonable deadlines which allow students the complete tasks to the best of their ability.

Mark the homework timeously to give students appropriate feedback on their progress.

Use the homework as an opportunity to assess pupil progress and understanding and adapt lesson planning accordingly to ensure students are adequately challenged and supported.

When setting extended homework tasks break the activities down for students weekly to support students in managing their workload.

Use praise on the SIMS learning gateway to reward homework that has been completed to a high standard.

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The role of parents and carers

Reinforce the expectations of Shirebrook Academy in completing homework on time and to a high standard.

Check SIMS learning gateway to have an overview of homework that has been set and monitor if deadlines have been met.

Provide an opportunity and an environment where students are able to complete homework tasks.

Opportunity should be made where possible to ‘flip’ homework.

A reasonable homework for KS3 is approximately 30 minutes to an hour. At KS4 up to 2 hours.

‘Finishing off’ homework can be used as a sanction or at the request of pupils only.

DISCIPLINE The department adheres to the whole school discipline policy. In addition to this the department contact parents either by telephone or letter to commend good behaviour or request parental support should their child’s behaviour have been unacceptable. Another way in which you can communicate to parents is via the Learning Gateway. This will allow you to record any incidents of poor behaviour etc. and parents will be able to view this information. Similarly, this is the case for students whose behaviour is to be commended. If students are unacceptably behaved, Period 7 can be used. In addition to this, students can also be given a detention by their class teacher. At this point, it is necessary to involve parents; particularly if students are being detained after school as you will need their permission.

Homework timetable 2017-2018

Y7 Y8 Y9 Y10 Y11

Tuesday

Thursday

Friday

Thursday

Monday

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Furthermore, reports are fully established which enable students to be placed on report to the Assistant leaders for English and/or the Assistant Principal. This enables the Assistant Principal to support colleagues by monitoring the behaviour and progress of problematic students. The department are tremendously effective in supporting each other. This has a very positive effect on the behaviour of students within English as we strive to raise standards and attainment. REWARDS The department recognise the importance of rewarding students for their achievements and successes. Teachers reward their students through letters, phone calls home, postcards and the department system whereby each member nominates two students from each class and the overall winner receives a voucher. There is also the English department ‘Wall of Fame’, whereby certain students from each year group are identified and awarded a certificate and lunch with the department on a half termly basis. The department offers extra-curricular theatre visits and cinema visits to reward students and enhance their learning.

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English Safe House Timetable 2017 - 2018

1 2 3 4 5 6

Mon

KB E5

KB E5

AN ENB

JT E1

JT E1

MI E6

Tue

KB E5

MI E6

AN L2

JT E1

NH E4

PPA

Wed

AN ENB

AN ENB

O/C

KB E5

JT E1

NH E4

Thur

NH E4

MI E6

PPA

CR E1

MI E6

AN ENB

Fri

KB E5

NH E4

COACHING

LF E3

PD

JT E3

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RESOURCES The department is building on its existing resources, buying new books and replenishing depleted sets. The department has a set of Laptops and Netbooks to enhance the teaching of English and media studies. All stock is stored in the English breakout space. In addition, the department office is situated on the same floor. PRIORITIES The priorities for this year are: further training on the GCSE specification changes for the whole department

Developing and enhancing accuracy in assessment of the new GCSE English

language and Literature units Training in ensuring that students make accelerated progress

To refine opportunities for Independent learning for all students

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Department timetable 2017 - 2018

Mon:1 Mon:2 Mon:3 Mon:4 Mon:5 Mon:6

Mrs A

Jacques

J11AJ3/En

H3

J11AJ3/En

H3

J10AJ4/En

E4

PPA PPA

Mr S

Andrews

J11AN7/En

E6

J11AN7/En

E6

J10AN1/En

ENB

On Call J7AN1/En L1 PPA

Miss B

Holmes

J11BH4/En

E2

J11BH4/En

E2

J10BH3/En

E2

J9BH4/En E2 J11C/Me1

E2

J11C/Me1

E2

Miss C E

Rodbourne

ENI/Mon:2

LRC

ENI/Mon:3

LRC

J9CR7/En E4 J7CR2/En E4 J8CR5/En E4

Mrs H

Walters

Mr J Moran PPA J9NH1/Dr

DR1

J7NH6/Dr

DR1

J8BH7/Dr

DR1

Miss J

Thompson

J11JT6/En E1 J11JT6/En E1 J10JT5/En E1 J9JT2/En E1 J7JT3/En E1 J8JT4/En E1

Miss K Bland J11KB1/En

E5

J11KB1/En

E5

J10KB7/En

E5

J9KB6/En E5 J7KB4/En E5 J8KB3/En E5

Miss L

Freeman

J11LF5/En

E3

J11LF5/En

E3

J10LF6/En

E3

J9LF5/En E3 J7LF5/En E3 J8LF2/En E3

Mrs L Ward

Dr M W

Mitton

J11MI8/En

H4

J11MI8/En

H4

J10MI2/En

E6

J9MI3/En E6 J7MI7/En E6 J8MI1/En E6

Mrs N

Heathcote

J11NH2/En

E4

J11NH2/En

E4

J10NH8/En

PE2

PPA J8NH6/En

ENB

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Tue:1 Tue:2 Tue:3 Tue:4 Tue:5 Tue:6

Mrs A Jacques

J11AJ3/En L1

ENI/Tue:2 LRC

J10AJ4/En L1

J7KB4/Dr E2

J10F/Fl1 E2

Mr S Andrews

J11AN7/En E6

J8KB3/Dr ENB

J10AN1/En L2

J7AN1/En E5

PPA

Miss B Holmes

J11BH4/En E2

J8BH7/En E2 J10BH3/En E2

J9BH4/En M3

PPA

Miss C E Rodbourne

PPA J8CR5/En E4 On Call Head of Year

J9CR7/En E6

Mrs H Walters

J8NH6/Dr DR1

J7CR2/Dr DR1

Mr J Moran

Isolation Isolation Head of Year

J10F/Dr1 DR1

J10F/Dr1 DR1

Miss J Thompson

J11JT6/En E1

J8JT4/En E1 J10JT5/En E1

J7JT3/En E1

J9JT2/En E1

PPA

Miss K Bland

J11KB1/En E5

PPA J10KB7/En E5

ENI/Tue:4 LRC

J9KB6/En E5

PPA

Miss L Freeman

J11LF5/En E3

J8LF2/En E3 J10LF6/En E3

J7LF5/En E3

J9LF5/En E3

PPA

Mrs L Ward

ENI/Tue:1 LRC

Line Management

Isolation Isolation J10F/Fl1 E2

Dr M W Mitton

J11MI8/En H5

J8MI1/En E6 J10MI2/En E6

J7MI7/En E6

J9MI3/Dr LRC

PPA

Mrs N Heathcote

J11NH2/En E4

J10NH8/En E4

J7NH6/En E4

J9NH1/En E4

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Wed:1 Wed:2 Wed:3 Wed:4 Wed:5 Wed:6

Mrs A Jacques

J10AJ4/En PE2

J10AJ4/En PE2

ENI/Wed:3 LRC

J11AJ3/En M3

J13a/En1 L2

J13a/En1 L2

Mr S Andrews

J10AN1/En ENB

J10AN1/En ENB

Line Management

J11AN7/En E6

J7AN1/En E6

Miss B Holmes

J10BH3/En E2

J10BH3/En E2

PPA J11BH4/En E2

J9BH4/En E2

Miss C E Rodbourne

ENI/Wed:1 LRC

On Call Line Management

J7CR2/En E2

Mrs H Walters

Mr J Moran

On Call J10H/Me1 H5 J10H/Me1 H5

J7MI7/Dr DR1

J9CR7/Dr DR1

Miss J Thompson

J10JT5/En E1

J10JT5/En E1

Support/Cover J11JT6/En E1 J7JT3/En E1

J9JT2/En E1

Miss K Bland

J10KB7/En E5

J10KB7/En E5

J11KB1/En E5

J7KB4/En E5

J9KB6/En E5

Miss L Freeman

J10LF6/En E3

J10LF6/En E3

J11LF5/En E3 J7LF5/En E3

J9LF5/Dr E3

Mrs L Ward

SLT SLT On Call PPA

Dr M W Mitton

J10MI2/En E6

J10MI2/En E6

J11MI8/En M4

PPA J9MI3/En E6

Mrs N Heathcote

J10NH8/En E4

J10NH8/En E4

PPA J11NH2/En E4

J7NH6/En E4

J9NH1/En E4

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Thu:1 Thu:2 Thu:3 Thu:4 Thu:5 Thu:6

Mrs A Jacques

Blanking Code

Blanking Code

Blanking Code Blanking Code

Blanking Code

Blanking Code

Mr S Andrews

J9CR7/En E1

J7AN1/En E2 J10AN1/En ENB

Miss B Holmes

J9BH4/Dr E2

J8BH7/En E2 Isolation Isolation J8BH7/En E2 J10BH3/En E2

Miss C E Rodbourne

PPA J8CR5/En E1 J7CR2/En E1 J8CR5/En E3 J10AJ4/En M2

Mrs H Walters

J8JT4/Dr DR1

Mr J Moran

J9JT2/Dr DR1

Line Management

J10F/Dr1 DR1 J11C/Me1 C2 J8LF2/Dr DR1 PPA

Miss J Thompson

PPA PPA J7JT3/Dr DR1 J8JT4/En E1 J10JT5/En E1

Miss K Bland

J9KB6/En E5

J8KB3/En E5 Support/Cover J7KB4/En E5 J8KB3/En E5 J10KB7/En E5

Miss L Freeman

J9LF5/En E3

J8LF2/En E3 PPA J7LF5/En E3 PPA J10LF6/En E3

Mrs L Ward

Line Management

J10F/Fl1 E2 Line Management

Line Management

Dr M W Mitton

J9MI3/En E6

J8MI1/En E6 PPA J7MI7/En E6 J8MI1/En E6 J10MI2/En E6

Mrs N Heathcote

J9NH1/En E4

J8NH6/En E4 PPA J7NH6/En E4 J8NH6/En E4 J10NH8/En E4

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Fri:1 Fri:2 Fri:3 Fri:4 Fri:5 Fri:6

Mrs A Jacques

Blanking Code


Blanking Code


Mr S Andrews

J11AN7/En E6

J9CR7/En E5 Eng Dept

On Call

Miss B Holmes

J11BH4/En E2

J9BH4/En E2 Eng Dept

J8BH7/En E2 PPA J10H/Me1 E2

Miss C E Rodbourne

Isolation Isolation Eng Dept

J8LF/Pd M3 J7CR2/En E3

Mrs H Walters

Mr J Moran

J9KB6/Dr DR1 Eng Dept

J8CR5/Dr DR1

J7AN1/Dr DR1

Miss J Thompson

J11JT6/En E1

J9JT2/En E1 Eng Dept

J8JT4/En E1 Support/Cover J7JT3/En E1

Miss K Bland

J11KB1/En E5

Support/Cover Eng Dept

J8KB3/En E5 PPA J7KB4/En E5

Miss L Freeman

J11LF5/En E3

J9LF5/En E3 Eng Dept

J8LF2/En E3 J8LF/Pd M3 J7LF5/Dr ENB

Mrs L Ward

J11AJ3/En AR1

Eng Dept

Line Management

J10BH/Pd L1

Dr M W Mitton

J11MI8/En AR2

J9MI3/En E6 Eng Dept

J8MI1/Dr E6 J9MI/Pd E6 J7MI7/En E6

Mrs N Heathcote

J11NH2/En E4

J9NH1/En E4 Eng Dept

J8NH6/En E4 J9NH/Pd E2 J7NH6/En E4

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Y7 Y8 Y9 Y10 Y11

AN

Set 3 Set 7 Set 1 Set 7

AJ

Set 4 Inter

Inter Set 4

Set 3

BH

Set 7 Set 1 (1) Set 4

Set 3 Set 4 Media

NH

Set 6 Set 6 Set 1 Set 8 Set 2

CR

Set 2 Set 5 Set 7 (2) Set 4

JT


KB


LF


MI


LW

Intervention

JM

NH6, MI7, AN3

BH7, LF2, CR5

9NH1, 9CR7, 9JT2, 9KB6

10FDr1 10HMe1

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Targets – pedagogy

To reduce dependence on writing frames; phase out by end of KS3 and earlier for HA students;

Ensure weekly ‘free’ and extended writing tasks;

Ensure weekly reading of an extended text;

Increase the use of comprehension as a foundation for further Directed Activities Related to Texts;

Closely monitor one-book model to ensure teaching and assessment are ‘in the round’.

Deliver a re-balanced curriculum 50/50 Language and Literature;

Remove all extraneous teaching to ensure Quality First Teaching.

Use ‘Flipped Learning’ to more completely integrate home and classwork;

Develop Drama Skills throughout the department;

Develop assessment for learning in Drama.

Improve outcomes for all sub-groups, particularly boys and HA pupils;

Increase student independence;

Reduce teacher talk and time spent on mini-plenaries and excessive meta-knowledge;

Improve moderation and standardisation at KS4;

To further embed ‘Life without Levels’ assessment.

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Final.docx

KS3 Schemes of work outline

Y7 Y8 Y9

Edgar Allen Poe – Autumn 1

Autumn 1 Science Fiction

Autumn 1 ‘Call of the Wild’ American Literature

Humpty Dumpty Autumn 2

Autum 2 ‘Gothic Lit’ – Frankenstein etc

Autumn 2 A Christmas Carol

Spring 1 Grimm

Spring 1 Romeo and Juliet

Spring 1 Image to text

Poems from other cultures Spring 2

Chaucer Spring 2

Spring 2 Love and Relationships

Summer 1 Short stories

Summer 1 Twisted

Inspector Calls – Summer 1

Dickens – Summer 2

Summer 2 Of Mice and Men

Macbeth Character Study – Summer 2

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Final.docx

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