The Duchess Community High School Department of English Curriculum, Marking & Assessment Policies

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1 The Duchess Community High School Department of English Curriculum, Marking & Assessment Policies 1

2 DCHS English Department Curriculum, Marking & Assessment Policy What do we teach? Years 9-13 curriculum calendars for English and Drama, including teaching and learning focus, assessment, and homework 2. How do we mark? English marking and feedback policy When and how do we assess? Calendar of assessment Explanation of assessment grids Explanation of how progress is mapped 4. Grids Conversion, full, high, and low grids for GCSE Literature, Reading, Writing, NEA Spoken Language, and Drama All resources are also accessible to students and staff on frog.dchs-alnwick.org under the title: English Curriculum, Marking & Assessment Policy 2

3 What do we teach? Curriculum calendars for English and Drama, including teaching and learning focus, assessment, and homework: Year 9 KS3 Years 10 &11 GCSE Language & Literature Years 10 & 11 GCSE Drama Year 12 & 13 A-level Literature Year 12 & 13 A-level Language Years 12 & 13 A-Level Theatre & Drama 3

4 Teaching and Learning Assessment Literature Text Analysis SPaG Creative writing What makes a good story? Weekly development to look at building plot, theme, character, setting etc. Year 9 English Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks Poetry students will be introduced Study of a complete Novel OMAM to a variety of poetry. This range An exploration of character and theme. will include both contemporary Students will also look at the connection work and examples from pre between text and social /historical context. Speaking and listening opportunities included. Introduction to analysing text content Structure Language devices Private reading Parts of speech and sentence types. Speaking and listening Urban Myth Write own original story. Marked using DCHS Grid (Wk7+) DIT task to follow up teacher marking. Develop skills of analysis and critical thinking. Students will be taught to recognise a range of poetic conventions and understand how these have been used. Private reading Weekly spelling and vocabulary development linked to technical terms used to discuss and analyse poetry. Response to Havisham Marked using DCHS Grids. DIT task as follow up to teacher marking. (WK 5+) Analysis of a range of non-fiction articles to understand the context and importance of the Great depression. Lessons explicitly show students how to annotate and analyse a text. Private reading Emphasis on paragraphs and punctuation to enhance meaning and fluency in own writing. Common spelling mistakes to be addressed. PEE and PEEA revisited. Essay style response to a passage about Crooks. Marked using DCHS grids. DIT follow up to teacher marking. (Wk 6+) Essay response: Steinbeck shows us the life of an itinerant worker as bleak. Do you agree? Marked using DCHS Grid. DIT task after marking. (Wk 10+) Study of a complete Shakespeare Play- MAAN Students will read and discuss the text in full. Points can be emphasised by watching the play via digitaltheatreplus.com but this should not replace reading and discussing the play. Skills of analysis and interpretation to be developed. The Text Analysis lessons are linked closely to the literature lessons and in some cases sections of text are used in both lessons. First half term looks at the language of Shakespeare. Second half term uses skills from the first half but relates to extracts from MAAN. Private reading Private reading Shakespeare spelling and language changes. Commonly misunderstood words Mock style assessment. 3 questions regarding relationships between central characters. Marked using DCHS reading grid. DIT task after marking (WK6+). Revision to look at areas noted as problematic for specific students /classes Assessment based on an extract from MAAN. Taken from old K3 SATs. Marked with DCHS Grid. DIT task after marking. is identified in purple on the Literature page each week but will include Speaking and listening task prep. Students will use their developing knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their own writing to produce an original anthology of poems. is identified in purple on the Literature page each week. is identified in purple on the Literature page each week. is identified in purple on the Literature page each week. is identified in purple on the Literature page each week. 4

5 Year 10 GCSE Language & Literature Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks Teaching & Learning Literature Study Reading AIC and practice analysis to support Paper 2, Section A Language Study Explore character perspectives in AIC through the use of drama Literature Study Reading An Inspector Calls and practice analysis to support Paper 2, Section A Language Study Explore context of AIC through reading short fiction texts. Literature Study Reading R&J And practice analysis to support Paper 1, Section A Language Study Explore character in R&J through fiction writing Literature Study Reading R&J and practice analysis to support Paper 1, Section A Language Study Literature Study Study Poetry and practice analysis to support Paper 2, Section B Language Study Explore character in poetry through fiction writing Literature Study Study Poetry and practice analysis to support Paper 2, Section B Language Study Explore poetry through discussion Explore context of the play through Non-fiction writing Assessments marked progressively, moving towards an EoY10 Target Language Assessment Week 3: NEA Spoken Language Hot Seat using Spoken Language Grid (Marked in the lesson) Week 6: Nonfiction Writing Assessment using Writing Grid (DIT in week 7) Language Assessment Week 8: NEA Spoken Language Presentation using Spoken Language Grid (Marked in the lesson) Week 11: Fiction reading assessment using Reading Grid (DIT in week 12) Literature Assessment Week 13:AIC mock Paper 2, Section A using AQA mark scheme and indicative content (DIT in week 14) Language Assessment Week 6: Fiction writing assessment using the Writing Grid (DIT in week 7) Literature Assessment Language Assessment Literature Assessment Week 10: R&J mock Paper 1, Section A using the AQA mark scheme and indicative content (DIT in week 11) Language Assessment Week 2: Fiction writing assessment using the Writing Grid (DIT in week 3) Literature Assessment Week 4: Poetry mock Paper 2, Section B using the AQA mark scheme and indicative content (DIT in week 5) Language Assessment Week 10: NEA Spoken Language Group Discussion using Spoken Language Grid (Marked in the lesson) Literature Assessment Week 11: Poetry mock Paper 2, Section B using the AQA mark scheme and indicative content (DIT in week 7) Digital Packs Digital Packs Digital Packs Digital Packs Digital Packs Digital Packs 5

6 Teaching & Learning Literature Study Reading ACC and practice analysis to support Paper 1, Section B Year 11 GCSE Language & Literature Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks Literature Study Literature Literature Preparation for Literature Content review and exam Content review and exam mock exams in December. preparations. Strategy preparations. Strategy Focus on exam technique informed by results of the informed by results of the and practising required skills Autumn Literature mock Autumn Literature mock Language Study Preparation for Language mock exams in December. Focus on exam technique and practising required skills Language Study Review and exam prep including a Language mock to inform strategy. Language Study Review and exam prep including a Language mock to inform strategy. Literature Content review and exam preparations. Strategy informed by results of the Autumn Literature mock Language Study Review and exam prep including a Language mock to inform strategy. Assessments marked progressively, moving towards an EoY11 Target Literature Assessment Read the following extract and then answer the question that follows. How does Dickens present Scrooge as an outsider to society? Write about: How Dickens presents Scrooge in this extract How Dickens presents Scrooge as an outsider to society in the novel as a whole. DIT to follow feedback from assessment Language Assessment English Language Paper 1 full mock exam English Language Paper 2 full mock exam DIT to follow feedback from mocks Literature Assessment English Literature Paper 1 full mock exam English Literature Paper 2 full mock exam DIT to follow feedback from mocks Language Assessment Regular formative teacher assessment of written responses to specific questions DIT in response to feedback Mock to be scheduled Literature Assessment Regular formative teacher assessment of written responses to specific questions identified from autumn 2 mock data DIT in response to feedback Language Assessment Regular formative teacher assessment of written responses to specific questions DIT in response to feedback Mock to be scheduled Literature Assessment Regular formative teacher assessment of written responses to specific questions identified from autumn 2 mock data DIT in response to feedback Language Assessment Regular formative teacher assessment of written responses to specific questions DIT in response to feedback Mock to be scheduled Literature Assessment Regular formative teacher assessment of written responses to specific questions identified from autumn 2 mock data DIT in response to feedback Homewor k Booklet practising language skills Booklet practising language and literature skills Booklet practising language and literature skills Booklet practising language and literature skills Booklet practising language and literature skills 6

7 Teaching & Learning Assessment: Marked progressively, moving towards an EoY10 Target Understanding of explorative strategies and devised performance developed through the theme of conflict Year 10 GCSE Drama Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks Understanding how to Read The Crucible and Read The Crucible and Read Blood Brothers and respond to a apply understanding of apply understanding of apply understanding of Component 1, Section 3, explorative strategies from explorative strategies from explorative strategies. live performance. Autumn Term. Autumn Term. Formative Assessment Component 1, Section A (4 marks): Multiple choice, key terms assessment Summative Assessment Component 2, Devised Performance (20 marks): Practical soliloquy assessment Continuing work from previous half term, students will complete a full Component 2 devised performance on the theme of conflict. Workshop school play (spend a day with the cast & design crew, then watch the school play) option of streaming Formative Assessment Component 1, Section C (32 marks): Teacher directed response to a live performance Summative Assessment Component 2, Devised performance (20 marks) and Devising Log (60 marks) and DIT to improve Prepare performance of 2 Extracts from The Crucible while reading (though final exam of Component 3 will be on Blood Brothers, skills are transferable) Formative Assessment Component 3, Performance of 2 Extracts (40 marks) from The Crucible Summative Assessment Component 1, Section B (44 marks) Mock Exam Q2 on The Crucible Prepare performance of 2 Extracts from The Crucible while reading (though final exam of Component 3 will be on Blood Brothers, skills are transferable) Workshop musical (spend a day with the cast & design crew, then watch the musical) option of streaming Formative Assessment Component 1, Section C (32 marks): Response to Exam Question 3, response to a live performance Summative Assessment Component 1 (80 marks) Full Mock Exam on The Crucible Prepare performance of 2 Extracts from Blood Brothers while reading Formative Assessment Component 3, Performance of 2 Extracts (40 marks) from Blood Brothers (first half of play) Summative Assessment Component 2, Devising Log (60 marks) in response to performed extracts. Use filming to support log writing. Read Blood Brothers and apply understanding of explorative strategies. Prepare performance of 2 Extracts from Blood Brothers while reading Formative Assessment Component 3, Performance of 2 Extracts (40 marks) from Blood Brothers (second half of play) Summative Assessment Component 1 (80 marks) Full Mock Exam on Blood Brothers Digital Theatre marked for ATL Digital Theatre marked for ATL Digital Theatre marked for ATL Digital Theatre marked for ATL Digital Theatre marked for ATL Digital Theatre marked for ATL 7

8 Year 11 GCSE Drama Calendar of Curriculum & Assessment Autumn 2017 Spring 2018 Summer 2018 Teaching & Learning Review explorative strategies on the theme of power. Watch a liver performance and review how to respond. Complete Component 2 on the theme of power. Film and utilise film to support log. Review The Crucible and apply understanding of exam strategies. Watch a live performance and review how to respond. Review Blood Brothers and apply understanding of explorative strategies. Prepare performance of 2 extracts from Blood Brothers. Review Blood Brothers and The Crucible, apply understanding of explorative strategies. Prepare performance of 2 extracts from Blood Brothers while reading Assessment: Not-progressive, All Assessments at EoY 11 Target Formative Assessment Mock Component 1, Section A (4 marks) (extended multiple choice of all key terms) Summative Assessment Mock Component 1, Section C (32 marks): Response to a live performance or streamed Formative Assessment (For GCSE) Component 2: Devised Performance (20 marks) Summative Assessment (For GCSE) Component 2: Devising Log (60 Marks) Formative Assessment Component 1, Section B (44 or 32 Marks) on The Crucible and live performance Summative Assessment Component 1, Full Mock Exam (80 Marks) Formative Assessment Component 3, film Performance of 2 Extracts (40 marks) from Blood Brothers Summative Assessment (improve upon previous work with whole class filmed critique) Component 3, Performance of 2 Extracts (40 marks) from Blood Brothers Formative Assessment Component 1, Full Mock Exam (80 Marks) Summative Assessment (improve upon previous work with whole class filmed critique) Component 3, Performance of 2 Extracts (40 marks) from Blood Brothers Digital Theatre marked for ATL (Over Summer) Mock Component 1, Section 3, response to a live performance due Autumn 2017 Drafts of Devising Log for teacher assessment Mock essay questions for teacher assessment After school group extract practice Mock essay questions for teacher assessment and after school group extract practice 8

9 A-Level Literature Calendar of Curriculum & Assessment AUTUMN YR 12 (1) AUTUMN YR 12 (2) SPRING YR 12 (1) SPRING YR 12 (2) SUMMER YR 12 (1) SUMMER YR 12 (2) 3 lessons per week Intro to Tragedy Othello (Exam 1A at AS & 1A at A Level) Othello continues focused on Lit. Genres: Drama (1A at AS and 1A at A-Level) Lit Genres: Death of a Salesman (1A at AS and 1A at A Level) Lit Genres: DOAS complete and revise Othello for AS-Exam (1A at AS) Revision for examination Literary Genres: Drama (1A) NEA preparation on poetry (War/Sonnetts) linked to Critical Anthology 2 lessons per week Aspects of Tragedy for Lit Genres Prose and Poetry The Remains of the Day (Exam 2A at AS only + available for NEA at A Level) Aspects of Tragedy for Lit Genres Prose and Poetry The Remains of the Day(Exam 2A at AS only + available for NEA at A Level) Aspects of Tragedy for Lit Genres Prose and Poetry. Exam 2a at AS and 1A at A-Level) John Keats Collection: Lamia, Isabella or The Pot of Basil, La Belle Dame Sans Merci, The Eve of St Agnes Aspects of Tragedy for Lit Genres Prose and Poetry complete Keats and prepare for exam through revision. (AS Exam 2A) Revision for AS Exam 2A Literary Genres: Prose and Poetry NEA preparation on The Remains of the Day linked to Critical Anthology Note: 2 essays need to be completed words- 1 prose, 1 poetry. Tasks and focus on Critical anthology must offer variety of choice. AUTUMN YR 13 (1) AUTUMN YR 13 (2) SPRING YR 13 (1) SPRING YR 13 (2) SUMMER YR 13 (1) SUMMER YR 13 (2) 3 lessons per week Political and Social Protest Writing Intro- A Doll s House (A2 Paper 2B). Political and Social Protest Writing Intro- A Doll s House (A2 Paper 2B). Literary Genres: Aspects of Tragedy- Revision of Othello, DOAS and Keats in relation to paper Literary Genres: Aspects of Tragedy- Revision of Othello, DOAS and Keats in relation to paper Students have left 1A of the A-Level. 1A of the A-Level. NEA- War/Sonnets Independently Completed by Half term 2 lessons per week Intro to Elements of Political and Social Protest Writing- The Kite Runner (A2 Paper 2B NEA independent work on The Remains of the Day linked to Critical Anthology completed by half term Political and Social Protest Writing- The Kite Runner (A2 Paper 2B) Introduction to Unseen Element of the A2 Paper 2B examination- Focus on commenting on elements of political protest writing in extracts. Literary Genres: Aspects of Tragedy- Revision of Othello, DOAS and Keats as well as elements of tragedy reminders in relation to paper 1A of the A-Level. Complete Unseen Element of the A2 Paper 2B examination. Begin Blake s Song of Innocence and Experience Paper 2B A-Level Blake s Song of Innocence and Experience Paper 2B A-Level Begin Revision for Paper 2B A-Level incorporating The Kite Runner, A Doll s House & Blake s Songs of Innocence and Experience Revision for Paper 2B A- Level incorporating The Kite Runner, A Doll s House & Blake s Songs of Innocence and Experience. Include Unseen also and ensure focus on elements of political and social protest writing. Students have left 9

10 Year 12 English Literature Year 12 Literature Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks 3 lessons Intro to Tragedy Othello (Exam 1A at AS & 1A at A Level) Othello continues focused on Lit. Genres: Drama (1A at AS and 1A at A-Level) Lit Genres: Death of a Salesman (1A at AS and 1A at A Level) Lit Genres: DOAS complete and revise Othello for AS-Exam (1A at AS) Revision for examination Literary Genres: Drama (1A) NEA preparation on poetry (War/Sonnetts) linked to Critical Anthology Teaching and Learning 2 lessons 2 lessons per week Aspects of Tragedy for Lit Genres Prose and Poetry The Remains of the Day (Exam 2A at AS only + available for NEA at A Level) Aspects of Tragedy for Lit Genres Prose and Poetry The Remains of the Day(Exam 2A at AS only + available for NEA at A Level) Aspects of Tragedy for Lit Genres Prose and Poetry. Exam 2a at AS and 1A at A-Level) John Keats Collection: Lamia, Isabella or The Pot of Basil, La Belle Dame Sans Merci, The Eve of St Agnes Aspects of Tragedy for Lit Genres Prose and Poetry complete Keats and prepare for exam through revision. (AS Exam 2A) Revision for AS Exam 2A Literary Genres: Prose and Poetry NEA preparation on The Remains of the Day linked to Critical Anthology Note: 2 essays need to be completed words- 1 prose, 1 poetry. Tasks and focus on Critical anthology must offer variety of choice. Assessment: marked progressively, moving towards an EoY12 TG 2 lessons 3 lessons Mock Examination Mock Examination Mock examination Mock Examination Mock examination Mock Examination Mock examination Mock Examination Mock examination questions x2 Mock Examination questions x2 - Progress Journals - Research - Frog - Progress Journals - Research - Frog - Progress Journals - Research - Frog - Progress Journals - Mock Exam Work - Frog - Progress Journals - Mock Exam Work - Frog - Progress Journals - Research - NEA essay drafts 10

11 Year 13 Literature Calendar of Curriculum & Assessment Year 13 English Literature Autumn 2016 Spring 2017 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks Teaching and Learning 2 lessons 3 lessons Political and Social Protest Writing Intro- A Doll s House (A2 Paper 2B). NEA- Sonnets Independently Completed by Half term 2 lessons per week Intro to Elements of Political and Social Protest Writing- The Kite Runner (A2 Paper 2B NEA independent work on The Remains of the Day linked to Critical Anthology completed by half term Political and Social Protest Writing Intro- A Doll s House (A2 Paper 2B). Political and Social Protest Writing- The Kite Runner (A2 Paper 2B) Introduction to Unseen Element of the A2 Paper 2B examination- Focus on commenting on elements of political protest writing in extracts. Literary Genres: Aspects of Tragedy- Revision of Othello, DOAS and Keats as well as elements of tragedy reminders in relation to paper 1A of the A-Level. Complete Unseen Element of the A2 Paper 2B examination. Begin Blake s Song of Innocence and Experience Paper 2B A- Level Literary Genres: Aspects of Tragedy- Revision of Othello, DOAS and Keats in relation to paper 1A of the A-Level. Blake s Song of Innocence and Experience Paper 2B A- Level Begin Revision for Paper 2B A-Level incorporating The Kite Runner, A Doll s House & Blake s Songs of Innocence and Experience Literary Genres: Aspects of Tragedy- Revision of Othello, DOAS and Keats in relation to paper 1A of the A-Level. Revision for Paper 2B A- Level incorporating The Kite Runner, A Doll s House & Blake s Songs of Innocence and Experience. Include Unseen also and ensure focus on elements of political and social protest writing. Students have left Students have left Assessment: marked progressively, moving towards an EoY12 TG 2 lessons 3 lessons Mock Examination Mock Examination Mock examination Mock Examination Mock examination Mock Examination Mock examination Mock Examination Mock examination questions x2 Mock Examination questions x2 11

12 - - Research - Frog - - Research - Refreshing AS texts - Frog - - Refreshing AS texts - Research - Frog - - Mock Exam Work - Frog - - Mock Exam Work - Frog - - Research - NEA essay drafts Year 12 Language Calendar of Curriculum & Assessment Year 12 English Language Teaching and Learning 3 lessons RMB 2 lessons SE Autumn 2012 Spring 2016 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks Language levels Levels continued Language and social Language and occupation Exam preparation Ethnicity Mode, formality, genre groups Language and gender and completion Political and elections texts (resources on FROG) Language and region (Paper 2) Chapter 1 Text varieties Audience, purpose, genre Chapter 2 Critical Discourses Animals texts Chapter 2 Views and opinions of language issues (social, region) Chapter 3 Views and opinions of language issues (occupation, gender) Chapter 3 Exam preparation and completion (Paper 1) Investigation preparation Assessment: marked progressively, moving towards an EoY12 TG 3 lessons 2 lessons Political writing text analysis Regular, mini terminology test(s) Health and well-being text analysis Terminology test(s) Full terminology test Unseen paper 2 Animal themed text analysis as Paper 1 test (guided) (from Chapter 2) Formal essay Non-fiction writing opinion article Academic essay Forma essay Non-fiction opinion article Summary of views and opinions Paper2 preparation Paper 1 preparation Formal essay Non-fiction writing opinion article Ethnicity essay/opinion article 12

13 DITs Learning journals - Intro - Chapter 1 - Chapter 2 DITs Learning journals - Chapter 2 DITs Learning journals - Chapter 3.1, 3.2, 3.3, 3.4 DITs Learning journals DITs Paper 2 preparation Investigation preparation Learning journals - Chapter 3.5 Teaching and Learning Year 13 English Language 3 lessons LR, CR 2 lessons RMB, JTT Year 13 Language Calendar of Curriculum & Assessment Autumn 2012 Spring 2016 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks Power of Persuasion Power of Information Power of Storytelling Commentaries Working on NEA Language Investigation Language Change With media and topical perspectives Chapter 5 Language Acquisition, spoken and multimodal Chapter 4.1 Language in the World Revision of Ethnicity as relevant Chapter 6 Language Acquisition, reading and writing Chapter 4.2 Paper 2 Revision -Essay writing -Text analysis -Attitudes -Directed writing tasks Revision Paper 1 -Older and modern texts for analysis and comparison -Discursive essay writing Exam preparation and completion (Paper 2) Exam preparation and completion (Paper 1) Assessment: marked progressively, 3 lessons Complete original writing (750 words) and commentary (750 words) Change task (Q3 of specimen paper 2) Opinion article (Q4 of specimen paper 2) World task (tbc) Ethnicity/World task (tbc) Paper 2 preparation (Q1 and 2 of specimen paper 2) (tbc, tasks on occupation, region and social groups) Paper 2 preparation (tbc, tasks on Language in the World and Language Change) 13

14 2 lessons Complete Investigation (2000 words) DITs Learning journals Children s Language: spoken task (Q4 of specimen paper 1) Children s language task multi-modal (tbc) DITs Learning journals Children s language reading task (tbc) Children s language task (Q5 of specimen paper 1) DITs Learning journals Paper 1 preparation (Q1, 2, 3 of specimen paper 1) Learning journals Paper 1 preparation (tbc, tasks on Children s Language) Revision 14

15 Year 12 Drama and Theatre Teaching and Learning Assessment: marked progressively, moving towards an EoY12 TG 3 lessons 2 lessons 3 lessons 2 lessons Autumn 2016 Spring 2017 Summer weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks Component 2 (C3 A- Component 2 (C3 A- Revision for Devising Process & Level) Play 1- Level) Play 2- Component 1 Updating of Working Workshop + Workshop + Notebook Performance + Write Performance + Write Complete Supporting ½ supporting Notes for ½ supporting notes Notes- Component 2 AS for AS Component 2 (C3 A- Level) Katie Mitchell- (Practitioner Theory) Hedda Gabler- Component 1- Interp Drama + Selection of Live Performances Seen demonstrating learning in workshops Testing understanding of Katie Mitchell techniques Progress Journal write ups Exam questions on Hedda Gabler Hedda Gabler- Component 1- Interp Drama + Selection of Live Performance Seen demonstrating learning in workshops Supporting notes based around play 1 Progress Journal write ups Exam questions on Hedda Gabler Hedda Gabler- Component 1- Interp Drama + Selection of Live Performance Seen demonstrating learning in workshops Supporting notes based around play 2 Progress Journal write ups Exam questions on Hedda Gabler Revision for Component 1- Interp Drama + Live Performance Seen Examination papers Final supporting notes for formal assessment at end of AS exam. Progress Journal write ups Exam questions on Hedda Gabler Nick Hytner- Component C2 at A- Level)- Practical theory for devising demonstrating learning in workshops Progress Journal write ups Exam questions on Hedda Gabler Devising Process & Updating of Working Notebook Devising Process & Updating of Working Notebook demonstrating learning in workshops Progress Journal write ups Exam questions on Hedda Gabler 15

16 - Progress Journals - Exam Questions - Progress Journals - Exam Questions - Supporting notes - Practical rehearsal - Progress Journals - Exam Questions - Supporting notes - Practical rehearsal - Progress Journals - Exam Questions - Supporting notes - Practical rehearsal Year 12 Drama & Theatre Calendar of Curriculum & Assessment - Progress Journals - Exam Questions - Supporting notes - Practical rehearsal - Progress Journals - Exam Questions - Supporting notes - Practical rehearsal 16

17 When and how do we assess? Calendar of assessment Explanation of assessment grids Explanation of how progress is mapped 17

18 When and how do we assess? Literature Reading Autumn 2 Poetry Assessment Grid used for marking & data entry Spring 2 OMAM Assessment Grid used for marking & data entry Autumn 1 Baseline Nonfiction Grid used for marking & data entry AO1&2 Summer 1 MAAN Assessment Grid used for marking & data entry AO(1 & 4) Year 9 Year 10 Year 11 Autumn 2 AIC Assessment AQA mark scheme used for indicative content & Conversion grid used for data entry Spring 2 R&J Assessment AQA mark scheme used for indicative content & Conversion grid used for data entry Summer 1 & 2 Poetry Assessments AQA mark scheme used for indicative content & Conversion grid used for data entry Autumn 2 Fiction Reading Assessment AQA mark scheme used for indicative content & Conversion grid used for data entry Autumn 1 ACC Assessment AQA mark scheme used for indicative content & Conversion grid used for data entry Autumn 2 until the end of the year Literature Mocks AQA mark scheme used for indicative content & Conversion grid used for data entry Autumn 2 until the end of the year Fiction & Nonfiction Reading Language Mocks AQA mark scheme used for indicative content & Conversion grid used for data entry Writing Summer 2 MAAN Assessment Grid used for marking & data entry (AO 2,3 &4) Baseline test at start of year 9 (letter task) Grid for marking Autumn 1 Fiction Writing Assessment Grid used for marking data entry Spring 1 OMAM Crooks Assessment Grid used for marking & data entry Autumn 1 Nonfiction Writing Assessment Grid used for marking data entry Spring 1 Fiction Writing Assessment Grid used for marking data entry Summer 1 Fiction Writing Assessment Grid used for marking data entry Autumn 2 until the end of the year Fiction & Nonfiction Writing Language Mocks AQA mark scheme used for indicative content & Conversion grid used for data entry Autumn 1 Urban Myth Grid used for marking & data entry Autumn 1 Drama Hot Seat Grid used for marking & data entry NEA Assessments complete SL Autumn 2 Presentation Grid used for marking & data entry Summer 2 Group Discussion Grid used for marking & data entry 18

19 What are the Grids? The grids are assessment tools that enable the DCHS English department to measure student progress from years 9-11 against the skills set out by AQA in their GCSE Literature, Language, and Drama courses. All of the work we do in English prepares students to develop the following skills: Language Assessment Objectives Literature Assessment Objectives Drama 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 AO1: Read, understand and respond to texts. maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations. AO1: Create and develop ideas to communicate meaning for theatrical performance. AO2: Apply theatrical skills to realise artistic intentions in live performance. 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. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written. AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed. AO4: Analyse and evaluate their own work and the work of others. 19

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21 How do we mark? English marking and feedback policy for Years 9-13 English Marking and Feedback Policy Purpose: To ensure that a rigorous and consistent pattern of continual assessment takes place within the English team. To ensure teaching staff can demonstrate a full understanding of student progress throughout an academic year or course. To ensure students are empowered in English through a full understanding of their progress, achievement and key areas for development Outstanding feedback follows the Cycle of Progress 21

22 Outstanding feedback in the English Department also - Uses and EBI. Students are told what they are doing well - ( ) and how their work can be even better (EBI) in order to make progress - Is directly related to learning questions, success criteria and assessment objectives - Is consistent across the department - Is recorded by the teacher in the appropriate spread sheet to monitor progress - Actively involves the students e.g. through the use of peer assessment and self-assessment. NB. Peer and self-assessment should not replace teacher feedback but should be in addition to it Time scales we mark year 9, 10 and 11 twice per half term - All students should receive detailed feedback from their teacher that tells them where they are and what they need to do to improve twice per half term. This will be through the use of EBI and will also include literacy marking. - This will include formal assessments and not be in addition to formal assessments such as mock exams - Students will also be given enough time to adequately respond to their feedback and complete DIT so they can show they are moving forward and making progress. Therefore, the minimum amount of DIT that should be seen in student s books is twice per half term. However, there may well be much more DIT than this if students are also given DIT time after peer and self-assessment - It is expected that teachers acknowledge mark students notes by giving a tick on each page, obviously picking up on any misunderstandings that have occurred, but in general 2 pieces of extended writing per half term should be marked thoroughly 22

23 - In the run up to the exams in the summer term formative marking will increase to once per week for year 11 as students complete frequent practice questions Sixth form marking we will mark every two weeks at 6 th form level, students will also have one formal assessment per half term : - are to be used in all Sixth Form lessons - Students will reflect on what they have learned and will write their thoughts into an exercise book. Students will go through the cycle two weeks which involves: o Teacher will give feedback using EBI o Students will then have DIT time to move forward with their learning in response to the teacher s feedback, this may be done as homework o Teachers will then respond to students DIT - In addition to marking learning journals, students will have one formal assessment per half term. This will increase to once per week prior to the exams. Colour coding: - Teachers are to mark in red pen and use EBI when giving formative feedback - Students are to do DIT and recall writing in green pens - Students are to complete peer and self-assessment in black pen they can highlight that peer or self-assessment has taken place by writing peer assessment or self-assessment in the margins : - In all subjects and across all year groups homework should be set once per week. - In years 9, 10 and 11 homework booklets will be completed by students. These booklets will develop skills that are directly related to the exam specifications - The questions will be short comprehension style questions/which will require only a tick in terms of marking - Booklets will be checked every week by the subject teacher. The teacher should mark the booklet a minimum of every 3 weeks and give the student a mark e.g. 5/10 and A2L and record this in their planner/spreadsheet/mark book 23

24 Rationale behind homework marking: - is extremely beneficial to students in establishing effective habits of learning and consolidating what they have learned in lessons - We do however recognise that it would be impossible for teachers to provide detailed feedback on what amounts to hundreds of students every week - Class work and mock exams will be the main focus for detailed written feedback, this also ensures parity between our more advantaged and disadvantaged students as we can ensure the work we are making is the student s own work 24

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