In primary schools recently, there has been a lot of interest in ways to approach whole-class reading lessons. The imperative to raise standards in reading is leading many to question the dominance of small group guided reading, in which – at any one time – most pupils are not being taught by the ‘expert’ in the room. Teaching the whole class instead means that all pupils can read with the teacher more often, moving faster through more or longer texts and benefiting from the teacher’s expert explanations, modelling, questioning and feedback. It also makes possible more integration between ‘guided reading’, topic-related reading, reading as stimulus for writing, daily reading aloud to the class and following a ‘class reader’.
Some questions for secondary teachers, English teams and school leaders, which may be helpful
Many secondary schools have concerns about how to maintain progress in the core area of literacy from Year 6 to Year 7, perceiving that many students do not make sufficiently-strong progress in Year 7, or that they can even regress in some aspects. These concerns have been fuelled recently by Ofsted’s ‘The Wasted Years’ report. They have also been foregrounded by changes to the Key Stage 2 curriculum and assessment framework, which has left some secondary English teachers feeling de-skilled as Year 7 students arrive throwing semi-colons around with alarming confidence.
Some thoughts on task-setting and assessment in English, especially at Key Stage 3
In a well-planned Key Stage 3 course on Of Mice and Men, pupils will be gripped by and immersed in Steinbeck’s novel, will enter imaginatively into the world of the story, will explore its context and significance, will investigate ways in which Steinbeck uses language, and will discuss characters and get to grips with themes. They will watch one or more film versions and might think hard about how the novel has been adapted. As well as acquiring a wealth of knowledge, pupils will practise a range of types of talk and writing – some imaginative, some analytical and some discursive – and maybe some drama.
This blog post was originally an article, written in 2003 with Craig Morrison for the NATE magazine English, Drama, Media, when we both taught at Parkside Community College in Cambridge.
The practice it describes has since been developed further, but it is still all just as applicable now as it was fourteen years ago, as are the suggested uses of classroom technology. Continue reading “From page to screen and back again: teaching Shakespeare through film and film through Shakespeare”