Embedding Knowledge over time: Rationale document shared with the team at the start of the process (before September)

The reason for sharing this was to look at and pre-empt some of the questions the team would have around additional workload by interleaving the curriculum and having a focus on consistent revision points.

Purpose: To ensure students have core knowledge embedded in their long term memories that they can retrieve quickly, easily and apply to unknown questions or reading texts

What are knowledge organisers?

They are the core content for each unit. At the moment we have a KS3 example on School Poetry which is split into: Core Vocabulary, Terminology, Skills and Transferable skills across English Reading units.

How will they work?

We will work on these together as a team, deciding what we want students to learn in the unit that is the absolute basic, non-negotiable knowledge and skills that will help them succeed in that particular unit. This is a core part of the gained time work and what the 2 hour long meetings aim to cover.

What about the way skills/knowledge may cross-over?

In different units core skills will be transferable. So, we envisage mapping these across units so that we are not repeating ideas in the knowledge organisers/quizzes. Each KO will identify the knowledge and skills that students need in order to be successful in English across that year group (built upon in lessons) and the knowledge will accumulate until they are ‘exam’ ready at the end of KS4, with the majority of core skills automatic. Hopefully, this will also make students confident going into A Level that they are prepared and focused for the rigours of A-Level study.

How will we use the quizzes?

The physical learning of the KO material will form part of the homework expectations. Students will then self-quiz using the googleforms quizzes at the end of each module, which we have an example of relating to the School Poetry unit mocked up for everyone to have a look at.

How will homework be used to support the students in learning this knowledge?

A three pronged homework approach – knowledge organiser learning, target work application homework, and consolidation work.

Students will be set a googleforms quiz to do at unit end, which gives them feedback, via e-mail about what they know and how much they still have to embed in their long term memories; alongside the assessment feedback this will form their homework on targets. This will be a quiz that they can repeat – we will have to set this up after the initial quiz has been done. The quiz will be set up, so that every teacher has a unique quiz for each unit (For example: Ms Creber 7/EN1 – School Poetry KO Quiz) Teachers will be able to see who has completed it, at a glance as the students in their class will have populated the quiz with their e-mail address. Googleforms will be set up in advance for the teachers, so this will not add a layer of work, this will be a simple task to check and assess how much knowledge is embedded with the students and should be valuable in informing your planning of how to embed this knowledge.

Other homework that can be set is: Target work homework which is similar to what we currently do around targets and consolidation homework. Consolidation homework can be current unit or previous unit work and it is up to you

to decide how you set this. In Y11 a similar inter-leaved homework schedule will be provided and I would like this to form a core part of the revision again this year. This has been valuable, as students (who may not otherwise revise) have had the expectation from day one of Y11 that they will re-visit and revise all units for their GCSE.

How will this impact on my workload?

Minimal impact but it will be two fold - This should only mean setting of HW, as you currently do in SMILE (on our new system PARS/Insight). The second part will be having a look at the class data and checking a) completion as with any other homework b) using the pie charts and information gathered to inform knowledge revisiting in lessons.

How will students know what is expected?

We are in the process of putting together a student instructions sheet to show step by step what we want and why.

Consistency and Challenge – How will we ensure both of these?

Consistency will come through the fortnightly KO lesson that has been embedded into the overviews for next year. All teachers will ‘Pause’ and focus on the core knowledge and skills needed. Challenge – In our teaching as normal, these core documents are a minimum knowledge expectation. We will continue to provide challenge in our day to day teaching and will ensure when we create the KO that there is challenge included – currently these more challenging pieces of knowledge/skills have been italicised in the KO to show this difference.

How will this be used with regards to the Reporting/Analysis of Data?

It will be used by individual teachers to inform their planning and teaching of classes primarily. Whole cohort – Rachel and Sue will explore the data for each unit and feedback to the team the key findings and offer strategies, and discuss impact with the team. For example; if there is a pattern across the department then we may need to increase teaching time in an upcoming year for that cohort or discuss how best to teach this element in a faculty meeting. The knowledge data checking will be a planning and information gathering process and will be an ongoing process, as opposed to a check on teachers.

What about students who profess not to have computer access?

We will remind them to: use the library, LPOD and Study Pod for access to computers. We have also thought about having H5 open to students one lunchtime a week to allow access for this quizzing purpose. There are also 3 new computer suites in the Alan Turing building, which means that we may be able to use a lesson for quizzing with these rooms.

How will we get students to engage with these? How can we use these in our lessons? How do we avoid these being a piece of paper that gets overlooked?

We have some thoughts – E.g. ‘Pause’ lesson, where we can use the information and learn it.

Your feedback:

Starter and knowledge organiser lesson suggestions: embedding knowledge over time

Get students to quiz each other using the KO Set up mini quizzes – very quick and easy feedback on knowledge Use the five in five starter to introduce the KO info Learning grids and dice games – can be pictoral clues or prompts or questions in the grids Get students to create their own questions on the KO Use some of the metacognition tasks. E.g. – Write a letter to a parent to explain what you absolutely must

know in relation to (insert KO). Remember to include – (subtitles from the KO here) – See the Metacognition Guide as an example of some of the tasks that could be used as an example for embedding this into lessons

Get students into groups and do a silent debate – give 4 key titles and ask them to silently add to all sections till all full of their knowledge and added to by each other. (diff coloured pen to show who has made most points)

Create KO bookmarks using the different sections – task the students with learning the information and reciting it to the rest of the class.

Discussion based task – explain what the KO is about and why they need to know the information on it. Get students to discuss what they know.

Create a KO bingo card and play the bingo game – students who get a line have to explain how the Bingo word in their line is relevant

Writing tasks – give students a task which involves applying the information in the KO E.g. Write an acronym poem to explore the skills in the KO, or write about a time when you knew less about R&J than you did now and wow me with your current knowledge, or write a diary entry as Juliet explaining all the things other characters have said and done

Reading task – create a red herring information about the KO and get students to identify the herrings Reading task – get students to read the task and ask them to analyse some of the key quotes or create a

profile of the core content/characters/themes etc. Other ideas pending…

Some starter and KO lesson & a homework example:

OF

MICE AND MEN Grammar stand-alone unit

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Lang C1A & B - Roald Dahl Reading & Writing (7 Weeks)

Lang C2A- Non-Fiction Writing (4 Weeks) Lit C1B - War Poetry (3 Weeks)

Lit C1B - War Poetry (4 Weeks) Revision Week (1 Week) Speaking & Listening Taster - Spoken Lang (1 Week)

Speaking & Listening Taster - Spoken Language (1 Week) Media Unit Taster (2 Week) Lang C2A - Non-Fiction Reading (2 Weeks)

Lang C2A - Non-Fiction Reading (3 Weeks) Revision Weeks (2 Weeks) Romeo & Juliet - Non-Assessed

X3 Grammar Lessons FOCUS 1 SPELLING STRATEGIES

X3 Grammar Lessons - FOCUS TWO SENTENCING - Varying types, & Sentence openings

X3 Grammar Lessons - STRUCTURE - PARAGRAPHING & Manipulation for effect in texts

X2 Grammar Lessons - Embedding vocabulary choices

X3 Grammar Lessons - Punctuation - Embedding basics & Going beyond the basics

X3 Grammar Lessons - Tenses - How to use and apply

Focus on identifying common patterns of spel l ing - Get s tudents to respond to the opening sequence of the novel by writing their own setti ng us ing the same techniques as Steinbeck identifi es - Use this as a diagnostic for common spel l ing i ssues in the s tudents writing & work on s tra tegies by skimming & scanning the novel la for those types of words - create a word bank of interesting vocabulary and create a bank of s trategies for spel l ing different types of commonly misspel led and more diffi cult words .

Use the novel to identify different types of sentences and openings . Explore the effect of these and apply them. Could look a t Curley's Wife being introduced in the novel la as a stimulus to creating own sentence variety. Could also engage with Candy's dog scene and look a t how sentences are used to create tens ion. Introduce the PANIC acronymn and get s tudents to practice applying their own varied sentences to create an engaging character.

Explore the use of dia logue in Of Mice and Men and how this contrasts with the descriptive passages . Apply this in own writing by creating a short piece of creative writing that mimics the s tyle in OMAM. Could use the Death of Curley's Wife scene to explore how structure/setti ng/pathetic fal lacy i s used to give an overal l sense of inevi tabi l i ty to the death of CW.

Explore how Steinbeck uses vocabulary to create effect. Get s tudents to select from the novel la words/phrases that have been particularly stimulating and to ana lyse (concisely) how these have had an impact. Explore the theme of racism here and look a t how different vocabulary choices can have a different effect.

Looking at how punctuation can change meaning. Blank out an interesting piece of text from OMAM and get s tudents to punctuate i t how they think i t should look. Revea l the origina l and compare. Explore the differences . Reminders of rules and focus on how punctuton can shape meanings . Get s tudents to identify where punctuation has been used in the fi na l chapter of the novel la to create an impact.

Explore us ing the Past/Present/Future Tense in one lesson and how word endings effect this . Wri te a response to the novel la in the past tense. Create a present tense review of the novel la with reasons why s tudents should read the novel . Look at where tenses switch and how they switch. Also, explore whether there i s a reason to switch for effect.

The rationale was: Try to use stand-alone lessons with single teachers effectively. Try to engage students through Of Mice and Men as the vehicle for grammar teaching Not do stand-alone grammar lessons without a coherent focus throughout the year Pleasure of reading with the students an ‘extra book’ Embed explicit grammar teaching Writing is and continues to be a weaker area and this will help address this pre-GCSE

Feedback: Students enjoy these lessons Value having a model to follow and a hinge-text for the grammar work Extended writing could also be embedded throughout this unit as well

Knowledge Organisers

These took a long time to make and they had to be done as we went along due to time constraints on creating them

We decided as a team in groups how to section them off and what to then try to include

We needed to make sure they were not information overload They needed to support the learning and be specific to what we are teaching They needed to be consistent in the approach They needed to be used: did not want them to be another piece of paper, which we handed to the

students and then did nothing with Cross over off information Amount of information to learn How to test the knowledge (MCQ) as a start

Literature Example:

Language Example:

Metacognitive Activities & Processes and ideas of how to implement them in your lessonMetacognition is defined as “higher-order thinking that enables understanding, analysis, and control of one’s cognitive

processes, especially when engaged in learning.”Metacognition is unpicking the process with the students of what they are doing and why they are doing it.

We already use metacognition in our teaching and learning all of the time. This is just about giving some thoughts to what these activities look like, what they are and how they can help to unlock students understanding of what they are learning.

Metacognitive questioning that asks students to unpick the process of what they are doing: How did you come to that conclusion – what steps did you take to get there? What process did you go through to write about…

What is the best approach for… What process did you use in order to… Explain to me what I want you to do in your own words… Describe what you have learnt today and how you have learnt it… How would you explain this concept/idea/skill/piece of knowledge to someone new… What would an exceptional example of ____________(insert topic/subject) look like/why/how/what will you do to get

there…

Starter Activities (all of these quick get going activities can be used as metacognitive tasks): Last lesson – what did we do? How did we approach this? What were the steps that we used in order to do this? (e.g. –

Analysis etc.) Quick fire questions Fill in the blanks Five in five minutes about skills 5 in 5 minutes: questions to revise how to approach tasks 5 examples on the board which you unpick together 5 skills based questions Making links – explore how particular knowledge links to other sections of the exam/course (Could use the links PP that

I sent previously) Pink booklet – unpick and re-write the AO’s as a starter task

Metacognitive Tasks we can embed & reflect on to gather understanding of what students know (no order of importance): Write a report which informs another student how to learn about ___________(insert Lit topic/subject).

In this task you should: Explain how to learn about the events, plot and characters and how to make this interesting Explain how you can understand the way language and structure are used to create effect in the play Explain how to write an essay which analyses quotes.

Give advice on self-assessment. In this task you should: Say what self-assessment is Advise me how to self-assessAdvise me on the reasons self-assessment is useful Offer a critical analysis of how self-assessment helps you learn

Write a letter to me exploring how to approach Fiction Paper 1A for Language. (This can be replaced with any unit/paper etc.)

Mind map all the ways you can approach reading an unseen poem for the first time. Now, categorise these as most to least effective. Explain to me why you have ordered them in this way.

Create a bullet point list of the most important writing skills. Discuss with a partner the example you have and add to your own list. Give reasons to support why these skills are important for writing.

Create a podcast exploring what you have to do for the exams/analysis/etc.

Discussion Based Metacognitive Tasks that students’ can do: Explain to a partner the process of analysis/evaluation – then get partner to explain this to you/class etc. Give a task and get students to discuss best way to approach Podcast – as above

Imperative that we all do this: applying metacognition in Target Work, which is imperative to ensure that students are working on their improvements: 1) Students improve a paragraph based on a target 2) Students also identify by labelling the improvements in their work3) Students also explain how they have improved their work or how they have applied their targets

Researching the Google Forms

Functionality of Google forms.

What I know so far:

We need each quiz set up with a capture e-mail address in order for us to know which student has completed which quiz.

We will set up one main quiz and then copy each so that we have individual class quizzes. They will have to be multiple choice/true & false answers, as otherwise the teachers will have a

data collection element. Results per class can be downloaded as an excel spreadsheet for data reflections. In Google forms students will be able to see if they have got the answer correct or not (if we set it

up like this - I suggest we do - instant feedback) We will have to set it up so that they can use the quiz multiple times The process will initially require a bit of trial and error in terms of the data collection element. Until

we are fully using it we won't know the full functionality - this is unavoidable I think Setting up the quiz initially will take the time. Once they have been set up they will run and run. Students will need to accept the e-mail returns in order for them to know what they have answered

each time and what they need to work on. In order for all students to be using the quizzes in the way that we want I think we will need very

clear screen shot step-by-step instructions and I suggest that we share this with both students and parents, so that there is no confusion.

Links to the quizzes should be added (I think) to the VLE and to the Weebly as a distinct page. We will not be able to share the quizzes on Twitter, unless we set up a generic (to copy quiz) this is important, as we want to be able to accurately track our cohort only.

We will want to trial - assess - reflect - revise if required in order to iron out any issues

Student Guide to setting up Google Forms Account

Click onto Google Chrome:

Click on this link: https://www.google.co.uk/forms/about/

Click on the Go to Google Forms button (a blue button in the middle of the page)

Then begin to create an account by entering your school e-mail address and creating a password.

Your teacher will have e-mailed you a link to the quiz that they want you to complete.

In your e-mails click on the link, which will take you to the quiz and click the correct answer to the multiple-choice quiz.

Where the form asks you for your e-mail address make sure you enter your Churchill Academy e-mail address

You must click on the submit button to save your responses at the bottom of the quiz

If you have issues with the Google forms you will need to speak to your teacher, but it is normally straightforward

Google Forms – The teacher instructions & how to set up the quizzes

It is intuitive, but may take a bit of playing around with for everyone to get used to setting up these quizzes.

To create a quiz you need to log into Google Chrome and type Google forms in the search bar. Log in. Then:

Click on blank quiz Change the name to your quiz name – e.g. Poetry/Anthology/R&J etc. Put a short description into the form description box Type the first question into the question and ensure that the radio button is selected as multiple

choice Insert 3 to 4 answers into the answer boxes by clicking onto the answer space and adding another

answer Then click onto the question key – select the correct answer using the radio button Attribute the following points: (speak to me if this isn’t quite right) 1 point Vocabulary, 2 points

Terminology, 3 points Skills, 4 points Exam Requirements, 5 points Act & Theme, 6 points correct knowledge. The reason for attributing different scores is so that we can see at a glance from results which section of the Core Knowledge students are struggling with.

Still in the question key enter Add feedback and put a brief message response for both correct and incorrect answers (brief only)

The form will automatically save Click on the circle at the side of the quiz with a plus side to add another question and repeat the

process until you have created a google forms quiz for your core knowledge. When you have completed the quiz you will need to ensure that you have checked answers are

clicked on and preview the format carefully. When you are happy that it is correct – click on copy the quiz and name the quizzes – Romeo &

Juliet – Y11 SS class etc. Each class will have to have a copy of the KO quiz set up individually, but this is a simple case of copying the KO quiz and renaming it for the class.

In the cog at the top of the quiz – settings, you must make sure that this records e-mail addresses; otherwise you will not know who has completed the quiz in your class. You must also – limit to one response by ticking the box and click on see summary charts and responses so that the student is able to see what they have done. If you also click on the presentation button and click on show progress bar, so that students know how much of the quiz they have completed. Once they have completed it once, you will be able to go into the quiz and release the quiz again, once you have looked at the date. Any queries – just ask. The quizzes will take some time to set up as they are fiddly, however they should be very useful.

Technical Issues, prevention and solutions for Google Forms Account

Students not being able to enter an e-mail address:

Go into the quiz you are working on – click on the setting icon (the bumpy wheel) in the top right hand corner of the quiz – click collect e-mail address and this should fix that issue

Students struggling to set up an account:

They may need to do this at home using their mobile phone number. It may be worth setting homework for students to make sure they have an account for google forms

Students taking more than one quiz:

Encourage them to only do it once and explain why. Be firm about this and remind them that you can check in the completed quizzes

Students not recording their areas to improve:

Set this up before they begin the quiz and remind them to stay on the quiz until they have identified and written down their errors

Students randomly selecting answers:

Remind them that this is an assessment of the areas they know and that we will use the information gathered to re-teach certain elements of the text/course to them

A question that does not quite make sense:

Get the students to tell you and it can be fixed (either by you or by KS4/HOD)

What do they look like?

Example MCQ Quiz

As you can see from the example below the question difficulty changes through the quiz. We made sure that the question style was different throughout the quizzes to add a level of desirable difficulty and embed challenge, while not making them so difficult. As the KO covers a vast amount of knowledge, the quizzes are a snapshot of whether the learning of different areas of the KO’s have taken place or not. Students use the information to self-test themselves again with the KO to reinforce, continue or consolidate learning.

Blood Brothers KO Quiz Example:

Where is the novel set?

1. Liverpool (making the characters Liverpudlian or Scousers) 2. Newcastle (making the characters Geordie) 3. Scotland (making the characters Scottish) 4. Wales (making the characters Welsh)

When you feel disillusioned, you feel:

Like you know everything Disappointed in something as it is a lie Disappointed in something or someone that appears to be less good than initially thought Pleased with something or someone that appears to be less good than initially thought

What is an omniscient narrator?

1. All benevolent narrator 2. A narrator who sticks there nose in where it is not wanted 3. A narrator that speaks in the third person 4. An all knowing narrator

Symbols used in literature are known as:

1. Motifs 2. Symbolism 3. Foreshadowing 4. Dramatic Irony

Dramatic Irony is when the audience:

1. Knows less than the onstage characters 2. The onstage characters offer a monologue to show their thoughts 3. The audience know more about events in the play than the characters 4. Where everything is given a double meaning

Which of the following do you use for analysis?

1. Link to the quote, terminology, short quote or moment, meaning and effect, Zoom in and give a short story about the whole play

2. Link to the question, terminology, short quote or moment, meaning and effect, Zoom in and writers’ intentions

3. Terminology, meaning and effect, Zoom in and give a short summary of the whole play 4. Link to the question, Terminology, quote, meaning, writers’ intentions

Exam Requirements are:

1. SPAG 5 marks and 35 marks for analysis of 1/3 extract 3/3rds whole play 2. Context and 40 marks for analysis of 1/3 extract 2/3rds whole play 3. SPAG 5 marks and 35 marks for analysis of 1/3 extract 2/3rds whole play 4. SPAG and context and 40 marks for analysis of 1/3 extract 2/3rds whole play

In Act 1 which of the following three examples are accurate:

1. The narrator introduces the plot in a Greek Chorus (tragedy), We meet two very different women and Mrs Johnstone gives away her baby, Mrs Lyons becomes paranoid so they move away to the country due to the boys meeting and becoming friends

2. The boys meet again at the age of 14, Mickey goes to University and Eddie becomes unemployed, Mrs Lyons tells Mickey about the affair and then kills Edward using the gun from the earlier robbery

3. The narrator introduces the plot and doesn’t reveal the tragic ending, We meet two very different women and Mrs Johnstone gives away her baby, Mrs Lyons becomes paranoid so they move away to the country due to the boys meeting and becoming friends

4. The boys meet again at the age of 14, Edward goes to University at the age of 18 and Mickey becomes unemployed, Mrs Lyons tells Mickey about the affair and then kills Edward using the gun from the earlier robbery

In Act 2 which of the following three examples are accurate:

1. The boys meet again at the age of 14, Mickey goes to University and Eddie becomes unemployed, Mrs Lyons tells Mickey about the affair and then kills Edward using the gun from the earlier robbery

2. The narrator introduces the plot in a Greek Chorus (tragedy), We meet two very different women and Mrs Johnstone gives away her baby, Mrs Lyons becomes paranoid so they move away to the country due to the boys meeting and becoming friends

3. The boys meet again at the age of 14, Edward goes to University at the age of 18 and Mickey becomes unemployed, Mrs Lyons tells Mickey about the affair and then kills Edward using the gun from the earlier robbery

4. The narrator introduces the plot and doesn’t reveal the tragic ending, We meet two very different women and Mrs Johnstone gives away her baby, Mrs Lyons becomes paranoid so they move away to the country due to the boys meeting and becoming friends

Who said it? “By the time I was twenty-five, I looked like forty two”

1. Mrs Lyons 2. Linda 3. Mrs Johnstone 4. The Narrator

Which quotes are from the narrator?

1. The mother, so cruel, there’s a stone in place of her heart” and “I could have been him”2. “the devil’s got your number” and “did you never hear how the Johnstones died” 3. Do we blame superstition for what came to pass? Or could it be what we, the English, have come to know as

class?” and “it’s a sign of the times, Miss Jones” 4. “How come you got everything… an’ I got nothin’?” and “I’m very sorry, but it’s Edward’s bedtime” –

Mrs Johnstone shows she has emotions towards Edward in which quote:

1. “She removes a locket from around her neck” 2. “bright new day, we’re goin’ away” 3. “silver trays to take meals on”

4. “during the dance, she acquires a brush, dusters and a mop” stage directions

Unemployment and Poverty is shown in which two quotes?

1. “There’s a mad man” – narrator and “I curse you! Witch!” – Mrs L to Mrs J2. “Did you ever hear the story of the Johnstone twins, as like each other as two new pins” and “Who’d tell the

girl in the middle of the pair/The price she’ll pay just for being there.”3. “he was about to commit a serious crime” / “it was more of a prank, really” and “This is a boys’ school,

Lyons”

4. “How come you got everything… an’ I got nothin’?” and “it’s a sign of the times, Miss Jones”

Fill in the blank: Give ________ to _____.

1. One, sweet 2. Me, one 3. One, me 4. A, sweet

Fill in the blank: _______ __________ you got __________... and I got __________ ?

5. How, did, nothing, everything 6. How, come, everything, nothing 7. How, come, something, nothing 8. How, did, something, nothing

Which of the following show Mickey is spiralling towards depression?

1. “walking round in circles” 2. “I grew up. An you didn’t need to” 3. “Chronically depressed” 4. “the music pulsates and builds” stage directions

What do we think of the quizzes? They work really well We needed to adapt some as we went along They are time-consuming to create initially, but once done they work A team approach is best – ask different people to create quizzes to their strengths Google forms is a really simple, easy to use platform Students were learning the information in advance of the test in a multitude of ways Students should not have the KO in front of them (some tried this) Students enjoyed the quizzes and find them useful

Pitfalls/Changes needed: They took a lot of tweaking initially Students should not take them immediately after a unit, they need to leave some forgetting time

and then revisit them We need to look again at sorting them into easily accessible teacher folders We need to revisit them with the students later on in the year (not just once)

Year 11 – Homework Schedule Students will reflect throughout the year on all the skills they need for their exams more evenly We must embed Language revision more frequently to address Language results & ensure

students are 100% confident approaching these concise skills & getting speedy at them We should be offering real focused tasks that students get their teeth into (which will directly

support their revision) Inter-leaving of Literature work has been useful from student feedback – so if we develop this

to embed a homework carousel for all Y11’s then we are offering them a fighting chance. E.g. Every 3 weeks we have a current scheme homework, a Language focused homework and a Lit consolidation homework and this revolves for every class so they work on knowledge and skills throughout the year

The exams are the toughest they will have faced so we must prepare them Students have requested more quote learning in the 2016-17 feedback – so this may be a good

way of helping them with this aimTerm 1 What homework we advise: Ongoing Revision

Week 1 Current unit: R&J The expectation on the students during the year is that they are also independently studying for their exams using the Weebly, the one stop guide and any other revision extras they have or are given from their teachers. Please encourage students to follow the #revisechurchilleng Twitter campaign as well. A Y11 Mock revision booklet is being produced for all students which will be set to encourage independent mock revision work. Also, as googledocs quizzes are produced I will copy these as revision resources for each Y11 class as well.

Week 2 Lang H/W: Fiction writing or reading or Non-Fiction Writing (transactional)

Week 3 Lit revision H/W: either BB, LOTF or AIC or Anthology Poems or Unseen Poetry

Week 4 Current unit: R&JWeek 5 Lit revision H/W: either BB, LOTF or AIC or Anthology Poems or

Unseen Poetry Week 6 Lang H/W: Fiction writing or reading or Non-Fiction Writing

(transactional)Week 7 Current unit: R&J Holidays Teacher Choice – Could be Lit consolidation h/w or Language

consolidation tasks

Term 2 What homework we advise: Ongoing RevisionWeek 1 Revision work on either BB, LOTF or AIC Mock Revision Booklet tasks

to be completed independently alongside the H/W and then use the Weebly and one stop revision booklet for revision too.

Week 2 Lang h/w: Fiction writing or reading or Non-Fiction Writing (trans)Week 3 Current Unit work: A Christmas Carol Week 4 Revision work on Anthology or BB, LOTF or AIC or Unseen

Poetry Week 5 Lang H/W Fiction writing or reading or Non-Fiction Writing (trans)Week 6 Current unit H/W: A Christmas Carol Week 7 Revision work on R&J or Anthology or Unseen Poetry or BB,

LOTF or AIC (dependent on class need)

Term 3 What homework we advise: Ongoing RevisionWeek 1 Lang H/W Fiction writing or reading or Non-Fiction Writing

(transactional)Mock Revision Booklet tasks to be completed independently alongside the H/W and then use the Weebly and one stop revision booklet for revision too.

Week 2 Current unit H/W: A Christmas Carol Week 3 Revision work on R&J or Anthology or Unseen Poetry or BB,

LOTF or AIC (dependent on class need)Week 4 Lang H/W Fiction writing or reading or Non-Fiction Writing

(transactional)Week 5 Current unit H/W: Non-Fiction Reading H/W Week 6 Revision work on R&J or Anthology or Unseen Poetry or BB,

LOTF or AIC (dependent on class need)Holidays Teacher Choice – Could be Lit consolidation h/w or Language

consolidation tasks Term 4 What homework we advise: Ongoing Revision

Week 1 Lang H/W Fiction writing or reading or Non-Fiction Writing (transactional) or Non-Fiction Reading

Mock Revision Booklet tasks to be completed independently alongside the H/W and then use the Weebly and one stop revision booklet for revision too. Lunch sessions will have

Week 2 Current unit H/W: Non-Fiction Reading Week 3 Revision work on R&J or Anthology or Unseen Poetry or BB,

LOTF or AIC or A Christmas Carol (dependent on class need)Week 4 Lang H/W Fiction writing or reading or Non-Fiction Writing (trans)

or Non-Fiction Reading Week 5 Current unit H/W: Non-Fiction Reading

started now too. Week 6 Revision work on R&J or Anthology or Unseen Poetry or BB, LOTF or AIC or A Christmas Carol (dependent on class need)

Holidays Teacher Choice – Could be Lit consolidation h/w or Language consolidation tasks

Term 5 What homework we advise: Ongoing RevisionWeek 1 Lang H/W Fiction writing or reading or Non-Fiction Writing

(transactional) or Non-Fiction Reading Mock Revision Booklet tasks to be completed independently alongside the H/W and then use the Weebly and one stop revision booklet for revision too. Lunch sessions will continue and the Literature sessions will be completed again at the end of the year.

Week 2 Current unit H/W: Non-Fiction Reading Week 3 Revision work on R&J or Anthology or Unseen Poetry or BB,

LOTF or AIC or A Christmas Carol (dependent on class need)Week 4 Lang H/W Fiction writing or reading or Non-Fiction Writing (trans)

or Non-Fiction Reading Week 5 Current unit H/W: Non-Fiction Reading

Revision Programme

Completing a series of monthly aiming higher lectures for Y11 – revising literature topics at the highest level. Example below