curriculum, marking & assessment · pdf filecurriculum, marking & assessment policies...

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The Duchess’ Community High School

Department of English

2016-2017

Curriculum, Marking

& Assessment Policies

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DCHS English Department Curriculum, Marking & Assessment Policy 2016-17

1. What do we teach?

Years 9-13 curriculum calendars for 2016-17 English and Drama, including teaching and learning focus, assessment, and

homework

2. How do we mark?

English marking and feedback policy 2016-17

3. 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

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What do we teach? Curriculum calendars for 2016-17 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

4

Year 9 English Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer 2017

7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks

Tea

chin

g a

nd

Lea

rnin

g L

iter

atu

re

Creative writing

What makes a good story?

Weekly development to look at

building plot, theme, character,

setting etc.

Poetry students will be introduced

to a variety of poetry. This range

will include both contemporary

work and examples from pre-1914.

Speaking and listening

opportunities included.

Study of a complete Novel – OMAM

An exploration of character and theme.

Students will also look at the connection

between text and social /historical context.

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.

Tex

t A

na

lysi

s Introduction to analysing text –

content

Structure

Language devices

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.

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.

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.

SP

aG

Private reading

Parts of speech and sentence

types.

Private reading

Weekly spelling and vocabulary

development linked to technical

terms used to discuss and analyse

poetry.

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.

Private reading

Shakespeare spelling and

language changes.

Commonly misunderstood

words

Private reading

Revision to look at areas

noted as problematic for

specific students /classes

Ass

essm

en

t

Speaking and listening – Urban

Myth

Write own original story.

Marked using DCHS Grid

(Wk7+) DIT task to follow up

teacher marking.

Response to ‘Havisham’

Marked using DCHS Grids. DIT

task as follow up to teacher

marking. (WK 5+)

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+)

‘Mock’ style assessment. 3

questions regarding

relationships between central

characters. Marked using

DCHS reading grid. DIT task

after marking (WK6+).

Assessment based on an

extract from MAAN.

Taken from old K3 SATs.

Marked with DCHS Grid.

DIT task after marking.

Ho

mew

ork

Homework 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.

-

Homework is

identified in

purple on the

Literature page

each week.

Homework is

identified in purple

on the Literature page

each week.


purple on the Literature page

each week.


purple on the Literature

page each week.

5

Year 10 GCSE Language & Literature Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer 2017


Tea

chin

g &

Lea

rnin

g

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

Explore context of the play

through Non-fiction writing

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


Section A

Language Study

Literature Study

Study Poetry and practice


Section B

Language Study

Explore character in poetry

through fiction writing

Literature Study

Study Poetry and practice


Section B

Language Study

Explore poetry through

discussion

Ass

essm

ents

mar

ked

pro

gre

ssiv

ely

, m

ov

ing

tow

ard

s an

Eo

Y10

Tar

get

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)


Language 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)


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)


Week 11: Poetry mock

Paper 2, Section B using the

AQA mark scheme and

indicative content

(DIT in week 7)

Ho

mew

ork

Digital Homework Packs






6

Year 11 GCSE Language & Literature Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer 2017

7 weeks 7 weeks 7 weeks 6 weeks 5 weeks

Tea

chin

g &

Lea

rnin

g

Literature Study

Reading ACC and practice


Section B

Literature Study

Preparation for Literature

mock exams in December.

Focus on exam technique

and practising required skills

Language Study

Preparation for Language

mock exams in December.

Focus on exam technique

and practising required skills

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.

Literature





Language Study



to inform strategy.

Literature





Language Study



to inform strategy.

Ass

essm

en

ts m

ark

ed p

rog

ress

ivel

y,

mo

vin

g

tow

ard

s a

n E

oY

11

Ta

rget


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


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





questions identified from

autumn 2 mock data


Language Assessment




questions








autumn 2 mock data


Language Assessment




questions








autumn 2 mock data


Ho

mew

or

k

Booklet practising language

skills


and literature skills







7

Year 10 GCSE Drama Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer 2017


Tea

chin

g &

Lea

rnin

g

Understanding of

explorative strategies and

devised performance

developed through the theme

of conflict

Understanding how to

respond to a

Component 1, Section 3,

live performance.

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

Read The Crucible and

apply understanding of

explorative strategies from

Autumn Term.

Prepare performance of 2

Extracts from The Crucible

while reading (though final

exam of Component 3 will

be on Blood Brothers, skills

are transferable)

Read The Crucible and


explorative strategies from

Autumn Term.


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

Read Blood Brothers and


explorative strategies.


Extracts from Blood

Brothers while reading

Read Blood Brothers and




Extracts from Blood

Brothers while reading

Ass

essm

ent:

Mar

ked

pro

gre

ssiv

ely

,

mo

vin

g t

ow

ard

s an

Eo

Y1

0 T

arg

et Formative Assessment

Component 1,

Section A (4 marks): Multiple choice, key terms

assessment

Summative Assessment

Component 2,

Devised Performance

(20 marks): Practical

soliloquy assessment

Formative Assessment

Component 1, Section C

(32 marks):

Teacher directed response to

a live performance


Component 2, Devised

performance (20 marks)

and

Devising Log (60 marks)

and DIT to improve


Component 3,

Performance of 2 Extracts

(40 marks) from

The Crucible


Component 1,

Section B (44 marks)

Mock Exam Q2

on The Crucible


Component 1, Section C

(32 marks):

Response to Exam Question

3, response to a live

performance


Component 1 (80 marks)

Full Mock Exam

on The Crucible


Component 3,


(40 marks) from

Blood Brothers (first half of

play)


Component 2, Devising

Log (60 marks) in response

to performed extracts. Use

filming to support log

writing.


Component 3,


(40 marks) from

Blood Brothers (second half

of play)


Component 1 (80 marks)

Full Mock Exam

on Blood Brothers

Ho

mew

ork

Homework

Digital Theatre

marked for ATL

Homework

Digital Theatre

marked for ATL

Homework

Digital Theatre

marked for ATL

Homework

Digital Theatre

marked for ATL

Homework

Digital Theatre

marked for ATL

Homework

Digital Theatre

marked for ATL

8

Year 11 GCSE Drama Calendar of Curriculum & Assessment Autumn 2017 Spring 2018 Summer 2018

Tea

chin

g &

Lea

rnin

g 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


Prepare performance of 2 extracts

from Blood Brothers while reading

Ass

essm

ent:

No

t-p

rog

ress

ive,

All

Ass

essm

ents

at

Eo

Y 1

1 T

arg

et


Mock Component 1, Section A

(4 marks) (extended multiple

choice of all key terms)


Mock Component 1,

Section C (32 marks): Response

to a live performance or streamed


(For GCSE) Component 2:

Devised Performance (20 marks)


(For GCSE) Component 2:

Devising Log (60 Marks)


Component 1,

Section B

(44 or 32 Marks)

on The Crucible and live

performance


Component 1,

Full Mock Exam

(80 Marks)


Component 3, film


(40 marks) from

Blood Brothers


(improve upon previous work with

whole class filmed critique)

Component 3,


(40 marks) from

Blood Brothers


Component 1,

Full Mock Exam

(80 Marks)


(improve upon previous work with

whole class filmed critique)

Component 3,


(40 marks) from

Blood Brothers

Ho

mew

ork

Homework

Digital Theatre

marked for ATL

(Over Summer) Mock

Component 1, Section 3,

response to a live performance

due Autumn 2017

Homework

Drafts of Devising Log for teacher

assessment

Homework

Mock essay questions for teacher

assessment

Homework

After school group extract practice

Homework

Mock essay questions for teacher

assessment and after school group

extract practice

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)



The Remains of the

Day(Exam 2A at AS only +


Level)


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’



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 1200-1500

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).

NEA- War/Sonnets

Independently Completed

by Half term


Writing Intro-‘A Doll’s

House’ (A2 Paper 2B).

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.

Literary Genres: Aspects

of Tragedy- Revision of


‘Keats’ in relation to paper

1A of the A-Level.




‘Keats’ in relation to paper

1A of the A-Level.

Students have left

2 lessons per week

Intro to Elements of


Writing- ‘The Kite

Runner’ (A2 Paper 2B

NEA independent work on

‘The Remains of the Day’

linked to Critical

Anthology completed by

half term


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.

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

10

Year 12 Literature Calendar of Curriculum & Assessment

Year 12 English

Literature

Autumn 2016 Spring 2017 Summer 2017


Teac

hin

g an

d L

earn

ing

3 le

sso

ns

‘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 le

sso

ns

2 lessons per week



The Remains of the Day

(Exam 2A at AS only +


Level)



The Remains of the

Day(Exam 2A at AS only +


Level)


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’



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 1200-1500

words- 1 prose, 1 poetry.

Tasks and focus on

Critical anthology must

offer variety of choice.

Ass

essm

ent:

mar

ked

pro

gres

sive

ly, m

ovi

ng

tow

ard

s an

Eo

Y12

TG

3 le

sso

ns

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock examination

questions x1

Progress Journals

Mock examination

questions x1

Progress Journals

Mock examination

questions x1

Mock examination

questions x2

Progress Journals

2 le

sso

ns

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock Examination

questions x2

Progress Journals

Ho

mew

ork

- 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

11

Year 13 Literature Calendar of Curriculum & Assessment

Year 13 English

Literature



Tea

chin

g a

nd

Lea

rnin

g

3 l

esso

ns

Political and Social

Protest Writing Intro-‘A

Doll’s House’ (A2 Paper

2B).

NEA- Sonnets

Independently Completed

by Half term


Protest Writing Intro-‘A

Doll’s House’ (A2 Paper

2B).




‘Keats’ as well as elements

of tragedy reminders in

relation to paper 1A of the

A-Level.




‘Keats’ in relation to

paper 1A of the A-Level.




‘Keats’ in relation to

paper 1A of the A-Level.

Students have left

2 l

esso

ns

2 lessons per week

Intro to Elements of


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


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.

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

Ass

essm

ent:

mar

ked

pro

gre

ssiv

ely

, m

ov

ing

tow

ard

s an

Eo

Y12

TG

3 l

esso

ns

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock examination

questions x1

Progress Journals

Mock examination

questions x1

Progress Journals

Mock examination

questions x1

Mock examination

questions x2

2 l

esso

ns

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock Examination

questions x1

Progress Journals

Mock Examination

questions x2

12

Year 12 Language Calendar of Curriculum & Assessment

Year 12 English

Language



Tea

chin

g a

nd

Lea

rnin

g

3 l

esso

ns

RM

B

Language levels

Mode, formality, genre

Political and elections texts

Chapter 1

Levels continued

(resources on FROG)

Language and social

groups

Language and region

Language and occupation

Language and gender

Exam preparation

and completion

(Paper 2)

Ethnicity

2 l

esso

ns

SE

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

Ass

essm

ent:

mar

ked

pro

gre

ssiv

ely

, m

ov

ing

to

war

ds

an

Eo

Y1

2 T

G

3 l

esso

ns

Political writing text analysis

Regular, mini terminology

test(s)

Full terminology test

Unseen paper 2

Formal essay

Non-fiction writing

opinion article

Forma essay

Non-fiction opinion article

Paper2 preparation Formal essay

Non-fiction writing

opinion article

2 l

esso

ns

Health and well-being text

analysis

Terminology test(s)

Animal themed text

analysis as Paper 1 test

(guided)

(from Chapter 2)

Academic essay Summary of views and

opinions

Paper 1 preparation Ethnicity

essay/opinion

article

Ho

mew

ork

- Progress Journals

- Research

- Frog

- Progress Journals

- Research

- Refreshing AS

texts

- Frog

- Progress Journals

- Refreshing AS

texts

- Research

- Frog

- Progress Journals

- Mock Exam

Work

- Frog

- Progress Journals

- Mock Exam

Work

- Frog

- Progress Journals

- Research

- NEA essay drafts

13

Ho

mew

ork

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

Year 13 Language Calendar of Curriculum & Assessment

Year 13

English

Language



Tea

chin

g a

nd L

earn

ing

3 l

esso

ns

LR

, C

R

Power of Persuasion

Power of Information

Power of Storytelling

Commentaries

Working on NEA

Language Change

With media and

topical perspectives

Chapter 5

Language in the World

Revision of Ethnicity

as relevant

Chapter 6

Paper 2 Revision

-Essay writing

-Text analysis

-Attitudes

-Directed writing tasks

Exam preparation and

completion

(Paper 2)

2 l

esso

ns

RM

B, JT

T

Language

Investigation

Language Acquisition,

spoken and multi-

modal

Chapter 4.1

Language Acquisition,

reading and writing

Chapter 4.2

Revision Paper 1

-Older and modern texts for analysis and

comparison

-Discursive essay writing

Exam preparation and

completion

(Paper 1)

Ass

essm

ent:

mar

ked

pro

gre

ssiv

ely

,

mo

vin

g

tow

ards

an

Eo

Y1

2 T

G

3 l

esso

ns

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)

14

2 l

esso

ns

Complete

Investigation (2000

words)

Children’s Language:

spoken task (Q4 of

specimen paper 1)

Children’s language

task multi-modal (tbc)


reading task (tbc)


task (Q5 of specimen

paper 1)

Paper 1 preparation

(Q1, 2, 3 of specimen paper 1)

Paper 1 preparation

(tbc, tasks on

Children’s Language)

H

om

ework

DITs

Learning journals

DITs

Learning journals

DITs

Learning journals

Learning journals Revision

15

Year 12 Drama

and Theatre



Tea

chin

g a

nd L

earn

ing

3 l

esso

ns

Component 2 (C3 A-

Level) Katie

Mitchell-

(Practitioner Theory)

Component 2 (C3 A-

Level) Play 1-

Workshop +

Performance + Write

½ supporting Notes for

AS

Component 2 (C3 A-

Level) Play 2-

Workshop +

Performance + Write

½ supporting notes

for AS

Revision for

Component 1

Complete Supporting

Notes- Component 2

Devising Process &

Updating of Working

Notebook

Devising Process &

Updating of Working

Notebook

2 l

esso

ns

Hedda Gabler-

Component 1- Interp

Drama + Selection of

Live Performances

Seen

Hedda Gabler-

Component 1- Interp

Drama

+ Selection of Live

Performance Seen

Hedda Gabler-

Component 1- Interp

Drama + Selection of

Live Performance

Seen

Revision for

Component 1- Interp

Drama + Live

Performance Seen

Nick Hytner-

Component C2 at A-

Level)- Practical

theory for devising

Devising Process &

Updating of Working

Notebook

Ass

essm

ent:

mar

ked

pro

gre

ssiv

ely,

mo

vin

g t

ow

ards

an E

oY

12 T

G

3 l

esso

ns

Progress Journals

demonstrating learning

in workshops

Testing understanding

of Katie Mitchell

techniques

Progress Journals


in workshops

Supporting notes

based around play 1

Progress Journals


in workshops

Supporting notes

based around play 2

Examination papers

Final supporting notes

for formal assessment

at end of AS exam.

Progress Journals


in workshops

Progress Journals


in workshops

2 l

esso

ns

Progress Journal write

ups

Exam questions on

‘Hedda Gabler’


ups

Exam questions on

‘Hedda Gabler’


ups

Exam questions on

‘Hedda Gabler’


ups

Exam questions on

‘Hedda Gabler’


ups

Exam questions on

‘Hedda Gabler’


ups

Exam questions on

‘Hedda Gabler’

16

Year 12 Drama & Theatre Calendar of Curriculum & Assessment

Hom

ewo

rk

- 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

- Progress

Journals

- Exam

Questions

- Supporting

notes

- Practical

rehearsal

- Progress

Journals

- Exam

Questions

- Supporting

notes

- Practical

rehearsal

17

When and how do we assess?

Calendar of assessment

Explanation of assessment grids

Explanation of how progress is mapped

18

When and how do we assess? Year 9 Year 10 Year 11

Lit

era

ture

Autumn 2 Poetry Assessment

Grid used for marking & data entry

Spring 2 OMAM Assessment


Autumn 2 AIC Assessment

AQA mark scheme used for indicative content & Conversion grid

used for data entry

Spring 2 R&J Assessment


used for data entry

Summer 1 & 2 Poetry Assessments


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



Rea

din

g

Autumn 1 Baseline Nonfiction


AO1&2

Summer 1 MAAN Assessment


AO(1 & 4)

Summer 2 MAAN Assessment


(AO 2,3 &4)

Autumn 2 Fiction Reading Assessment


used for data entry


Fiction & Nonfiction Reading

Language Mocks



Wri

tin

g

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


Autumn 1 Nonfiction Writing Assessment


Spring 1 Fiction Writing Assessment


Summer 1 Fiction Writing Assessment



Fiction & Nonfiction Writing

Language Mocks



SL

Autumn 1 Urban Myth


Autumn 1 Drama Hot Seat


Autumn 2 Presentation


Summer 2 Group Discussion


NEA Assessments complete

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

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.

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.

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.

AO1: Create and develop ideas to

communicate meaning for theatrical

performance.

AO2: Apply theatrical skills to

realise artistic intentions in live

performance.

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.

21

How do we mark? English marking and feedback policy 2016-17 for Years 9-13

English Marking and Feedback Policy 2016-2017

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’

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

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 6th form level, students will also have one formal assessment per half term

Progress Journals:

- Progress Journals 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

Homework:

- 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

24

Rationale behind homework marking:

- Homework 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

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