English Subject Centre

Seed Guide

Working with Secondary Schoolsa guide for higher education English

AcknowledgementsThis text for this guide was written by Andrew Green, Senior Lecturer at Brunel University. Jane Gawthrope and Jonathan Gibson of the English Subject Centre were the editors.

NoteFor reasons of clarity and brevity, in this guide we use ‘students’ to refer to higher education learners and ‘pupils’ to secondary school learners; ‘lecturers’ for those teaching in higher education and ‘teachers’ for those teaching in secondary education.

About Seed Guides

English Subject Centre Seed Guides are short and practical guides especially written for those teaching English language, English literature and Creative Writing within higher education. They are intended to help early career lecturers or part-time tutors fi nding their feet, and also experienced lecturers looking for fresh ideas, or pointers in an unfamiliar area. The Guides are digests of key information and ideas designed to provide just enough information to ‘get you going’ and sow ideas from which, we hope, enhancements and initiatives can grow and develop.

Contents

Why work with schools? 1

The practicalities of working with schools 2

Ideas for collaboration 5

English in schools 10

Useful contacts and sources of information 15

Glossary 16

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Purposes of this guideThe publication of this guide is timely. Since the establishment of Curriculum 2000, the relationship between HE and schools has in many cases become increasingly distant. But Curriculum 2000 is coming to an end. From September 2008 a new group of A Level specifi cations (see p.13) is being taught. This provides an excellent opportunity for schools, colleges and HEIs to create new relationships that can be of lasting and mutual benefi t, and this guide encourages thinking about the best ways of doing this.

This guide aims:

• to suggest a range of ways of building relationships with secondary schools and colleges;

• to provide information about the teaching of English in secondary schools and colleges including a briefi ng on recent developments at A Level;

• to look at how links can be created with potential students that may improve recruitment;

• to illustrate ideas with examples from current practice.

What are the benefi ts? Reducing the gap between school and HE English• Regular contact with schools will make you more aware

of students’ experiences of English before university (for example, in terms of their reading and study habits, their exposure to theory and will help you to think imaginatively about how to meet incoming students’ needs.

• Close engagement with A Level, International Baccalaureate or Access course pupils will help clarify for you what certain grades actually mean.

• Links with HE will encourage school teachers and pupils to see their subject as part of a continuum rather than as end-stopped by the next staging post of assessment.

Developing better applicants• It is diffi cult for teachers to prepare pupils effectively

for university if they are unclear about what they are preparing them for. Working towards HE will not always be a priority for A Level teachers, as many teachers at post-16 level work with very mixed groups. Not all pupils will be aiming for university and very few to study English or Creative Writing. Through contacts with schools, you will be providing useful information about what is expected in HE and how potential students can best use their current studies to prepare.

Facilitating the transition to HE• Meaningful work with schools will help incoming students

understand more clearly about the changes they will experience in HE. If, for example, they understand how to manage independent study at university, or how to prepare for lectures and seminars, their post-16 learning will be enhanced, and much agony will be spared in their fi rst year. In the absence of information, many students expect HE teaching to be similar to school teaching.

Improving recruitment• As pupils become familiar with individual lecturers and

HEIs, they will develop affi liations which may convert into applications.

• Teachers in schools and colleges often work closely with pupils as they apply for university. They are likely to recommend pupils to follow courses in departments where they know academic staff and feel that students will be well supported and where a genuine interest is taken in student development.

Why work with schools?

National Council for Educational Excellence

The NCEE (see p. 15), established by the Prime Minister in June 2007, has published recommendations designed to encourage schools and HEIs to work together to raise pupil aspirations. For example:

• Schools and HEIs should try to ensure that every pupil visits a higher education campus either during primary or early secondary education (Recommendation 2)

• Schools should ensure that all staff have dedicated time to undertake HE-related CPD activities(Recommendation 4)

• HEIs should support schools, including arrangements for improving school performance in the light of the National Challenge and be involved with supporting Academies, Trusts or other mechanisms for working with schools. (Recommendation 5).

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When to run activitiesSchools are very busy places and it is important to think carefully about when to arrange contact with them and when to schedule events.

The school year… working with school pupilsWhen looking to work with school pupils it is best to avoid periods of public examinations and ‘mock’ examinations. Timing of ‘mock’ examinations varies from school to school and will need some individual research. The most useful person to contact would be the school’s Examinations Offi cer, (check the website or phone the school) who will have an overview of the entire process. Public examination schedules are easily accessed via examination board websites, addresses for which are found on page 15. It is well worth targeting the periods prior to examinations, if you are thinking about providing masterclass revision sessions or similar.

The school year… working with teachersWhen looking to work with teachers good times to consider are:

• twilight sessions during the week;

• Saturdays;

• days in the immediate run-up to school terms (all LEAs will publish their term dates on their external web pages);

• days immediately after the end of term (as above, available from LEAs);

• school INSET days (individual schools set these days, and you should contact the school directly for information).

Contacting schools Depending upon who you want to work with, you may need to contact different people:

• Head Teacher – any issues related to the whole school (e.g. assemblies, school Self-Evaluation Documents (SEDs), Curriculum Week events (where the whole school or large cohorts of pupils may be involved in English extension activity), national events (e.g. National Poetry Day, National Book Week, Black History Week), are probably best addressed to the Head Teacher. Any initiatives that are likely to require school staff to work with and/or in the university in school time are also probably best directed here in the fi rst instance.

• Head of Year – if you are targeting a particular year group (e.g. Year 11 or sixth form), with for example insight into university sessions, revision/extension lectures on particular texts, the relevant Head of Year may well be the most appropriate person to approach.

• Head of Department – if you want to discuss subject specifi c initiatives in general, the best person to contact is probably the HoD. They will have the best overview of the work of the department and where collaborative initiatives can best be established. They will also advise on good times in the subject calendar to locate events, and will know the particular interests and expertise of teachers in the department who may be involved.

When looking to create a new relationship with a school, it’s advisable to make your initial contact with the Head Teacher. This will give you the opportunity to outline the potential advantages to the school as a whole of developing collaborations with HE, and as such to get the power of the school management behind your proposals. If they are interested, they will be able to drive initiatives forward in ways less senior teachers may fi nd more diffi cult. Equally, it will help avoid the disappointment of time spent arranging exciting programmes with a Head of Department only to fi nd that the Head Teacher is unwilling to support the venture.

Developing closer contact with HEIs is likely to be attractive to the senior management of a school, who may be looking to attract Specialist School status (see page 10), or who may be seeking to raise the profi le of the English department within the LEA. It is worth considering how work with a HE department may fi t into schools’ development plans, and this is probably best addressed via the Head Teacher in the fi rst instance.

The practicalities of working with schools

Major public examination periods:

• A Level – January; mid-May to mid-June;• GCSEs – mid-May to mid-June.

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Reaching out How will you fi nd schools interested in working with you and how can you publicise the activities you organise? This will depend upon the nature of the event or collaboration you wish to pursue:

• Specifi c schools may be contacted directly. A search of most school departmental websites will identify the exam boards they use and may provide more specifi c details about courses at GCSE and A Level, which will allow you to target the schools you approach more accurately.

• Local schools – the best person to contact may well be the Advisory teachers for English in the relevant LEAs, who will be able to provide an overview of local schools and what they may be interested in. Advisory teachers may also be interested in developing contact on a LEA-wide basis.

• Regional/National – it may be worth contacting schools regionally (e.g. London) and even nationally for GCSE and A Level days relating to popular set texts. Details of take-up of set texts and papers can be found in the annual Chief Examiners’ reports published by all of the examination boards. These may well help you to identify texts and/or areas of literature, language and creative writing that you wish to develop for work with schools and teachers.

• Subject Associations – for targeting teachers nationally, also consider contacting the Subject Associations. These are the National Association of Teachers of English (NATE) and the English Association (EA), contact details for

which can be found on page 15. These bodies are always looking for active and innovative ways in which to develop practice in English teaching and may be prepared to advertise and even to collaborate in staging events.

• Educational Foundations – such as Villiers Park Educational Trust (see p. 15) have a proven track record in developing cross-phase initiatives and may be interested in working with HEIs to develop new partnerships.

• Literary Societies/Local Authorities – if you are developing events based on particular authors or on areas of literary interest (e.g. literary London), literary societies and local authorities may also be worthwhile channels for marketing.

• A Level Pupils - try contacting the publishers of the two A Level English magazines, who may be prepared to advertise events and publish associated articles. These are e magazine, published by the English and Media Centre, and The English Review, published by Philip Allan Updates. Contact details for both of these are found on page 15.

✓ Named liaison person in school: your job in arranging and managing any contact with schools will be much easier if you have a dedicated liaison person to deal with. It is even easier if your contact has a direct phone line (usually only a Head of Department, a Head of Year or a Senior Teacher will have this).

✓ Criminal Records Bureau (CRB) clearance: the decision whether to allow visitors without CRB clearance into a school to work with children lies with the Head Teacher. In the current climate, Head Teachers are increasingly unwilling to waive this requirement, so if you are likely to be regularly working in schools, clearance is well worth having. If the school demands CRB clearance it will have to be sought by your HEI: check with Human Resources in the fi rst instance.

✓ Parental consent: this may be an issue in certain circumstances, depending upon what you are doing. If you are dealing with sensitive issues (e.g. race, sexuality, and religious belief) parents retain the right to withdraw their child from participation. Seek advice from the school.

✓ Finance: does the event have fi nancial cost to the school or to pupils? Check out the going rate for the kind of event you are planning. If money has to be collected from parents, schools will need time to circulate letters and collect payments.

✓ Technical resourcing: does the school have the type of facilities you wish to use? Access to ICT facilities, video/DVD players, audio resources is variable in schools, and special arrangements may be required.

✓ Layout and size of rooms: school teaching rooms come in all shapes and sizes, some with movable furniture, some without, some well resourced, some very basic. Make no assumptions!

✓ Ability range of pupils: schools operate a variety of policies with regard to grouping pupils – some will use setting by ability, others will have broad bands of ability, others will group according to gender, others believe in teaching in mixed ability groups. It is important to know the nature of the group you will be working with in order to pitch material effectively.

✓ Timing: check with the school about good and bad times to run activities.

✓ What have they studied before: preparing effective ways into your session will be much easier if you know what the pupils have already covered and what they are going on to study. Find out which examination board is being followed and check the specifi cation on their website. This will help you in planning and will help the pupils to contextualise their learning.

✓ Certifi cation – for one-off events, certifi cation is unlikely to be necessary, but if you have worked with pupils on sustained projects or over a sequence of related events, a simple certifi cate with the logo of your institution stating what students have participated in and any major outcomes may well provide useful evidence for future employers and in UCAS applications.

Going into schools – a checklist of issues to consider

To identify schools in a geographic area use the Edubase.gov.uk or look at the education pages of your local council’s website.

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site Widening Participation or School Liaison Offi ce

In your HEI there is likely to be a Widening Participation Offi ce charged with diversifying student recruitment and/or a School Liaison Offi cer charged with developing links with schools. Either should be familiar with schools in the area and be able to supply you with a list of useful contacts. They may also be able to provide further advice on how best to approach schools and will be able to point you in the direction of any useful channels they, or others in your institution, are already working on.

AimhigherAimhigher is a national programme that works regionally to promote progression and HE to young people and adults, especially those from under-represented groups. Amongst their activities, Aimhigher regions usually run taster days, master classes and summer schools for secondary school children. Your School Liaison Offi cer is likely to be in touch with the relevant Aimhigher region(s) and would be able to advise you on how your department might participate. (See page 15 for Aimhigher contacts.)

Your website: Fit for Pupils?

If a pupil or teacher is looking to make contact with the university or is interested in fi nding out about what you do and offer, your website is probably the fi rst place they will look. Why not think about developing clear links and pages especially for them?

This may be:

• information about study days;

• details of university programmes;

• information about open days;

• materials of interest to A Level English pupils (e.g. useful contextual material, introductions to literary theory, advice about how to manage independent study, advice on applying to university, etc.);

• newsletters for potential applicants;

• guidance on wider reading, now an explicitly required element of A Level.

Apart from anything else, adding material like this to your website will raise the profi le of your department amongst A Level pupils and will enable you to make constructive input into pupils’ experiences of English before university.

The Converse websitehttp://aspirations.english.com.ac.uk

is a joint project between Cambridge University and schools. It is a collection

of resources, games and essays to help students and teachers of

English Literature.

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Working with PupilsOne-off WorkshopsOne-off events are useful as a means of making fi rst contact with pupils. There is a large market for one-day seminars dealing with individual authors and set texts. Seminar days can serve a number of useful purposes for HEIs, including:

• developing familiarity with the content of secondary exam syllabi;

• working with A Level pupils and understanding their needs and abilities;

• proactively introducing to prospective students some of the skills they will need and some of the issues they will face at university (e.g. basic introductions to relevant literary theory);

• creating in pupils who attend an affi nity for your institution which may lead to applications.

Themed days could vary from the very specifi c (e.g. individual texts, or aspects of language or creative writing) to the very broad (e.g. modernist fi ction or Romanticism). Such themed days should be closely related to the needs of teachers and schools. Consult teachers to ensure that the texts and topics you are covering will be relevant to the school pupils’ work.

School-based events – other possibilities• helping with potential applicants – e.g. preparing for

university English, writing personal statements, trial interviews;

• masterclasses – these might be on specifi c authors, literary periods, genres, literary theory;

• live readings – invite creative writing staff and students to give readings.

• managing wider reading – guidance to pupils on the importance of wide reading, what to read and how best to read it;

• academic writing workshops – guidance on how to write about literature, use of secondary sources, referencing, use of the internet, plagiarism;

• using literary theory – overviews of major theories (many teachers will be very unwilling to teach this to their A Level/IB pupils), how to use them, the benefi ts of doing so, how to read theory.

Some events can explore both literature and pedagogy and be developed in collaboration with colleagues from schools, as in the example below.

Events in university – some possibilities• taster days – pupils could be invited into the university

to experience a day of example lectures and seminars. Such days could also include information about application, outlines of courses and modules, smaller group discussions with lecturers and undergraduates, library and campus tours.

Ideas for Collaboration

In 2007 and 2008, Birmingham City University ran an enhancement day for

GCSE pupils from Speedwell College, consisting of three separate workshops

on H.G Wells’ The History of Mr Polly designed to feed into their exam

work. By bringing the pupils to the University campus, the

department hopes to give them a taste for university life.

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‘The Shakespeare Day’, a collaboration between the University of Northampton

and Mereway Upper School, confronted some of the most diffi cult aspects of

King Lear and The Tempest, both texts regularly studied at A Level.

The aim, informed by the multiple intelligences theory

of Howard Gardner, was to pilot activities catering for different learning styles in addition to the primary verbal-linguistic mode of teaching. Four small groups of pupils moved around a circuit of activities. The teaching was provided by both school and university staff, whilst a representative of Independent Thinking Ltd acted as special advisor and observer.

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Why not fi lm your workshop and upload it to your website?

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ents • using synoptic papers – these are papers where

A Level/IB pupils engage in a sustained way with particular thematic areas of literature. They require pupils to develop an overview of a range of authors, texts, aspects of language or linguistics and periods, as well as theoretical and contextual issues relating to these, and so are a real opportunity for universities to provide meaningful input. Examples from the new specifi cations include Texts in Time, Dramatic Voices, Culture, Language and Identity, Language Diversity and Children’s Language Development, Texts and Genres, Texts in Context.

• developing wider reading – wider reading has always (theoretically at least) been a part of A Level and IB. Under the new specifi cations for A Level this has been addressed more systematically. Universities are more experienced in teaching pupils to manage such reading than are school teachers, and so this offers a real opportunity. Think about developing sessions teaching pupils how to cope with the demands of wider reading or outlining how to record and incorporate wider reading.

Working through students – some possibilities• student ‘buddy’/mentoring schemes – involve more

sustained contact between undergraduates and pupils, where the students have regular contact with a pupil or small groups of pupils. Activities might include: visits to the school, providing input into pupils’ study of a particular author or area of literature, giving guidance on note-taking and reading, hosting sixth formers as guests at the HEI.

• student teaching – students, as part of their assessment, prepare an aspect of a set text/area of literature for delivery to an A Level or IB class. This could also work with GCSE and even Key Stage 3 classes.

• undergraduate led projects – undergraduates may work with pupils across the secondary age range: e.g. author-/period-/genre-based day projects, working with groups of pupils on set Shakespeare scenes, introducing key contexts for literature texts at GCSE or A Level, for example.

The University of Northampton ran a World War One (WW1) study day for school

pupils preparing for the synoptic English Literature A2 exam. The fi rst session

brought pupils together to work collaboratively on interdisciplinary

approaches to the representation of Women in WW1 and the

session involved juxtaposing the poetic images of women in Jessie Pope’s War Girls with posters used to recruit women into service during WW1. The theoretical approach adopted for this workshop entailed moving away from the obvious ‘war is bad’ analysis towards a more subtle or nuanced understanding of the complexity of war poetry and visual images of war.

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Camden Education Business Partnership is working closely with Maria Fidelis School

on a mentoring programme for English. The programme supports year 10, 11

and 12 pupils needing advice about going on to study English at HE level.

Pupils with different interests – such as writing, teaching and

English literature – are matched with appropriate mentors to help give them a broader view of English. Hourly mentoring sessions are held at the school fortnightly.

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Since 1993, the module ‘Shakespeare in the Classroom’ has introduced English

undergraduates at Queen Mary, University of London to school

teaching. In 2004, the module involved students working together in small

groups, teaching a Shakespeare play to years 6, 7, or 8 in

local inner city schools. The fi rst part of the course comprised fi ve weeks of lectures, seminars and workshops in college, in which students were taught the chosen play at HE level and introduced to ways of teaching it to younger people. The undergraduates then spent about one and a half hours per week for six or seven weeks teaching their class in school, with a regular trouble-shooting session back in college to share successes and problems. The process culminated with each class of children giving a ten-minute presentation of what they have achieved to other classes in the school. The undergraduates wrote a refl ective learning journal, as well as an assessed 3000 word essay (60% of the fi nal mark) situating their teaching experience within a wider and more theoretical context. The learning journal was unassessed but ensured that students wrote regularly for the course from its very beginning in a personal but also analytical and problem-solving way. It also got the immediate (and often considerable) emotional joys and frustrations of the work placement off their chests, helping them to use the experience productively in their essays. There was a group mark (40%) for the classroom work, which was documented by a fi le containing lesson plans and photocopied samples of the children’s work.

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Events for TeachersThe expertise of academics in your department can be important as a hook for teachers interested in developing their knowledge in specifi c areas of the National Curriculum for English or at A Level/IB. This may be specifi cally related to particular authors and set texts where teachers may wish to develop their knowledge. Many teachers surveyed for the recent English Subject Centre report Teaching the Teachers: Higher Education and Teachers’ Continuing Professional Development say that such events provide a viable and cost-effective means by which they can develop their subject knowledge for teaching. Under new outlines for professional development, teachers are now assessed through their careers against Continuing Professional Development Standards. These require teachers to undertake regular training in order to enhance their professional and subject practice. The same report identifi es how keen most teachers are for this kind of input.

Regular eventsWhile one off events can be effective in creating an initial impact, more useful and lasting connections can be developed through regular programmes of events. These may be annual conferences on a specifi c aspect of literature, language or creative writing. Alternatively you may think about developing a programme of teacher study days based around texts, authors, genres, periods (providing contextual background) or theory. All of these are directly relevant to the needs of A Level pupils and their teachers, who are often keen to gain higher education input into their work, particularly with A Level/IB classes. Make sure you check the texts currently being studied or about to be studied. Such regular events are likely to begin with a local market, but can expand to take on national recognition.

The University of Teesside offers a level 2 module on its BA English course aimed

particularly at undergraduates who are considering going into teaching.

Students are required to undertake some form of school-based activity

– for example, participation in a mentoring scheme – as

well as to attend weekly two-hour workshops. The assessment consists of a refl ective learning journal (50%) and a 2,000-word essay (50%). The module focuses on key themes in the history and development of the subject of ‘English’ both at schools and in HE. Students studying it gain a perspective within which to understand the changing role of English as an educational subject in their own moment.

The University of Glasgow offers an extensive programme of events designed

to support teachers’ CPD needs. A day on Shakespeare, for example, taught

by four tutors, covered four plays (Twelfth Night, King Lear, Antony and

Cleopatra and The Tempest), including some study of the

effect of different performance-practices. The event focused on ways of bridging the gap between the present day and a popular (and disreputable) art-form from an era where the monarch was a sacred being and liberal values, let alone science, were barely a gleam in history’s eye. An event on Science Fiction and Fantasy, meanwhile, based around Huxley’s Brave New World, John Crowley’s Little, Big, LeGuin’s The Left Hand of Darkness and Alfred Bester’s The Stars my Destination, required participants to read a number of short stories in preparation.

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See The English Subject Centre report: Teaching the Teachers: higher educationand the continuing professional development of

English teachers, 2008 for more ideas on working with teachers. It is available from www.englishheacademy.ac.uk/explore/publications/reports.php

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Departmental trainingOwing to the pressured nature of work in schools, often teachers will be very conservative in their choices of set text or area of study. Why not look carefully at the areas of expertise within your department and consider whether you can offer a programme of training in texts/areas identifi ed by the specifi cations for study? These could be delivered within local schools or at LEA centres rather than the university to encourage teachers to attend. Targeting clusters of schools or, indeed, whole LEAs is most likely to ensure a good turnout.

Working with Special Groups and InitiativesWorking with Advisory TeachersAdvisory Teachers have the specifi c brief within LEAs to develop educational practice in their curriculum areas. All LEAs will have at least one English Advisory Teacher and this is a person well worth cultivating, since they will be keen to develop provision within the schools for which they have

responsibility. They will be in personal contact with all the Heads of Department in their area and may also be able to exert some infl uence. They will be able to provide insight into local issues with regard to teachers’ CPD and likely training needs, and will be able to guide you in developing provision appropriate and responsive to local needs.

Working with the most able at A LevelProvision for the most able pupils is very much a current priority. These are the pupils who are most likely to be going on to study in HE and very possibly in English. Schools are always looking for ways to stretch and further develop their most able pupils. HE departments, either through the provision of locally delivered sessions or through the development of ‘masterclasses’ for the most able, can seek to develop relationships here.

Working with your HEI’s Education Department (or a local one)Many universities have departments specifi cally dedicated to Education as an academic discipline. These departments will be experienced in running HE courses in Education (e.g. MA Education programmes), but will also, by their very nature, have an established relationship with the secondary school community. Many will run not only MA programmes but also Postgraduate Certifi cate in Education (PGCE) courses for the training of secondary teachers. This is clearly a very useful contact to develop.

Lecturers within the Education department are likely to have extensive experience of both HE and secondary school communities. Through their work on undergraduate, M Level or PGCE programmes, lecturers in Education departments will have specifi c knowledge of the secondary school system and the needs of teachers and pupils within it. In addition, they will be familiar with current developments in secondary schools within their particular disciplines and with pedagogical and curricular issues. As such, lecturers in Education departments can provide a very useful point of contact if you are thinking of developing relationships with either teachers or pupils in secondary education.

Combined events – subject knowledge and pedagogyPGCE lecturers’ knowledge of the curriculum and the pedagogy of secondary English also provides a very useful resource to English departments. As teachers progress in their careers they often maintain a strong interest in developing their academic knowledge of English, but always remain alert to the pedagogical implications of their further studies. Many teachers, even when undertaking the further academic study of English, are keen to explore this additional dimension and to relate the new content knowledge they are acquiring to the practicalities of teaching and learning – or indeed to their own processes as learners. Combined events drawing on the English expertise of English academics and the pedagogical expertise of Education academics may therefore be well worth pursuing.

In 2005, the University of Birmingham, in association with the English Subject

Centre, ran a one-day event on Chaucer, bringing together school-teachers and

lecturers from across the country. The event included talks by experts on

recent developments in Chaucer criticism, as well as two sets

of Canterbury Tales workshops, the fi rst focussing on critical approaches to set texts and the second on pedagogical strategies. These sessions allowed teachers and lecturers to discuss Chaucer’s works with each other on equal terms.

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Sequences of mixed eventsThese can be particularly good in developing sustained

relationships and can be undertaken with many schools simultaneously to maximise effi ciency. For practicality, target local schools. These may take the form of short courses or short sequences of related sessions. These may be targeted at either teachers or pupils and may or may not lead to some form of certifi cation. Alternatively, departments may look to provide programmes of CPD events for teachers throughout the year. Framing sequences of events around popular choices of set text or thematic areas (for example Gothic or American Literature) is likely to attract the greatest interest. Contact may best be made through LEAs rather than individual schools.

An example sequence of related events:

• Late summer – Teacher CPD session on Blake

• Christmas – student ambassadors work with A Level pupils in school on Blake

• Easter – Sixth Form conference on Blake.

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University Partnership schools – making the most of linksThe brief of HEI Education Departments is to develop active partnership links and to create innovative and effective relationships between schools and HE. All university departments running secondary education programmes are likely to have extensive contacts with their partnership schools. Here is a ready-made source of contacts that lecturers within the Education Department may be prepared to work with you in cultivating. The training of school-based mentors for students learning to be teachers is a particular part of the PGCE lecturer’s brief. As part of this mentor training, most lecturers seek to include some kind of CPD ‘hook’. It may well be that this will provide ready opportunities for you to begin to develop links with a wide range of local schools, leading to further collaborations.

Specialist Schools and Academies TrustThe Specialist Schools and Academies Trust promotes the development of specifi c areas of curriculum expertise within schools and academies in the UK. It is worth knowing

which schools, colleges and academies in your local area have specialist status for English. Because of their particular brief as specialist departments, these schools may well be particularly useful contacts and may also provide ‘ways in’ to other schools in their locality, as schools often work on a cluster or consortium model, particularly at A Level. Further information about the Specialist Schools and Academies Trust can be found on their website (see page 15).

Getting on schools’ self evaluationsAll schools have to maintain current Self Evaluation Forms (SEFs). Through negotiation with Head Teachers it may be possible to have the development of innovative contacts with HE written into a school’s SEF. Once there, you can be sure that the school will be eager to develop relationships, as this will then become a criterion for scrutiny by Ofsted. On a less cynical note, many schools will be enthusiastic to create links with HEIs where these are of perceptible benefi t to their pupils.

Working with Commercial ProvidersThere are many companies such as the English & Media Centre, Philip Allan Updates and Sovereign Education who provide training days for both pupils and teachers across the secondary age range (though primarily at A Level). In order to gain a sense of what kind of events are commercially viable, it is worth checking their publicity. You may also want to approach them with proposals for pupil or teacher CPD sessions you would like to run. This is a good way to become involved in this kind of work and also has the advantage that they will arrange the marketing, bookings and the necessary teaching accommodation for the day. This kind of work is unlikely to attract much money for your institution, if that is a consideration, but may well be an effective way in to building contacts with schools.

The English Department at the University of Northampton works with the Raising

Standards Partnership to run events in collaboration with teachers both at

the university and in schools. The collaboration pilots approaches to

post-16 teaching and learning that are informed by recent

learning theory (such as Howard Gardner’s theory of multiple intelligences), and focuses on ‘diffi cult’ areas of the curriculum in order to explore creative possibilities. Meetings may focus on a particular approach (e.g. using arguments) or topic (e.g. metaphysical poetry). Specialists and advisers sometimes help with practical activities.

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Types of school in England The information given here is drawn from the teachernet website www.teachernet.gov.uk

MaintainedUnder the School Standards and Framework Act 1998 there are three categories of school:

• Community

• Foundation

• Voluntary (divided into Controlled and Aided)

Schools in all three categories have a lot in common. They work in partnership with other schools and the Local Authorities, they receive funding from Local Authorities and they have to deliver the National Curriculum. But each category has its own characteristics.

Community SchoolsIn Community Schools (formerly county schools), the Local Authority employs the school’s staff and has primary responsibility for deciding the arrangements for admitting pupils.

Foundation SchoolsAt Foundation Schools, the governing body employs the school’s staff and has primary responsibility for admission arrangements.

Voluntary-AidedIn Voluntary-Aided schools the governing body employs the staff, and decide admission arrangements. The governing body contributes towards the capital costs of running the school. Most aided schools are linked to either the Church of England or the Roman Catholic Church, but there are schools linked to other faith groups and a few non-denominational schools.

Voluntary-ControlledVoluntary-Controlled schools are almost always church schools. However, the Local Authority employs the school’s staff and has primary responsibility for admission arrangements.

Specialist SchoolsAny maintained secondary school in England may apply to be designated as a specialist school in one of ten specialisms. Schools can also combine any two specialisms. These are as follows:

• arts (performing, visual or media)

• business and enterprise

• engineering

• humanities

• language

• mathematics and computing

• music

• science

• sports

• technology

The schools meet full National Curriculum requirements, but have a special focus on the chosen specialisms. They have a key role in revitalising education especially in disadvantaged areas (see Education Action Zones and Excellence in Cities areas).

City Technology Colleges (CTCs)CTCs are funded directly by the government and offer a wide range of vocational qualifi cations alongside A-Levels or equivalents. They teach the National Curriculum with a specifi c focus on science, mathematics and technology. Most CTCs teach a longer day and several operate a fi ve-term year. CTCs have developed close links with employers. They are technically independent schools.

AcademiesAcademies are publicly-funded independent schools, with the freedom to raise standards through innovative approaches to management, governance, teaching and curriculum. They are established in disadvantaged areas, either as new schools or to replace poorly performing schools, where other intervention and improvement strategies have failed.

Pupil Referral Units (PRUs)PRUs are a type of school established and maintained by an LEA to provide education for children of compulsory school age who may otherwise not receive suitable education. The focus of the units should be on getting pupils back into a mainstream school, and pupils may include teenage mothers, pupils excluded from school, school phobics and pupils in the assessment phase of a statement.

English in Schools

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lumGrammar Schools

Grammar schools select all or almost all of their pupils by reference to high academic ability. The current policy on grammar schools was agreed by the Labour Party Conference in 1995, and states that there will be no new grammar schools and no further selection based on the 11-plus. Selection will only end where there is a local demand for this to happen. Legislation allows parents to make decisions about the future of selective admissions at existing grammar schools by means of petitions and ballots. Additionally, the governing body of a grammar school may publish proposals to end selection at the school.

Non Maintained Special SchoolsNot-for-profi t, charitable schools, part funded by LEAs through placement of special needs pupils.

Independent SchoolsAn independent school is one that is usually funded by fee-paying pupils and is not maintained by the LEA or central government.

The structure of schooling in England In England and Wales compulsory schooling is structured as follows, according to age:

Standard Assessment Tests (SATs), administered by the QCA are tests sat by all pupils in the maintained sector. These tests are used to provide standard assessment data at the end of Key Stage 1 (Year 2) and Key Stage 2 (Year 6). Until 2008’s marking fi asco they were also taken by pupils at the end of Key Stage 3 (Year 9). These tests have repeatedly proven problematic, especially in the case of English, where reliability of assessment data was continually in question. The use of assessment data from the SATs in compiling school league tables leaves the tests open to abuse and adds to their unreliability as a measure of real attainment. A system of teacher assessment is currently under development to replace the Key Stage 3 SATs. At the age of 16, pupils may opt to withdraw from education, but many move on to sixth form (school years 12 and 13). Here they may select from a range of qualifi cations including A Level, which remains the most popular post-16 qualifi cation.

In Year 12, most pupils follow between 3 and 5 AS Levels. These are modular one year courses designed either to be free-standing qualifi cations, or taken as the fi rst half of a two year award. They are assessed at an interim level between GCSE and full A Level. Some pupils will opt to leave school with AS as their highest qualifi cation. In Year 13 most pupils take on 3 or 4 of their AS subjects to A2 Level. A2 is the second year of full A Level. At the end of Year 13 pupils are awarded a fi nal summative grade refl ecting their performance across both years of the course.

The National Curriculum for English (NCE)The NCE is a statutory document outlining the requirements for the teaching of English across the 5-16 age range. At Secondary level the NCE is divided in to Key Stage 3 (KS3) and Key Stage 4 (KS4), brief details of which are supplied below. You may hear many school colleagues also referring to Key Stage 5. This is a common misnomer for the study of English post-16, which is not governed by the NCE. The NCE is not to be confused with the Secondary Strategy which is a non-statutory initiative (although many schools and LEAs adhere to it rigidly). Details of the Secondary Strategy can be found online at www.standards.dfes.gov.uk/

Key Stage 1 Years 1-2 – ages 5-7 – summative assessment KS1 SATs

Key Stage 2 Years 3-6 – ages 7-11 – summative assessment KS2 SATs

Key Stage 3 Years 7-9 – ages 11-14 – summative assessment KS3 SATs

Key Stage 4 Years 10-11 – ages 14-16 – summative assessment GCSE

The NCE is divided into:

En1: Speaking and ListeningSpeaking, Listening, Group discussion and interaction, and Drama activities.

En2: Reading Non-fi ction and non-literary texts and Literature. The coverage for Literature is defi ned as plays, novels, short stories and poetry from the English literary heritage including:

• two plays by Shakespeare;

• drama by major playwrights;

• fi ctional works by two major writers published before 1914;

• two works of fi ction by major writers published after 1914;

• poetry by four major poets published before 1914;

• poetry by four major poets published after 1914;

• recent and contemporary drama, fi ction and poetry written for young people and adults;

• drama, fi ction and poetry by major writers from different cultures and traditions.

En3: Writing Pupils are taught to write:

• to imagine, explore and entertain (e.g. stories, poems, playscripts, autobiographies, screenplays, diaries);

• to inform, explain and describe (e.g. memos, minutes, accounts, information leafl ets, prospectuses, plans, records, summaries);

• to persuade, argue and advise (e.g. brochures, advertisements, editorials, articles and letters conveying opinions, campaign literature, polemical essays);

• to analyse, review and comment (e.g. reviews, commentaries, articles, essays, reports);

• to think and learn (e.g. for hypothesising, paraphrasing, summarising, noting).

The NCE at all Key Stages is available online at http://curriculum.qca.org.uk/. This site includes a wealth of information about the contents of the NCE and related issues.

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Examinations specifi cations are defi ned by the following Awarding Bodies in the UK:

• Edexcel: www.edexcel.org.uk;

• AQA: www.aqa.org.uk;

• OCR: www.ocr.org.uk;

• WJEC: www.wjec.co.uk;

• SQA: www.sqa.org.uk (mostly in Scotland);

• CCEA: www.ccea.org.uk (mostly in Northern Ireland);

• IBO: www.ibo.org.uk.

These websites provide links to full specifi cations for examination at both GCSE and A Level for all of the qualifi cations referred to above.

Key Stage 4 (GCSE English Language and English Literature)Pupils generally study for two GCSEs in English and English Literature. In reality, while the awards of these two subjects are separate, schools teach them side by side. As at KS3, the range of material covered at GCSE is governed by the NCE. Pupils are assessed by a combination of oral coursework, written coursework and fi nal examination (at least 50%). These components are examined by a number of examinations boards according to Qualifi cations and Curriculum Authority (QCA) Assessment Objectives (AOs).

GCSE Assessment Objectives

English

AO1 – Speaking and Listening

(i) communicate clearly and imaginatively, structuring and sustaining their talk and adapting it to different situations, using standard English appropriately;

(ii) participate in discussion by both speaking and listening, judging the nature and purposes of contributions and the roles of participants;

(iii) adopt roles and communicate with audiences using a range of techniques.

AO2 – Reading

(i) read with insight and engagement, making appropriate references to texts and developing and sustaining interpretations of them;

(ii) distinguish between fact and opinion and evaluate how information is presented;

(iii) follow an argument, identifying implications and recognising inconsistencies;

(iv) select material appropriate to their purpose, collate material from different sources, and make cross references;

(v) understand and evaluate how writers use linguistic, structural and presentational devices to achieve their effects, and comment on ways language varies and changes.

AO3 – Writing

(i) communicate clearly and imaginatively, using and adapting forms for different readers and purposes;

(ii) organize ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural features;

(iii) use a range of sentence structures effectively with accurate spelling and punctuation.

GCSE Assessment Objectives

English LiteratureAO1

Respond to texts critically, sensitively and in detail, selecting appropriate ways to convey their response, using textual evidence as appropriate.

AO2

Explore how language, structure and forms contribute to the meaning of texts, considering different approaches to texts and alternative interpretations.

AO3

Explore relationships and comparisons between texts, selecting and evaluating relevant material.

AO4

Relate texts to their social, cultural and historical contexts and literary traditions.

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A LevelThe study of English at A Level is not governed by the NCE, but still has to adhere to guidelines established by the QCA. There are currently three A Levels in English, each of which is offered by a range of examination boards:

• English Language;

• English Language and Literature;

• English Literature.

Specifi cations for fi rst teaching in 2008 (i.e. fi rst examination AS 2009 and A2 2010) will follow a four module structure: two modules at AS and a further two modules at A2. In literary components of English Language and Literature and in English Literature a new requirement for structured wider reading has now been introduced. In addition, all specifi cations now include at least the possibility of assessment through creative or recreative tasks. The specifi cations are devised to meet the AOs shown on this page. Creative Writing does not currently exist as a discrete A Level, but QCA is currently in negotiation with a range of parties on the possibility of establishing one.

English LanguageAO1 - Knowledge, Application and Communication

Select and apply a range of linguistic methods, to communicate relevant knowledge using appropriate terminology and coherent, accurate written expression.

AO2 - Understanding and Meaning

Demonstrate critical understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches.

AO3 - Contexts, Analysis and Evaluation

Analyse and evaluate the infl uence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language.

AO4 - Expertise and Creativity

Demonstrate expertise and creativity in the use of English in a range of different contexts, informed by linguistic study.

English Language and LiteratureAO1 - Application and Communication

Select and apply relevant concepts and approaches from integrated linguistic and literary study, using appropriate terminology and accurate, coherent written expression.

AO2 - Understanding and Meaning

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in a range of spoken and written texts.

AO3 - Contexts, Analysis and Evaluation

Use integrated approaches to explore relationships between texts, analysing and evaluating the signifi cance of contextual factors in their production and reception.

AO4 - Expertise and Creativity

Demonstrate expertise and creativity in using language appropriately for a variety of purposes and audiences, drawing on insights from linguistic and literary studies.

English LiteratureAO1 - Communication and Presentation

Articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

AO2 - Demonstrate Knowledge and Understanding

Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts.

AO3 - Analysis and Evaluation

Explore connections and comparisons between different literary texts, informed by interpretations of other readers.

AO4 - Demonstrate Knowledge and Understanding

Demonstrate understanding of the signifi cance and infl uence of the contexts in which literary texts are written and received.

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and International Baccalaureate (IB)

An increasing number of pupils now take the International Baccalaureate. For more information about the International Baccalaureate, visit the website at www.ibo.org/. Here you will also fi nd details of how to obtain the full IB specifi cations.

AOs for International BaccalaureateA: Knowledge and UnderstandingB: Response to the QuestionC: Appreciation of Literary Features D: Presentation

Scottish Qualifi cations There is no Scottish National Curriculum, but recommended guidelines outlining appropriate range and content of study are published by:

• the Scottish Executive Education Department (www.scotland.gov.uk/Topics/Education); and

• Learning and Teaching Scotland(www.ltscotland.org.uk/)

The Scottish Qualifi cations Authority (SQA) specifi es the content of Standard Grade, Higher and Advanced Higher assessments in Scotland, as the QCA does in England.

The schooling sequence:

Level A P1 & P2 (Ages 5 -6 – Lower Primary)

Level B P3 & P4 (Ages 7-8 – Upper Primary)

Levels C & D

P5 & P6 (Ages 9-11 – Upper Primary)

Level E P7-S1 (Ages 12-13 – Top Primary1st year Secondary)

Level F S1-S2 (Ages 13-14 – Lower secondary)

S3-S4 (Ages 15-16 – Standard Grade)

S5 (Age 17 – Highers and Intermediate)

S6 (Age 18 – Highers and Advanced Highers)

HighersHighers are 1-year courses, usually taken in the fi fth year ofsecondary education in Scotland by candidates who are about17 years of age. The details of the Higher English qualifi cation as it currently stands can be found at the SQA’s website www.sqa.org.uk/sqa/fi les_ccc/English_Higher.pdf. In brief, the Higher English student needs to complete three units: Language Study; Literary Study; Personal Study. The fi rst two are compulsory elements. Language Study involves reading different kinds of non-fi ctional texts, and also concentrates on reading for writing, the emphasis is on the understanding of genre. The focus of the Literary Study unit is the reading of literary texts and the development of critical responses to this reading; two genres must be studied – from prose fi ction, drama, poetry and mass media – and at least one of the chosen texts must be Scottish. The choice of texts is open, and ‘texts written by local authors’ or in ‘local dialect’ are specifi cally named as suitable materials in the SQA’s ‘support notes’ for teachers. The broad expectation that ‘teachers/lecturers will ensure that all texts selected are of high quality’ highlights the freedom which the educator has in choosing suitable materials. The ‘Personal Study’ allows the student to concentrate on ‘texts or topics of particular personal interest and pursue independent study of their chosen subject’.

Advanced HighersThe Advanced Higher is also a 1-year course, and Advanced Higher English is taken by a far smaller cohort than Higher English; SQA fi gures show that around 1,700 candidates take Advanced Higher English in any year. The SQA document outlining details of the Advanced Higher in English reveals a great variety in types of materials covered; students must complete three units from six, of which two are compulsory: Specialist Study (compulsory); Literary Study (compulsory); Language Study; Textual Analysis; Reading the Media, and Creative Writing.

Further information about the Advanced Higher in English can be found on the SQA web page http://tinyurl.com/bxj7cj

The course is divided into four parts: Part One: World Literature (three texts in translation studied as a group.) Assessment: Comparative study of two World Literature texts (10%) and detailed study of third text (10%).

Part Two: Detailed Study (four texts originally written in English.) Assessment: 15 minute oral commentary (15%).

Part Three: Group of Works (four texts chosen by school covering work originally in English and in translation.) Assessment: One examination question answered from a choice of general questions (25%).

Part Four: School’s Free Choice (four texts covering English and World Literature.) Assessment: 15 minute oral presentation (15%) and examination (25%): commentary on unseen text (choice of poetry or prose) with no guiding questions.

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AimhigherAim higher promotes HE especially amongst under-represented groups. It is regional. Please visit the Directgov website via the url below for contact details of regional offi ces.

http://tinyurl.com/6f9ld4

English & Media CentreAn educational charity providing pupils and teachers with courses and publications.

The English and Media Centre18 Compton TerraceLondon N1 2UN

Email: info@englishandmedia.co.ukwww.englishandmedia.co.uk

English AssociationAims to further knowledge, understanding and enjoyment of English at all levels.

English AssociationUniversity of LeicesterUniversity RoadLeicesterLE1 7RH

Email: engassoc@le.ac.ukwww.le.ac.uk/engassoc

English Subject CentreSupports teaching and learning in English Literature, language and creative writing in higher education.

English Subject Centre Royal HollowayUniversity of LondonEgham, SurreyTW20 OEX

Email: esc@rhul.ac.ukwww.english.heacademy.ac.uk

National Association of Teachers of English (NATE)The UK association for teachers of English at all levels.

NATE50 Broadfi eld Road,Sheffi eld,South YorkshireS8 OXJ

Email: info@nate.org.ukwww.nate.org.uk

Philip Allan UpdatesA publisher of educational resources for A Level and GCSE.www.philipallan.co.uk/

Qualifi cations and Curriculum AuthorityThe public body that maintains and develops the national curriculum.

Customer RelationsQualifi cations and Curriculum Authority83 PiccadillyLondonW1J 8QA

Email: info@qca.org.ukwww.qca.org.uk

National Council for Educational ExcellenceThe NCEE was established in 2007 to bring together infl uential people from business, HE and the secondary sector to contribute to raising standards. Its recommendations, published in October 2008, cover how schools and HE can work together.

www.dcsf.gov.uk/ncee

Sovereign EducationOrganises lecture days for A Level pupils and teachers.

Suite 22 Hardmans Business Centre New Hall Hey Road RawtenstallLancashire, BB4 6HH

www.sovereigneducation.co.uk

Specialist Schools and Academies TrustThe supporting body for Specialist Schools, which specialise in one of ten curriculum areas.

Specialist Schools and Academies Trust 16th fl oor, Millbank Tower 21-24 Millbank, London SW1P 4QP

Email: info@ssatrust.org.uk Video conferencing: 020 7828 8024www.specialistschools.org.uk

Villiers Park Educational TrustExperts in gifted and talented education.

Villiers Park Educational TrustRoyston RoadFoxtonCambridgeCB22 6SE

Email: vp@villierspark.org.ukwww.villierspark.org.uk/

Useful contacts and sources of information

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AOs – Assessment Objectivesobjectives for assessment in English at GCSE and A Level, set by the QCA.

CPD – Continuing Professional Development

GCE – General Certifi cate of Educationthe standard qualifi cation taken at post-16 level; this encompasses both AS (Advanced Subsidiary) and A2

GCSE – General Certifi cate in Secondary Educationthe standard qualifi cation taken by pupils in England at the end of Key Stage 4

HE – Higher Education

HEI – Higher Education Institution

HOD – Head of Department the teacher in a school or college responsible for the management of a curriculum area and the staff working in this area – this will include responsibility for teaching and learning, curriculum enhancement (including extra-curricular subject activities), assessment and development of school subject policy

HOY – Head of Yearthe teacher in a school or college responsible for the management of a particular academic year group and the pastoral staff working with that year group – this will include responsibility for pastoral issues, general academic development, Personal Social Health and Economic Education (PSHEE), extra-curricular provision and development of pastoral policy

INSET – In-Service Trainingwhole-school or departmental training days for staff in schools

IB – International Baccalaureatean alternative and increasingly popular post-16 qualifi cation overseen by the International Baccalaureate Organisation

Leading Departmenta department identifi ed within an LEA as demonstrating particular excellence

LEA – Local Education Authoritylocal bodies with responsibility for the local funding and oversight of Primary, Secondary and Continuing education

NCE – National Curriculum for Englishthe legal document that governs the coverage required in English for the full range of compulsory schooling

PGCE – Postgraduate Certifi cate in EducationOffi ce for Standards in Education (Ofsted)the government body with responsibility for assessing standards in UK schools and providers of Initial Teacher Training

QCA – Qualifi cations and Curriculum Authoritythe body with responsibility for defi ning the National Curriculum, assessment content and assessment objectives across the full 11-19 age range

SSAAT – Specialist Schools and Academies Trustthe body with responsibility for developing areas of specialist expertise within schools and Academies.

SATs – Standard Assessment Teststhe standard test taken by pupils in England at the end of Key Stages 1-3

Glossary

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English Subject CentreSupporting teaching and learning in English Literature, English Language and Creative Writing across UK Higher Education.

The English Subject Centre, Royal Holloway, University of London Egham TW20 0EXT 01784 443221 • esc@rhul.ac.uk www.english.heacademy.ac.uk

The English Subject Centre supports all aspects of the teaching and learning of English in higher education in the UK. It is a Subject Centre of the Higher Education Academy www.heacademy.ac.uk