A few years ago, I started with a lovely Year 11 (mixed attainment) group who had not had the best of journeys through Years 7, 8, 9 and 10. Through a combination of an inconsistent curriculum model and high staff turnover, their knowledge of English at that stage had more holes than the collated plot lines of the Marvel film canon. That September I felt overwhelmed with the fact that all they knew for the literature course was 7 out of 15 poems, 2 out of 5 acts of ‘Macbeth’ and the basic plots for ‘A Christmas Carol’ and ‘An Inspector Calls’. Their knowledge of apostrophes didn’t even bear thinking about.
When I compare our current Year 10 cohort to that group, part of me feels a little reassured. They might have missed a fair chunk of Year 10, but they had a much better deal from Year 7 until that point and I know that most of them will come to Year 11 with more English-based knowledge than my old group did. Surely, if I could support that previous class through the exams with success, we can do the same for our current students.
When it comes to how I approached that group, it really comes down to a crude, yet accurate, analogy that I have heard many people use in education: weighing a pig doesn’t make it any fatter, feeding it does. So I took the decision to not put any numbers in their frequent feedback. No grades. No mark scheme criteria. No levels. I needed to get them to believe in themselves and know what they needed to do to improve; knowing that there was ‘some understanding of context’ was unlikely to help them with this.
Instead, there were lots of short bursts of practice, with specific steps on how to improve through assessment for learning that led to responsive teaching. I changed lesson plans frequently, adapting for gaps in knowledge and misconceptions that I’d discovered. We broke complex tasks down into steps, rehearsing them again and again until they could do it without me prompting. In essence: assess, teach, repeat.
When I think about how I’m going to teach Year 11 in September, I’m planning on doing the same again (albeit from a slight distance). Lots of low stakes quizzing to find the gaps in knowledge and retrieving what they know; lots of modelling, explaining and scaffolding to illustrate what they need to know; and monitoring them closely to know where to go next, what to teach next and when I can start to remove scaffolds.
