ABOUT THIS COURSE
This course will demonstrate how to guide your best students to achieve Grades 7-9 in future Pearson GCSE English Literature examinations. Led by our experienced expert presenter, the course will demonstrate teaching and learning ideas for both Paper 1 and Paper 2 which will stretch and challenge able students and develop their higher level skills.
Using feedback from past examinations with the 9-1 specification, the course will explore what is expected of high ability students and outline ways to build your teaching practice around this.
BENEFITS OF ATTENDING:
- Increase your ability to ‘teach to the top’ to enable your students to achieve the highest results
- Develop confidence in understanding what ‘stretch and challenge’ looks like in the English classroom in relation to the Literature specification.
- Take away teaching strategies and approaches that excite students and ensure success though the exploration of challenging concepts.
- Gain insights into key elements of advanced subject knowledge in English Literature that can be applied in all key stages to help students achieve maximum progress and attain top grades
- Develop understanding of advanced exam technique to ensure students maximise their potential
- Apply advanced critical concepts and theories to your teaching and use these to empower students to reach the top grades.
- Gain an in depth understanding of Key Issues students struggle with when trying to obtain grades 7-9 in Pearson GCSE English Literature examinations with advice from an experienced examiner
|WHO SHOULD ATTEND?||
|DATE||Online | Tuesday 16 November 2021
London | Friday 11 February 2022
|IN-SCHOOL||You can also book this as an In-School Course|
10.00- 10.50: Feedback from the recent exams
- Key messages from recent exams- where to focus attention to maximise potential and make up for lost time.
- Where did the top end excel and where did they fall off?
- Key behaviors of Grade 7-9 students: what marks out a top GCSE Literature student?
- How can we design schemes of work to encourage these?
- Analysis of mark schemes and examiners’ reports: which questions/text choices differentiate the most?
- Key challenges of obtaining grades 7-9 in Pearson GCSE English Literature Examinations.
10.50 – 11.10am: Break
11.10-12.10: Component 1 – Shakespeare and Post-1914 text
- Creative approaches to learning, revising and testing students on key texts
- Using the assessment objectives to support student understanding of the requirements of the tasks
- Pushing beyond the GCSE literature syllabus: extension ideas for context, imagery and style.
- Big ideas: how to stretch and challenge with conceptual questioning.
- Layers of meaning- going beyond the literal and ‘safe’- how to avoid just translation but actually engage.
- Subject specific vocabulary- not just a term but a method to the higher marks.
- Discuss potential pitfalls for the most able
12.10- 1.10pm: Component 2 – 19th Century Novel
- The value (and pitfalls) of context – using who?/what?/when?/why? questions to stimulate thinking
- Reading set texts in nuanced ways – different approaches to discussing and writing about ‘style’
- Activities to encourage personal responses to texts – provoking debates and structuring an effective response
- Developing confidence to stretch and challenge the highest achievers when writing a response.
- Equipping students with the confidence to aim for the highest grades
- Top tips from the examiners- what WOWs and what grates?
1.10 – 2.10pm: Lunch
2.10-3.10pm: Component 2 – Anthology and Unseen Poetry
- Detailed analysis of the different question styles
- Focus on the essays: what does a grade 7-9 candidate need to do?
- Activities for the classroom to stretch the most able
- Creating opportunities for students to practice essay writing and improving
- Key skills for comparison- ensuring the right perspective comparisons are made
- Embedding retrieval practice
3.10 – 3.30pm: Revision- using metacognition to recall and recap
- Engaging flipped learning and it’s place within the curriculum- how to pass over the responsibility to the students and use this from the outset
- Knowledge organisers – how to utilise these for maximum effect and should this be the same for all students?
- How to “over learn” the material- the need to practice, practice, practice and allowing appropriate time for this