ABOUT THIS COURSE
This NEW course is specifically designed for those new to the profession and those who have never taught GCSE English Language before – including overseas teachers – who would like to have the time and opportunity to unpick and explore the GCSE English Language assessment objectives in relation to the various specifications on offer and how these might be translated into classroom practice. Our expert trainer will show you how to turn the specification into excellent lessons which allow students to succeed in the final examinations.
BENEFITS OF ATTENDING
- Explore relevant core skills students need to access the top grades
- Gain knowledge of the assessment objectives and why they are crucial to good teaching of this subject
- Learn how to apply the assessment objectives to answers and teaching practice
- Review specifications and consider their connections and contrasts and how to ensure that you cover them well in your lessons
- Take away teaching strategies to support the delivery of GCSE English Language
|COURSE DATES||Manchester Monday 29 October 2018
London Friday 09 November 2018
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 11.00am: The Assessment Objectives and why these really matter
This session will consider the element that unifies all of the specifications – the assessment objectives
- Unpick and translate the assessment rubric into a language that can be understood by teachers and shared with students
- In-depth scrutiny of the most recent examiner’s report with a consideration of ‘areas of concern’ and how the key messages might inform strategic planning, teaching and learning within our schools and departments
- Review the specifications for the boards AQA, Edexcel, OCR and EDUQAS – what do you need to cover and how to plan
11.00 – 11.15am: Discussion: coffee break
11.15 – 12.15pm: Applying the Assessment Objectives and covering the specification
- Applying the Assessment Objectives and specification content to a range of answers, to establish the standard to which you need to teach
- An in-depth consideration of the subjective nature of GCSE English Language and what problems this poses when applying a universal mark scheme, with strategies for how to teach good exam technique
12.15 – 1.00pm: What core skills do my students need?
- Exploration of reading, writing and oracy skills students need to acquire and develop in order to achieve at each level:
- Are some more critical than others?
- What should I teach first?
- Are they different for different abilities of students?
1.00 – 2.00pm: Lunch and informal discussion
2.00 – 3.30pm: How it should look in the classroom
A ‘theory-free’ session that looks purely from the teacher’s point of view at how to plan and deliver interesting and inspiring opportunities related to sections A and B of both papers.
- Explore ways of developing the core reading skills including retrieval, inference, synthesis, explanation, comparison and evaluation
- Strategies that work for developing core writing skills, including linguistic and structural choices, writing for a defined audience and purpose, and SPaG skills
- How to engage students whilst also ensuring that they are ‘exam ready’
3.30 – 3.45pm: Next steps, planning and networking
- What to do after you leave today to implement these ideas immediately
- How to ensure your students stay on track
- Networking opportunity and ideas
Rebecca is a secondary English teacher with 15 years experience of teaching KS3, GCSE and A Level. Now an AST, Lead Practitioner and SLE, Rebecca is the Eastern Region Leader for Literacy and English for the UK’s largest academies sponsor. In her current role Rebecca regularly teaches, assesses, moderates and advises in primary, secondary and special academies. Rebecca has regularly presented courses for the SSAT, currently moderates SSAT Lead Practitioner applications and has assessed AQA GCSE English Language examination papers.