English - Exemplification in subjects - A Coherent Pedagogy for Secondary Schools

English
An English Lesson in Key Stage 3

An English lesson, whatever the focus, is typified by fast-paced learning and challenge. Literature is central to the lesson to develop reading skills and to be used as a model for pupils’ own writing.

The learning objectives chosen are referred to regularly throughout the lesson and are taught through carefully planned activities which develop pupils’ understanding and skills.

Teacher and pupils recognise the need to work together to come to a judgement about a particular text through dialogue.

Two thirds of the lesson is generally conducted through whole-class dialogue although there may be times when the teacher demonstrates a particular skill or imparts particular knowledge without interaction.

The structure is flexible: in some lessons, there is only one episode; in other lessons, the phases maybe collapsed into shorter episodes.

The teacher introduces the lesson by explaining the lesson objectives in terms of what pupils will learn rather than what they will do.

This means that the teacher frames and presents the objectives in language clear to pupils so that their centrality to the learning about to take place is understood.

There may be some discussion of previous lessons or learning to place the current leaning in a specific context. Understanding of key terms may be established at this point or introduced later in the lesson.

An activity to bring prior learning to the fore takes place at this point. The main part of the lesson involves strong and focused teaching.

The teacher may demonstrate key skills and thought processes, establish understanding of a text and lead discussion through questioning.

The pupils observe and listen both to the teacher and each other. Pupils give responses of an appropriate length, explaining and justifying views usually with evidence drawn from the text.

Lower order questions such as factual recall questions will be answered in full sentences. When discussing higher order questions requiring judgement or evaluation, there may be moments of silent reflection and talk will be of a more exploratory nature.

Teachers may follow a line of argument with one pupil whilst other pupils listen and benefit from the teasing out of points. The seating arrangement supports the process: pupils have clear sight lines of the text in focus, other pupils and the teacher.

During the whole class phase, pupils listen with care and attention to each other and the teacher.

Speculative talk is volunteered by pupils confident that error or misconception is part of the learning process.

The teacher uses the misconceptions expressed to adjust the lesson appropriately. Teachers use praise sparingly, if at all, as the positive outcome of a discussion is accepted by pupils as praise enough.

The next stage of the lesson allows pupils to put into practice what has been demonstrated in the whole class phase. The paired or individual work also allows the teacher to monitor how well pupils have understood the previous stage of the lesson.

Further adjustments to the lesson can be made to tailor the teaching to the specific needs of the class.

The paired or individual work is followed by feedback from pupils on the work carried out in the previous phase.

At this point, a pair or individual pupil lead the lesson feeding back and fielding comments and questions from other pupils. The teacher moves to the side or takes a seat to become less dominant in the discussion.

Pupils listen attentively to the discussion and respect the views and contributions of others. Comments such as, ‘Yes, but…..’ are common and are accepted in the vein of refining a judgement rather than criticism of the view offered.

No one group of pupils dominates the discussion. The class views these discussions as essential and is supportive of those pupils who need a greater level of explanation.

As pupils progress, they may lead the learning at different stages of the lesson.

The lesson concludes by refocusing on the learning objectives. A variety of techniques such as questioning and pupil feedback is used by the teacher to assess whether the objectives have been met.

Reflection on skills acquired as well as knowledge is actively encouraged and preparation for future learning may take place.

The teacher often places the learning in context and makes explicit the links between the text studied and the wider literary context. Homework is set on a regular basis to reinforce and consolidate learning or prepare for future lessons.