And ‘Action…’

Make a promotional video for the company? Sure, no problem. Book a studio and someone to direct and film proceedings? No problem.  Oh, yes, and I’ll write and deliver the script. Easy.

Well here are a few shots of the studio from last Friday morning. I’d emailed the script over to the studio the day before, only to be summoned for a run-through and a chat. The chat came first and it was quickly apparent that despite best efforts, my 60 second script was going to be much longer than it needed to be. Polite and constructive discussions ensued and the script was edited down. Writing and the drafting process in action;  interesting reflections on how we as educators approach this in a classroom context. Suddenly there was a very real and practical purpose behind the drafting process – timing!

Reading came next. I read and rehearsed the revised script at least a dozen times later that evening – coping with cadence, steering through syntax, and meandering around its meaning. Strenuous stuff.

I’ve given up caffeine in the morning these days, but a cup of black coffee sharpened my focus early next morning for the final run-through of the script. Even though it had been trimmed back, I agreed with the director that using the autocue  was a smart idea. It turned out to be an excellent idea!

It was a warm and humid morning and I’d travelled over to the far side of the Wirral in shorts and t-shirt and rehearsed in these clothes. Once we were both happy with my delivery, I changed into business clothes. Can’t stress what a huge  qualitative difference it made to my delivery and demeanour simply to be dressed smartly. An interesting point we might bear in mind when creating Speaking and Listening assessment opportunities for our students. The context was crucial.

And so was the environment. Not only had I smartened up, but I was centre stage with a daunting array of lighting and camera equipment around me. I’m not the sort of person that easily stands still, but I was given strict instructions to stand on a particular spot just in front of the green screen backdrop.

Trust in the director and his assistant was crucial as I went through take after take. As indicated earlier, autocue really is an amazing piece of kit that I found simultaneously mesmerising and liberating. Six takes later and it was sorted. A number of additional shots for variety and the pre-edited video footage was ready. A fascinating and intense experience – and shed an interesting light on the sorts of Reading, Writing, Speaking and Listening pressures we place on our students. Video with details of an exciting new GCSE English programme coming soon.

With thanks to CVT Broadcast – http://www.cvtbroadcast.com/ 

A Matter of Confidence – GCSE English, the Queen’s Jubilee and the 2012 London Olympics

2012 is the Queen’s Diamond Jubilee celebrations. A curious word – jubilee – one that has it’s origins in the ancient Hebrew word yobhel – which denoted a ram’s horn that was blown in celebration. Now there’s a turn up for the books, unless you happen to be a Hebrew scholar. The next few months will see the final build-up to the other major event in the UK this year – the London 2012 Olympic Games. I felt more confident about the etymology of this word – olympic  – which derives from Mount Olympus, home of the Gods, in Ancient Greece.

The naming of these two very current and significant events in the British calendar for 2012 has very deep roots in places far from our shores, reflecting the historical pre-eminence of these two languages and ancient civilisations. Our own English language and culture also has deep and impressive roots, drawing as it does on the Latin, Viking, and Anglo-Saxon linguistic traditions, not to mention the original settlers of these isles – the Celts, be they Scots, Welsh, Irish or even Cornish. And it this hybrid language that modern day English teachers are called on to teach.

Ofsted has also chosen 2012 to deliver it’s new report:

Moving English forward -Action to raise standards in English which states;

There can be no more important subject than English in the school curriculum. English is a pre-eminent world language, it is at the heart of our culture and it is the language medium in which most of our pupils think and communicate.

What it suggests is that if English were an Olympic event, it would probably be the equivalent of the 100 metres final. Yet as Ofsted would have it, we’re not exactly in with a chance of a medal if current form is anything to go by. This is what the report has to say;

Although GCSE results have improved, nearly 30% of students who are entered for GCSE English do not achieve grades A* to C. Across all phases, girls continue to outperform boys in English. Those pupils who are known to be eligible for free school meals continue to achieve less highly in English than those pupils who are not eligible. In addition, the government’s White Paper3 makes it clear that floor standards in English need to rise still further and surveys suggest that standards have slipped in comparison with our international competitors.

Year 11 students are currently in the final stages of preparing for this important examination. At WorldClass, we’ve delivered our Strong Language GCSE English Revision and Motivation Programme in many different schools and academies across the country, and what the students tell us they value more than anything is having their confidence bolstered. Ofsted have just set the bar even higher but right now you might well have more pressing matters on your mind as a Head of English/English teacher. There’ll be time enough to respond to this and put your strategic planning in place once the examinations are over. For now, reinforcing your relationship with your students will be key as they look to you for support during this last critical phase. With this as a guiding principle your students’ confidence levels should rise accordingly. We’ll pick this work up in later posts. In the meantime, have a well earned Spring break!

Doors to Creative Writing in the Classroom

Ever watched the faces of your students as you finally fire the starting gun and require that they produce a piece of creative writing?

Frowns of fear and perplexity ripple across many a brow as the tyranny of the blank sheet of paper confronts the young writers.

We can do a certain amount to alleviate this and create the conditions for successful creative writing;  we can present and explore models of good writing;  we can supply topics and titles that lend as much relevance to the teenage writer as possible; and we can allow plenty of time beforehand to discuss the possibilities. Sometimes, though, the creative muse simply appears reluctant to land. What then?

Stimulus can provide the answer, with hooks and triggers to tease the ink.

And the humble door can work very well in this regard. Show your students a small selection of photographs or paintings of doors. Then pose some questions. What does the door look like? Invite them to look closely and describe what they see. Now probe and push a little more and take your students into the realms of creative speculation. Who lives here? What sort of person or people? What sort of lives do they lead? What might occur behind that door – from the mundane to the malevolent?

The door can act as a simple, but powerful narrative start point and an excellent stimulus for the creative imagination. Additionally, it can serve as a strong central metaphor that can drive a narrative. Or perhaps the door might feature as a central and significant feature at some point in the narrative – beginning, middle or end.

The use of actual images in the first instance provides a bridge into their imaginations.

The Liverpool poet, Roger McGough, in collaboration with artist, Mark Cockram, is using doors as the basis for an innovative writing project for the new Museum of Liverpool. Here’s Roger explaining more about this fascinating project.

http://www.liverpoolmuseums.org.uk/mol/exhibitions/liverpool-doors/

The Liverpool Doors Project is focused on creating poetry but the principles and techniques apply to narrative writing equally well.

So, what could  you do in your classroom with your students? We like to use large rolls of paper for groups of students to work on together in the first instance. Paper that’s as big as a door. The back of cheap rolls of wallpaper will do. Plus the obligatory marker pens. Now invite your students to record and shape their ideas and impressions and ultimately create their own narrative. Working in class groups you’ll have generated maybe 5 or 6 separate door narratives and a rich resource to develop their ideas further as individual writers. Get in touch with WorldClass and tell us how it worked with your students – we’d be happy to share the results on the blog.

Exterminating Low Levels of Literacy

Disturbing statistics about low levels of Literacy aren’t new. Educators – whether policymakers or practitioners – are only too aware of the scale of the problem. All are eager to address the issue that continues to blight our society and hampers the life chances of young people. Here’s some recent findings from Estyn – the Wales School Inspection Service.

Critically, they’re now reporting 40% of students arriving at secondary school with reading ages below their actual ages. We’re currently providing support through our Strong Language GCSE English Intervention Programme for a school in the North West where the Head of English suggests the proportion of such students is actually about two thirds! In England, as part of a strategic attempt to reverse this particular tide, the new Ofsted Framework for Inspection is now operating, and as we’ve flagged up several times before, it’s got a specific focus on the teaching of Literacy in secondary schools. As a key indicator of the seriousness with which the inspection of Literacy is being taken, new distance learning materials for Inspectors have been made available on the Ofsted website. And although written with Inspectors in mind, they’re available for the rest of us too! The one to look for is entitled;

Reading, writing and communication (literacy)

The provision of these materials for Inspectors is quite revealing. We don’t believe for one minute that it implies Inspectors don’t know how to inspect, but instead may need some guidance on what to inspect when it comes to Literacy. What are the features of effective Literacy practice in the secondary context? To answer this question, they could do worse than turning to a doctor. Doctor Who to be precise.

It almost goes without saying that this is one of the BBC’s most popular programmes, due in no small part to it’s impressive production values and the consistently high standard of scripts conceived and written during it’s renaissance by the writers, Russell T Davies and Stephen Moffat. Consistency of practice across the curriculum is certainly one of the keys to delivering high standards for students too. Dr Who is also successful because of highly imaginative plots that engage it’s viewers both young and old. The BBC is now capitalising on that ability to engage through creativity and fun with a second script writing competition for Primary School pupils;

Doctor Who Script to Screen Competition

We recognise the need for rigour and high standards, but we also believe that the Literacy experience for secondary school students should be a powerfully creative one, delivered by confident teachers all across the curriculum. And like Dr Who, Whole School Literacy shouldn’t take itself too seriously and instead should make room for a little fun for students.

Image: author’s own. Dalek design Raymond Cusick © Terry Nation/BBC 1963

Whole School Literacy – WorldClass can help!

The new school year starts as we announce details of our Whole School Literacy offer.

We’ve got considerable expertise here. Gordon Sutton, for example, completed his M.Ed in Literacy at the University of Sheffield working alongside gender/literacy expert, Elaine Millard. In addition, he’s a member of the UKLA (United Kingdom Literacy Association).

Much good work has been done by schools to date in terms of Whole School Literacy, but the bar is about to be raised as indicated in the recent proposals for the new Ofsted Inspection Framework. And we’re here to help.

Perhaps you’d like us to take a clear look at your current provision and help you to plan forward. You might also be interested in some training for your staff. We can help with resources and ideas too.

It’s hard to underestimate the value of Whole School Literacy. Students with secure literacy skills will be better equipped to access your curriculum and ultimately have far better examination prospects. And longer term, the life chances of our students will be significantly enhanced. The gift of Literacy is one that empowers and makes a tangible difference.

If you’d like to hear more about how we can help, visit our Programmes page.