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‘Is the pen mightier than the sword?’
Academic literacies and collaboration across
English and history
Friern Barnet School
Galia Admoni –
Teacher of English,
second year and
Literacy Co-ordinator
Alex McLean –
Teacher of
English teacher,
NQT
Kristina Johns –
Teacher of
history, second
year
• 11–16 Mixed Community Comprehensive in North London
• 54 Teaching Staff• 800 on roll • 25.6 APS (On entry)• 38 students arrive below L4 in
reading • 26%+ SEN• 39% EAL• 50% Pupil Premium (Ever 6)• 7% Mobility• 52% 5 A* - C including English &
Maths
Friern Barnet School 2014.15
Session objectives
1. Describe how FBS uses whole school strategies to encourage confident academic literacy across the curriculum.
2. Examine an example of collaborative planning between English and history.
3. Explore the effectiveness of a project-based task that challenges students’ understanding of context.
4. Evaluate the successes of whole school strategies and discuss ‘next steps’.
Session objective 1
�Describe how FBS uses whole school strategies to encourage confident academic literacies across the curriculum.
�Suggest strategies that can be applied to your own schools.
What does ‘academic literacy’ mean to you?
• I think ‘academic
literacy’ is...
• ‘Academic literacy’
means- because...
Academic Literacy:
• is the language associated with learning that
traditionally codes knowledge using advanced,
technical and occasionally subject-specific language.
• refers to the critical thinking, listening, speaking,
reading and writing skills learned within an
academic society.
• is different from everyday language.
• is what students are expected to use across all
subjects in their examinations.
Academic Literacy
When you rub a
balloon on your
hair, it becomes
static stands on
end.
Static electricity can be created by
rubbing a balloon on your hair.
This is because the electrons in the
balloon move to one side, leaving
the side touching the hair with a
positive charge. The hair seems to
‘stick’ to the balloon as the
negative charge in the hair is
attracted to the positive charge of
the balloon.
Everyday, general literacy: Academic literacy:
Addressing the issue
• The teaching of language within subject areas
is still problematic across many schools:
“Because we are immersed in an ocean of academic
language daily, it’s hard to notice the habits we
automatically engage in to comprehend such
language... When we become aware of our own
habits and strategies, we can model them and make
them available to our students.”
(Zweiers 2005, 60-61)
“justify” (verb)Show or prove that something is
reasonable or right.
e.g. The student used facts to justify their predictions about the outcome of an
experiment.
Word Of
The Week
Cognitively, students develop their literacy skills in the following order:
Listening � Speaking � Reading � Writing
In order to support this, Literacy Co-ordinator focused on developing
formal, academic S&L skills across all Faculties.
Stages:
1) Each Faculty to complete and return S&L audit.
2) Lit Co to create subject-specific speaking frame for each Faculty/
Dept. to ensure these compliment the reading and writing skills needed
for Y7 students to make progress in each subject.
3) By Summer 2015, each Faculty/Dept. will have access to a subject-
friendly resource.
Whole School Focus: S&L
Why speaking frames?
1. The outcome can be transferred directly into
writing.
2. They encourage students to speak using academic
language.
3. They model ‘good’ language, such as using capital
letters.
4. They support EAL students, as they hear
vocabulary being modelled by native speakers,
before trying it themselves.
5. They are a time saving resource.
Which aspect of medieval life was most controlled by the
church?
2) The evidence for this is...
3) •This suggests that...
•This is the most important aspect
because...•The effect on the people
was – which is why it is the most important
aspect.
1) The aspect of 1) The aspect of medieval life that
was most controlled by the
church was -because...
Answer
in PEE
Example: Y7 History
What happens when magnesium
reacts with copper sulphate?
3)
• This example explains
that... because...
• This suggests that...
because...
2)
• Source X shows that…
• We can see in Source X
that...
• Source X supports this
by…
• As shown by…
1) When
magnesium reacts
with copper
sulphate...
Key Words
Analogy
Compound
Displace
Displacement
Model
Reactive
Reactivity
Replace
Thermal reaction
Example: Y8 Science
Q. What type of information has been
provided in the question?
2) One type/ _____ types 2) One type/ _____ types of information has/have
been provided in the question:
__________ ____________________
3) This suggests that I will need to calculate:
________________________
1) The first stage of answering the question requires me to....................
Example: Y9 Maths
Effect on student and staff engagement
Consistency of the strategy has led to:
�More positive learning environment.
�Students results are improving – positive effect on written work.
�More consistent inter-faculty collaboration.
What does ‘collaborative planning’ mean to you?
• I think collaborative
planning is... because...
• I think collaborative
planning is successful when...
Autumn Term (7 + 7 wks) Spring Term (6 + 5 wks) Summer Term (6 + 7 wks)
Y7
Whole School T&L Focus:
Ourselves: Who Am I?
English supports literacy
and expression at this
point, using the ‘Ourselves:
Who Am I?’
English teaches basic essay
writing at the end of the
first half term, through the
‘History of English’ unit.
History: Begin teaching
about how to use PEE in
paragraphs and move on to
set the first structured
extended writing essay
using this literacy skill.
English supports PEE
teaching with inferring and
deducing unit on Beowulf.
English: Writing Non Fiction
for Different Purposes and
the teaching of the use of
rhetorical devices and
language techniques. ‘Awe
& Wonder’ reading and
analysis includes medieval
texts.
History: Writing a
historically based creative
writing story using English
teaching techniques to
improve the quality of the
final project.
History: Pupils study the
peasant’s revolt of 1381.
Chaucer lived above London
gate and would have
witnessed the peasants
gathering outside London
and ransacking the capital.
English: Studying ‘The Wife
of Bath’s Prologue’ and The
Wife of Bath’s Tale’ from
The Canterbury Tales. They
will already have good
knowledge of the medieval
world at this stage.
English: Dr Faustus
(medieval/Renaissance
beliefs, superstitions,
damnation and ‘Faustian’
pacts)
Y8
English: Writing Non
Fiction for Different
Purposes through the
Bermuda Triangle.
History: Studying Elizabeth I
and evaluate the problems
she faced. Also studying
witchcraft during the Tudor
and Stuart period.
English: Studying
Shakespeare (Tempest/
Romeo and Juliet) links to
Elizabethan / Jacobean
England.
History: Studying Oliver
Cromwell and the English
Civil War.
English: Studying Paradise
Lost and its contextual links
Milton, Cromwell and
Charles I & II.
History: Studying the
impact of the British Empire
on India and the skill of
writing to advise.
English: Studying Blake (e.g.
the poems ‘London’ and
‘Little Black Boy’).
History: Studying what
Dickensian London was
really like. Using Oliver
Twist as a lesson starter and
moving on to investigate
workhouses, living
conditions and crime. Also
the skill of writing a
persuasive speech using
writing techniques.
English: Studying Oliver
Twist and the character of
Fagin.
History: Studying the
impact of the empire and
slavery on the Americas.
English: Studying Afro-
American literature (e.g.
slave narratives, plays such
as Fences, etc.)
Y9
History: Studying civil rights
in America in the 20th
century. Using many texts
from the period and linking
to knowledge gained from
the end of Year 8 in History
and English.
History: Studying the
causes and events of the
First World War.
History: Studying the
events of Hitler’s rise to
power and the Second
World War.
English: Studying war
poetry from the First and
Second World Wars. Pupils
should be well versed in the
background to these
events.
History: Studying and
discussing what terrorism is
and why it is used?
English: Reading texts on
people’s perspectives on
conflict.
Humanities Migration
Project
History: What did British
migration do for us?
Geography: Who should
get refugee status?
Religious Studies: What is
the impact of migration on
religion and communities?
English: Poetry from
Different Cultures.
HUMANITIES
EXCELLENCE
EVENING –
ALL YEARS
HUMANITIES
EXCELLENCE
EVENING –
ALL YEARS
HUMANITIES
EXCELLENCE
EVENING –
ALL YEARS
2013-14 Curriculum planning
“Write a historical short story from the perspective of a fictional
historical character, set in a convincing historical setting.”
Bold key words
to guide
learning.
Option of words or
drawing.
Students ‘visualise’
as the teacher
slowly reads the
passage.
Use of Dickens to
model writing
historical fiction.
Follow up activity:
Students were asked
to rewrite Dickens’
account to make it
more historically
accurate.
What were the outcomes?
Improvements compared to last year...
�More historically accurate.
�Better characterisation.
�Students met a variety of ‘WAF’s
�Big improvement amongst lowest achieving students.
�Favourite topic! “I liked it because I got to think about it through other people’s shoes... It also helps us in English, we can see what we’re getting wrong in English.” Luana - Year 8
Context + skills = deeper understanding
Lesson Objective:To analyse Paradise Lost.
How does the thought of teaching this
text make you feel?
How do you enable your students to meet
this objective within six weeks?
Success Criteria
� Design a medium through which the text can be understood
� Devise a home learning project that challenges students’
understanding of context
� Synthesise in class and out of class learning and encourage
academic literacy
Lesson Objective:To analyse Paradise Lost.
Design a mode through which the text can be
understood
Design a mode through which the text can be
understood
The National Curriculum (2013: 2)for KS3 English “aims to ensure thatall pupils […] appreciate our rich andvaried literary heritage.” The use ofthe pronoun “our” in the above quoteis problematic: for so many of thestudents I teach at Friern BarnetSchool, the literary heritage is in noway “theirs.”
© Dave McMullen,
teaching assistant, FBS.
Students have a sense of ownership over their
learning and, consequently, the text studied.
Devise a home learning project that challenges
students’ understanding of context
Devise a home learning project that challenges
students’ understanding of context
Students learn how to adapt the genre and
purpose of their writing.
Students are
encouraged to
be creative,
without the
limitations that
a classroom
inflicts.
Devise a home learning project that challenges
students’ understanding of context
Devise a project-based home learning project that
challenges students’ understanding of context
The most able students are suitably challenged and
can be directed straight to the most difficult task,
indicated by the Blooms’ term: ‘evaluate’.
and encourage academic literacy
Synthesise in-class and out-of-class learning
and encourage academic literacy
“Milton is of the Devil’s party without knowing it.”
Comparison of Satan and Oliver Cromwell:
Through the use of the
word/ phrase/
(language device),
Milton implies/
symbolises...
Alternatively, Satan’s
characteristics/sins,
such as ________,
can be justified
because...
Milton further
suggests/ emphasises
that Satan is...,
therefore making the
reader think/ feel...
John Milton presents
Satan as ________,
indicated by the
quote
“___________”.
and encourage academic literacy
Synthesise in-class and out-of-class learning
and encourage academic literacy
How does Milton
present Satan’s
character?
and encourage academic literacy
Synthesise in class and out of class learning
and encourage academic literacy
Students are able
to confidently
analyse the text
and incorporate
important ideas
from their home
learning.
Reflect on and evaluate the success of
your teaching and the students’ learning
� Students understand the narrative of Paradise Lost.
� Students have analysed the language in Paradise Lost.
� Students have evaluated Milton’s authorial intentions in
context.
� Students have synthesised home learning with in-class
learning to create a confident assessment.
� Students have developed their skills in independent
learning, resilience, research, and responsibility.
Session objective 4(a) Evaluate the successes of whole school strategies:
Where have we seen success?
� Staff and student engagement – everyone has been involved in promoting or using these strategies in some way.
� More constructive and enjoyable cross-curricular planning.
� Student awareness of cross-curricular links has been heightened.
� Improved verbal and written communication (both students and staff).
Session objective 4
(b) discuss ‘next steps’.
� Continue to embed speaking frames and other S&L
strategies into SoWs.
� Continue to collaborate across faculties and find new
cross-curricular links.
� Continue to embed Blooms’ project-based work, making
the GAP of each activity specific.
� Extend current literacy focus to include new literacy
focus of GAP in all subject areas.
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