No Bells, No Whistles.

This term I have opted for simple, routine and impactful tasks for Y11. Two weeks in and we are in the ebb and flow of recap, revisit, write. I was thoroughly inspired by Dawn Cox’s post ( here  ) and wanted to make sure students continued to work hard right up to the exam. In past I have certainly been guilty of being fooled by students’ overconfidence, so this year – repetition (do it again, and then again-but better) is key. I don’t think there is any substitute for reading exemplar responses and writing responses in the run up to exams. I know posters are beautiful, and I like a multi-coloured-pen poster as much as the next  person, but our time in class should be spent sweating the hard stuff – the quiet wrestle with remembering and putting thoughts into sentences.

Here is what we are doing (and again, I owe much to Dawn Cox for sharing her approach) :

Lesson 1

  1. Recap previous learning: Language P1 Section A
  2. Revisit content : An Inspector Calls. Focus on how to articulate your central argument/interpretation, ambitious vocabulary etc.
  3. Look at exemplar exam response model: Gerald as an untrustworthy character. Annotate for AOs

Lesson 2

  1. Recap previous learning: Content from AIC
  2. Give exam question: plan together. How does Priestley present the theme of guilt and remorse?
  3. Write response in timed conditions

Lesson 3

  1. Feedback on exam response – guilt and remorse.
  2. Revisit content : Macbeth. Focus on how to articulate your central interpretation, ambitious vocabulary etc.
  3. Look at exemplar exam response model: marriage of Mac & LM (Act 1 sc 7) Annotate for AOs

Lesson 4

  1. Recap on learning: Content from Macbeth
  2. Give exam question: plan together. Change in Macbeth (Act 5 Sc 5 ‘Tomorrow…’)
  3. Write response in timed conditions

and repeat ad infinitum, interleaving more content from language papers and other lit sections.

I worried at first students would find the whole process horrendous but it seems to have had a calming and reassuring effect on students, as well as bringing on board a few who have been battling me using their mind power for the past 18 months.

Here are some of the resources I’ve been using. I hope they are useful. The key with the ‘Final Revisit’ sheets and the model answers is that the emphasis is on reusing vocabulary to express the more complex ideas, as well as how to stay focused on a central, controlling idea in the texts. The vocabulary, we have been embedding throughout Y10 and 11 (more here) and the controlling idea or authorial intention, I have written about here.

Recap, revisit, write.

 

Sources:

The Strange Case of Dr Jekyll and Mr Hyde. Jo Heathcote and Alexandra Melville, Collins (2018)

An Inspector Calls. Julia Burchill and Lindsay Skinner, Collins (2018)

@GCSE_Jekyll

@GCSE_Macbeth

@Aninspectortho2

 

 

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