Educational Research

Topics: Writing, Creative writing, Creativity Pages: 19 (7176 words) Published: June 18, 2013
Educational Research

Curriculum Assignment

Student Number: 3931552

Word Count: 6,529

Contents
1.1 Abstract3
1.2 Description and Analysis of Scheme of Work A4
1.3 Literature on pupils’ learning and progression8
1.4 The revised Scheme of Work13
1.5 Assessment in the revised Scheme17
1.6 Detailed comment on lessons in the Scheme21
1.7 Professional Development26
Bibliography30

1. Abstract
The following paper is a research project written for a PGCE (M) Course in Teaching Secondary English. Research has been conducted into contemporary teaching and learning issues, in this case Differentiation and the teaching of Creative Writing skills. The tasks presented were considered in order to give deeper insight into learning and how this operates, aiding reflection and the production of more effective Schemes of Work and Lesson Plans.

2. Description and Analysis of Scheme of Work A.
The scheme of work I am using for this Assignment was aimed at a Top Set Year 7 (Key Stage 3) group of 28 pupils, over a space of 13 lessons in 6 weeks. It was the half term for them to cover the novel, and given the freedom to work with a text of my choice from a list, I settled on Michael Morpurgo’s ‘War Horse’. I felt the text would allow plenty of discussion about impartial narration, good and evil and writer’s use of empathy as well as opening possibilities for the cross curricular focus on World War One historical context and use of propaganda. The text also fits nicely into assessment possibilities, with many characters with very different traits to discuss and write about, as well as the emotive theme of loss to inspire Creative Writing. As my placement school did not have any implemented Schemes of Work, the initial Scheme (Appendix A) was written entirely by me. I was advised by my mentor that as a top set, the students in this class were expected to read the entire novel, and I was encouraged to fit as much of it as I could into class time. However, the students also had the added benefit of being allocated individual texts, and were therefore also allowed to take them away for homework. As I will come to discuss later, the 13 hours that I had allocated to work with the group did restrict me when it came to reading the entire novel and also assigning enough work for other activities outside of assessment. Wright (2012, p. 134) states that ‘the worst thing to do with any text is to twist it into a set of generic learning or assessment objectives’, and I wanted to avoid this at all costs; I did attempt to be stringent when it came to selecting activities so as not to allow them to become spin offs (Wright, 2012) aiming instead to enhance pupil engagement and enjoyment. After having written the Scheme of Work and taught around four hours, the second in department implemented new Objectives for Key Stage 3, and asked all Year 7 teachers to apply two final marked pieces; one to write about a character in the novel, and the other a diary extract (See Appendix B). My original question, as shown on the Scheme of Work in Appendix A, was; Michael Morpurgo uses Joey the horse as a narrator to show Good and Evil in World War One. Who gives Joey strength to get through the War? Who, or what, is truly evil? Thankfully, this remained the same, as both Head and Deputy Head of department felt that this question fit the bill and was the correct level of challenge for a top set group. However, although I had included Creative Writing within my Scheme, I had invested it in the form of a poem to be written after the death of Topthorn, a particularly emotive part of the text. The replacement of this with a diary entry, however, was very easily implemented, and the opportunity for use of emotive language was still viable.

For the Assessments I used the standard APP Key Stage 3 format,...

Bibliography: • Barbot, Baptiste, Tan, Mei, Randi, Judi, Santa-Donato, Gabrielle, Gigorenko, Elena L (2012) Essential skills for creative writing: Integrating multiple domain-specific perspectives, Thinking Skills and Creativity 7, pp. 200-223, SciVerse ScienceDirect.
• Boud, David (Second Edition, 1988) Developing Student Autonomy in Learning, Kogan Page, London/Nichols Publishing Company, New York.
• Brandes, Donna and Ginnis, Paul (1986) A Guide to Student-Centred Learning, Stanley Thornes (Publishers) LTD.
• Brooks, Val (2012) Chapter 9: Using assessment for formative purposes. In Brooks, Val, Abbott, Ian, Huddleston, Prue (ed.) (Third Edition, 2012) Preparing to Teach in Secondary Schools, Open University press.
• Brooks, Val and Bills, Liz (2012) Chapter 6: Using differentiation to support learning from Brooks, Val, Abbott, Ian and Huddleston, Prue (ed.) (Third Edition 2012) Preparing to Teach in Secondary Schools, Open University Press.
• Carter, John (2010) Creating Writers, a Creative Writing Manual for Key Stage 2 and 3, Routledge.
• Davison, Jon, Daly, Caroline and Moss, John (2011) Debates in English Teaching, Routledge.
• Dean, Geoff (2004) Improving Learning in Secondary English, Routledge.
• Dymoke, Sue (2011) Chapter 10: Creativity in English teaching and learning from Davison, Jon, Daly, Caroline and Moss, John (ed.) (2011) Debates in English Teaching, Routledge.
• Elliott, Paul (2012) Chapter 8: Communication in the Classroom from Brooks, Val, Abbott, Ian and Huddleston, Prue (ed.) (Third Edition 2012) Preparing to Teach in Secondary Schools, Open University Press.
• Gershon, Mike (2012a) Be all things to all pupils, Tespro, 7th December 2012, Volume 2, No. 14 pp 4-7
• Gershon, Mike (2012b) Making progress beyond labels from Tespro (2012) 23rd November, Volume 2, No
• Macrae, Neil (2002) How to teach Fiction Writing at Key Stage 3, David Fulton Publishers.
• Moss, John (2009) Chapter 7: Writing from Davison, Jon and Dowson, Jane (ed.) (Third Edition, 2009) Learning to teach English in the Secondary School, Routledge.
• Noar, Gertrude (1972) Individualised Instruction: Every Child a Winner, John Wiley & Sons, Inc.
• Ofsted (2003a) Good Assessment in Secondary Schools, Crown Copyright
• Ofsted (2003b) Yes he can: Schools where boys write well, Ofsted Publications Centre.
• Ofsted (2008) Assessment for learning: the impact of National Strategy support, Crown Copyright
• Ofsted (2011) The impact of the ‘Assessing pupils’ progress’ initiative, Crown Copyright
• Parker, Stephen (1993) The Craft of Writing, Paul Chapman Publishing LTD.
• Shaw, Michael (2012) Difference is all around you, Tespro, 7th December 2012, Volume 2, No. 14, p 3.
• Suen, Anastasia (2003) Picture Writing: A new approach to writing for kids and teens, Writer’s Digest Books.
• Wright, Trevor (Second Edition, 2012) How to be a Brilliant English Teacher, Routledge.
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Educational Psychology and Learning Essay
  • Educational Technology Plan Essay
  • Plagiarism, Research Skills and the Role of Assessment and Feedback Essay
  • CURRICULUM DEVELOPMENT Essay
  • Comparative Research Essay
  • How to Construct Research Question Essay
  • Research Paper on Social Studies
  • Research: Indian Retail Industry Essay

Become a StudyMode Member

Sign Up - It's Free