TOWN MEETING
This document is published live to the address: http://events.edutronic.net/
Literacy. Literary analysis. Important for understanding our own lives and learning about others. More than qualifications. Learning to question and think using language and reasoning processes. Important for life. Being able to communicate for practical purposes and to engage with wider society. Enriches life. Power of Language. Important both for technical language skills for practical purposes and for exposing students to the greatness of literature and its life-changing effects. English as an access point for other subjects. Confidence in reading and speaking. One of the best languages in the world. Building confidence in communication. Thinking critically. Structuring arguments. Understanding and interpreting the world. Creative writing. Researching and developing personal interests. Handwritten work should still have a place in the curriculum according to some. This could be termed the discipline of English as a traditional set of skills and values. The neatness of work, and the influence of autocorrect on students ability to spell was a source of concern. Learning does not have shortcuts in this view. Also, the experience of touching a book was raised as something we should allow for. This was not necessarily the opinion of the students however.
English is the key to all subjects, the skills you learn in English underlie all others. It’s also a very beautiful art form. With such an insecure/uncertain future, English is the subject that will give students the ability to find answers. English helps young people learn how to question the world. Types of literature are not as important as the basic language skills - though literature can be seen as the vehicle for the language learning, they are interdependent.
English provides students with access to their imagination. English provides students with reasoning processes that underpin their wider cognitive development. English is the basis of everything we do - from putting across your point of view to interpreting and understanding exam questions in any subject. Studying English allows for a rounded person. English can be engaged in on different levels. English is also about communications - the fear of losing the art of conversation was expressed. There was agreement that we engage with English on different levels in our day-to-day life, from text messages, email, expressive language to metaphors. There was a strong sense that students should know the boundaries of different purposes and audiences; for example, that street talk belongs in the street. They should also be confident about speaking formally and cope with the demands of interviews and the workplace. Students need feedback on their oral presentations as well; giving them real context to practice their presentation/interview skills such as work experience.
What should our priorities/non-negotiables be?
The basics of English have to be focused upon as well. These features are important in order for students to succeed in all walks of life. English Grammar is important. Accessing broader society. Extended writing is vital. Developing independence. Developing confidence in speaking and basic writing skills. Mastery of the basics is essential. They need to work on grammar and go back to aspects they have learnt in order to reinforce it.
Homework should be set and the school should push this - not everybody was in total agreement here as there was a recognition that the school day is long and students should follow other pursuits. Students should take ownership of the homework, it should be purposeful and not just for the sake of it. Homework should be developed in KS3 so that it does not come as a shock in KS4.
It is important to build students’ confidence.The classroom environment is safe for them but they need to be encouraged and given opportunities to develop their confidence. They benefit from team work and having specific roles in their teams; the process is as important as the end product.
They need to be able to translate the principles they encounter in literature to real life. For example - in studying Romeo and Juliet they can see its relevance today still regarding gang warfare.
Encourage older students to mentor younger students.
The volume of work may indicate success, as will students being active, engaged learners. This will lead to high grades and formal attainment. Success in English will be seen at home if students bring questions home and try to engage their parents in the process of learning. When they are engaged in the work and they almost don’t know they are learning. When they understand that English is there to support their learning.
Students need to come out of school enthusiastic about reading - this is a skill for life.
Not enough of a body of work for students to get their teeth into. Communicating purposes of a piece of writing to parents is important so their expectations of it being marked are set appropriately. Lack of opportunities to do extended writing. Reading in class can take away from time to write. Reading for pleasure demands a level of independence. A strong dislike for worksheets and SAM learning, they were seen as being of limited benefit. Reading projects are viewed positively. Students felt that success in English meant being able to understand the world around them and feeling confident enough to contribute to it.
The timing of the work experience for Year 10s this year means there is no time for reflection and feedback in school.
Parents are concerned with a lack of contact with the teachers and the school. Lack of engagement with reading for pleasure, low levels of cross-curricular engagement. Students should be encouraged to read ‘classics’ as well; reading lists or suggested texts would encourage families to support students in their reading.
The hold of technology can make students live in a bubble (in the sense that they are playing video games, spending long hours on line) and they still need to be able to communicate with others. Students must still be able to write by hand.
Teachers were expected to provide encouragement, enthusiasm and variety. They should also take time to consider the students as individuals. It was acknowledged that if teachers can teach something they genuinely have an interest in that this would rub off.
Families’ role is to support without necessarily taking an obvious role. Teachers should inspire the students, act as good role-models for them and demonstrate belief in children. Teachers are appreciated who can keep the students’ attention or ‘hold an audience’.
Students’ role is to enjoy their learning, to grow, to work hard and respect the opportunities provided to them. They should love learning and develop in their ability to tackle a challenge.
Edutronic is valued. Direct email would be very much appreciated in both directions. Handwritten notes are treasured. A note in the journal is another good form of communication. All students in one discussion group valued Edutronic because it allowed them to showcase their work. Some students were particularly impressed that a teacher from another school had seen a student's work and commented on it. When asked if they took the same pride in their exercise books, the students said they wouldn't want to show this to their parents because it 'didn't look as professional'. Contact with home can be approached in many ways. Phone calls and the website can be used as well as email. However, it should be noted that not all parents regularly check the internet. Electronic communication should also be used sparingly so as to not just become background. The town meetings were welcomed sincerely and it was requested that more should be arranged. It was felt that Eductronic should remain the tool and not the end result. Not all parents have access to the internet or the time to spend a long time on line.
Face to face conversations were regarded as important, and seen as a strength of the school. Parents appreciate knowing when deadlines and important events are occurring.
Families and students were strongly in favour of out-of class learning. It was seen as more valuable than ordinary class time. Some students were concerned about the impact of missing lessons. Lack of homework is a perennial concern, beyond the belief that students don't get enough it is worth mentioning a few points which reveal more depth. Parents want to know where their children stand, this means seeing the work and comparing it to a guideline of some kind, preferably one which comes in the form of a hard copy. A total amount of time a day which could be relied on was mentioned. Also important was that the work was varied and also some scepticism about SAM learning was raised.
Using the resources of London to provide rich extra-curricular opportunities is valued. Suggestions from the school about relevant exhibitions or events in London which will support work would be appreciated. Homework is also seen as an important part of learning. The use of planners remains important.
Valuable as an enhancement of learning. Students’ engagement sometimes much higher when technology is included. Students in JN's cohort agreed with this last opinion, believing that the use of iPads and the instantaneous ability to share and research work made it much more enjoyable. Two students who were underconfident about their written skills were keen to tell me that the use of technology allowed them to develop their written abilities and not bother about spelling. Film was a good opportunity for learning, but this was not to be used as a ‘filler activity’.
A focus on mastery of the simple basics, love of reading, continued work on technical language. The development of a questioning mind enabling the student to challenge the world. Teachers need to be passionate. More extended writing. Speaking and listening. Debating.
Eye on long term of the students.
“To have the confidence to know he can do anything he wants”
Classroom environment free of disruptions.
'Freedom' within tasks to develop writing and personal style.
Enjoy learning.
Have a high standard of English in order to compete in the job market.
If classroom visits happened “it should not be that parent’s child’s class”.
Yes, if I have something to offer.
Some parents work in organisations where there is structured systems of providing school with learning opportunities, e.g. banks doing presentations on financial matters.
Literacy across the curriculum. Study of language and grammar. Understanding of learning as a whole, not only subject by subject. A sense of learning as a process of inquiry. Learn how to access literature and its value.
Offering a range of things - different literature, poetry, Shakespeare, modern fiction - in fact a breadth of experience.
Page of