Case Studies

Challenging Year 9 pupils in English

Julie Lewis, English consultant for Ealing LEA, describes a Media and Conflict six-week transition unit for able Year 9 pupils after the Key Stage 3 test.

Two schools were involved in this work: Greenford High School and Drayton Manor. Both schools are 11–19 comprehensives with large multi-ethnic intakes and Key Stage 3 results in the region of 75% level 5 and above.

The Head of English at Greenford High School completed the Key Stage 3 audit and identified pupils at the upper end of the intake as making least progress throughout Key Stage 3.

The Head of English and Key Stage 3 coordinator at Drayton Manor had fewer concerns about pupil progress in the top ability band but felt that pupils had insufficient experience of media texts and the critical reading skills needed to achieve success at GCSE level. They also thought that many pupils were proficient writers but lacked critical reading skills and the ability to communicate ideas through structured talk.

Selection of pupils

Both schools identified 30 pupils who would benefit from the transition project. These pupils were likely to attain a level 7 or 8 in the Key Stage 3 test.

The pupils at Greenford had previously been taught in mixed ability groups so an additional class was created for the project.

At Drayton Manor, the pupils were already grouped by ability and one teaching group was selected.

Project aims

The aims of the project were to:

• Promote critical thinking and independence through examining the function and impact of language at work in society
• Combine the expertise of the journalist and teachers through team-teaching and collaborative planning
• Trial the Key Stage 3 "extension objectives" for very able pupils
• Develop the most powerful aspects of the Key Stage 3 Strategy in terms of classroom methodology
• Give pupils the opportunity to work with peers from another school and share their learning experiences