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VIEW FROM THE CLASSROOM


as morality and the spirit of giving. By the time they come to read the associated chapter they already have a strong foundation for learning; it’s about giving them the confidence to read the story and igniting each student’s independent willingness to learn.


Research shows that students who visualise (or internalise) information are far more likely to retain it and be able to apply it in a meaningful and relevant way.We use high-quality short videos of three to five minutes, of actors playing out the plots and storylines to stimulate the imagination, enhance involvement with information, and improve students’ mental imagery. The videos are ideal to create a mental connection between existing knowledge, and the knowledge being taught. Even the most able students need to see the story lines visually to really understand t hem.


Can youwalkme through a day’s English Literature lesson at your school?


Each day the opening lesson is a recap of the previous lesson, whi playing one of the v learned.


Isn’t this teaching to the test? Isn’t this teaching to the test?


It’s actually quite the opposite. The videos we use cover all aspects of the stories and we tend to use those that cover the more difficult to understand sub-plots to help them grasp a deeper and


visual clips on the in broader understand


ing. There are many audio- ternet, although it is wise to


be careful, as many videos only focus on generic overviews and have explanation of their


purpose, and where they fit little benefit without an


into the story.We use video pods designed for the GCSE curriculum to support a developed interpretation. In addition to the video pod’s power in the classroom, they also form the perfect homework and revision resource. After all, as outlined by Amanda Spielman , Ofsted’s new policy will “reward those who are ambitious and make sure that young people accumulate rich, well-connected knowledge and develop strong skills using this knowledge.”We aim to develop a deep and wide appreciation of literature, rather than just covering a limited and well-trodden path of regular interpretations .


This sounds ideal butwith teacherworkload at tipping point howdo you find the time to source all these videos?


We all recognise the epidemic of teacher workload.With ll he other things we have to


a t


This sounds ideal but with teacher workload at tipping point how do you find the time to source all these videos?


action, it is easy to feel that there is litt teach. As an English Literature teacher


, marking le time to


homework, which used to come in the form of extended essays by each student, was always a huge drain on my time. Using technology, my life has become a lot easier and considerably more effective; once we have studied an aspect of the text and discussed it as a class, I set the student’s assignments and homework based on any gaps in their knowledge with related videos as support, and the relevant pre-loaded multiple-choice questions. There are many videos on the Internet, but you are right, it can take a long time to find factually correct interpretations, of the right quality. At CardinalWiseman we use GCSEPod, a resource full of videos to support all areas of the curriculum. The marking is done by the system but with the assurance that I am automatically notified of any students who have not grasped the learning objective. This tells me in a much more meaningful way how much knowledge each student has, and I can then spend time later on the crafting of an extended response. By following this teaching pathway, our


students develop an in-depth understanding of the wider context of plays, their themes and the complexities of their characterisation an d purpose .


I know that Ofsted highlighted a need for your school to standardise its teaching. Have you been able to apply this to your classes? Back in 2013 CardinalWiseman was an


I knowthat Ofsted highlighted a need for your school to standardise its teaching. Have you been able to apply this to your classes?


inadequate school with one of the major issues being the consistency of our teaching. By ensuring all teachers use curriculum-based technology, we have been able to standardise the content, minimise planning time and ensure our students get consistent delivery of the highest quality of learning.We are now no longer an inadequate school.


The other advantage of selectively using technology with my students is the extended school time that it offers. The videos and related


April 2019 2019 wwweducation-toda y.co.uk www.


questions that we use mean that students watch these on the bus on the way home on their mobile phones.Many schools, including ours, have a no phone policy but for some after-school activities this works well. Nearly 85 per cent of the use of the technology is carried out after school hours, potentially extending the study period by a staggering 138 extra days over an academic year. By seeing the plots and sub plots visually, literature at CardinalWiseman is now real. The students appreciate its meaning and how the storylines evolve and relate to the world around us. This is a big part of making English Literature engaging to today’s students .


Howhas your teaching a broader understanding impacted on students’ learning


towards quality of e exam results; the ne


How has your teaching a broader understanding impacted on students’ learning


Thankfully in January 2019, Ofsted announced its plans to overhaul inspections to look beyond w guidelines will shift focus ducation rather than


‘outcomes’. In fact, as reported in The Guardian, “under the new proposals, schools that push out less able children – a practice known as “off- rolling” – or teach a narrow curriculum designed solely to improve test results and gaming league table rankings risk being punished by Ofsted’s inspectors”.


We have noticed a significant increase in our students’ interest in, and appreciation of English Literature, particularly in our lower attaining boys, who previously would not engage with other forms of independent learning. These students are now willing to watch the video pods at home and school and their results reflect their additional study time. It is my strong belief that today’ s video technology is ideal for grasping attention in most areas of learning, but for me it’s proven to be ideal for judicious use in English Literature.


Card fo


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Wisiseman CathCatholic School uses GCS riculala videosdeos and supplementa


learning content.


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CSEPod tary


Can you walk me through a day’s English Literature lesson at your school?


ideos and discussing what we ch may take the form of


VIEWFROMTHE CLASSROOM


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