Failing to plan? Then you’re planning to fail!

This blog mirrors and outlines the content of the MasterClass that was delivered to ALL Y11 on 16^th October 2019.

Starting with the entirely imaginary mathematical formula, that:

k+p+tm=s

where knowledge + planning + time management = success

In The Writing Revolution the complexity of the writing process is explored and it really helps you to understand the cognitive processes (the ‘executive functioning’ that we learnt about in the training on Tuesday 5.11.19) that a student has to go through to be able to get a coherent sentence down on paper:

‘Closely related to executive functions is what cognitive scientists call cognitive memory. Essentially, working memory enables us to manipulate multiple inputs and process them simultaneously drawing on the surrounding environment and drawing on information stored in the long-term memory.

While writing students need to juggle a host of actors at the same time: word choices, spelling, syntax (punctuation), background information, the nature of the audience, and their purpose in writing, among other things. Many mid to low attaining students have not yet achieved automaticity in letter formation, punctuation, capitalisation, and other foundation skills.

An individual’s working memory can hold only a limited number of items simultaneously. This means that the complex task of writing places heavy demands on this aspect of cognition. Yet many writing assignments as students who are struggling with learning English, or with lower level aspects of writing like punctuation, to focus on challenging tasks, such as writing paragraphs, comparing and contrasting, or summarizing text.’

Bearing all this in mind the Master Class in October explored the interlinked skills of selecting and sequencing content and knowledge, time management, …. and above all the necessity of planning in order to achieve success. Collectively, we will all be stronger practitioners, and our students will be stronger performers, if we all build these principles into our teaching. And why should we limit this to just Y11?

We explored the demands of higher tariff questions in particular subjects at GCSE, where, allowing very roughly one minute per mark for time management purposes, extended writing is required to access questions that are more highly rewarded.

For example, in Combined Science, the following appears on the cover of Paper 1:

 ‘You are reminded of the need for good English.  When answering extended questions, you need to make sure that your answer

• is clear and logically structured;
• fully meets the requirement of the question;
• shows that each separate point or step supports the answer.’

This then relates to the following question, worth 6 marks:

Q O.3.3    In coronary heart disease (CHD) layers of fatty material build up inside the coronary arteries. This can cause a heart attack.

Statins and stents can be used to reduce the risk of a heart attack in people with CHD.

Evaluate the use of statins and stents in people with CHD. Remember to include a justified conclusion.    (6)

Similarly, on the cover of ‘History: C1:  Germany in Transition.’ students are told:

‘Question 5 will assess your ability to construct a balanced, reasoned and well substantiated extended response.’

Q 5 then looks like this:

Q5 Read the interpretation provided below and answer the question which follows.

“Visitors to Germany in the 1930s saw a happy, healthy, friendly people united under Hitler.’

[William L. Shirer, an American journalist who worked in Germany 1934 - 1940, writing in his book
‘The Rise and Fall of the Third Reich’, published in 1960.]

To what extent do you agree with this interpretation?     
[16]

[In your answer you should refer to how and why interpretations of this issue differ. Use your own knowledge and understanding of the wider historical debate over this issue to reach a well- supported judgement.].

Ironically, the following instruction appears on the cover of the English Literature papers:

‘                                                                                                                                                                               ‘

That’s right. There are no instructions on the cover.  So here’s a sample question from English Literature Component 2: