English: provision is good when
1. leadership and coordination of the subject provides a clear vision for raising achievement underpinned by well-managed systems and processes;
2. pupils are encouraged to use language appropriately in a wide range of contexts for a variety of purposes and audiences;
3. pupils are made aware of the interrelationship of all the modes of language and use their proficiency in any one to develop further their competencies in the others;
4. speaking and listening are regarded as an integral part of all lessons, both through explicit teaching and learning opportunities and through other extension and reinforcement activities;
5. pupils experience a wide range of literary and non-literary texts, including ICT based information texts, in order to develop a repertoire of effective reading and writing strategies;
6. pupils are encouraged and enabled to see writing as a developmental process, moving through discussion, drafting and reflecting to a completed outcome;
7. pupils are given the opportunity to take some responsibility for their own learning, exploring effective processes and styles to further their development as learners;
8. pupils are provided with a real expectation of success and the confidence to take risks in their use of language;
9. teaching is underpinned by high expectations, supported by clearly identified teaching and learning objectives which lead to good pupil progress at all levels;
10. teachers are confident in their subject knowledge and are effective users of a range of teaching styles and techniques;
11. teachers are expert at recognising positive achievement and at recording it specifically, thereby building up a valid picture of pupils' achievements over time in order to inform future teaching and learning;
12. assessment enables pupils to have a clear and specific understanding of how well they are doing in English and what they need to do to improve.
Last Modified:
07/06/2005 13:57:38
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