S1 - S2
5-14 The Transition from Primary 7
Research has shown that the transition from Primary to Secondary can be daunting for pupils and although the initial, general feeling amongst pupils that the work will be more demanding the formative years of Secondary education, in many cases, S1/2 courses are not challenging enough for some pupils. It is therefore important that the national priority of 'Raising Attainment' is a serious consideration for both the construction, and delivery, of our S1 and S2 courses in terms of balance and more importantly, progression. Many pupils arrive in S1 with a great enthusiasm for reading, writing stories and poems and it is up to the English teacher to maintain this.
Language skills in the four modes of communication, Reading, Writing, Talking and Listening, have already been developed in pupils since Primary 1. Coming into the English Department, pupils will have knowledge of these and it is our job to build on what has already been achieved. By the end of S2, as many of these pupils as possible should have developed their language and linguistic skills sufficiently to progress as far as possible on the 5-14 A - F scales. It is essential that S2 pupils are in a position to cope with the demands of Standard Grade English. It is important, therefore, that accurate profiles and records of Primary 7 are received and that these are maintained and updated in the Department. Our new S1 and S2 Profile sheets have taken this into account. In addition and in line with the whole school policy, the new Target Setting forms give pupils a record with which to monitor and try to improve their attainment.
In S1, pupils come to English in mixed ability groups. Although the types of work they will do may not differ substantially from their language work in primary, the period timings mean that class organisation will be different. The English teacher is one of the most regular points of contact for the S1 pupil given that we see the S1 classes 5 times per week. Our S2 classes are set. The criteria for class allocation was based on National Test results and computer generated by way of the whole-school 'tracking' form. In addition, S1 teacher input was required to ensure that the correct 'mix' of classes. The Department at various intervals in the year will review this new system.
Our S1/2 courses have been designed to accommodate the National Guidelines on 5-14. Within these parameters, however, there have been allowances for a degree of flexibility for individual teachers in choosing text and lesson-planning. Assessments allow a continuity and consistency across the department and the Department policy on National Testing/Assessments is in line with these Guidelines and Fife Regional policy. Tests are administered by teachers when they feel that individual pupils have reached the appropriate level but the restrictions of the Reporting schedule means that testing happens in January and February. The ongoing formative assessment of class work continues throughout the session.
With the introduction of the National Assessments in August, 2004, the new arrangements will require some forethought and planning.
S1 English Course
Topics
Term 1
- About Myself
- Spelling
- Library
- Novel/Short Stories
- Personal/Imaginative Writing
- Listening
- Writing
Term 2
- "The Kist" or Ballad Unit or Poetry Unit
- National Tests in Reading
- Listening
- Functional Writing
- National Assessment - Functional Writing
- Solo talk
Term 3
- National Tests in Reading
- Drama/talk
- Private Reading
S1 Writing Policy
Our Aims:
- To focus one period per week on writing
- To tackle a range of tasks
- To ensure progression using purposeful tasks
- To raise the attainment of our S1 pupils in the skills of writing
Approach:
- To foster an understanding of the different kinds of writing, including the discussion of reading
- To include a jotter specifically used for writing
- To redirect the focus to the first piece of writing and where redrafting is necessary, teach the skills of redrafting
- To ensure that the focus is on positive comments and 'the next steps' in a pupil's writing