Geoff Barton

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Both, not EitherRaising Attainment in
English AND Maths

• Geoff Barton Julia Upton
• Download free at www.geoffbarton.co.uk
• (Presentation 82)

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About Us
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?
Is it really so difficult to get a grade C in
English and Maths after 11 years of compulsory
schooling
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How
What
How do we help students to overcome them?
What are the barriers to progress in Maths
English?
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Today

• Morning
• Focus on Maths and English
• Theory to Practice
• Afternoon
• Focus on tracking, motivating, mentoring

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5 starting-points

1. For most students, its not about intervention
   its the classroom
2. Mentoring may be a wasted resource
3. Language may be the key to success in both
   subject
4. The roles of Head of English Maths have changed
5. Start from 100

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Maths
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Both, not EitherRaising Attainment in
English AND Maths

• Geoff Barton Julia Upton
• Download free at www.geoffbarton.co.uk

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English whole-school literacy
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Impact in English What we know works

• Geoff Barton

Download free at www.geoffbarton.co.uk
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What
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How
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What
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Subject Reviews 2005 2009 English at the
Crossroads
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The Matthew Effect
(Robert K Merton)
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The rich shall get richer and the poor shall get
poorer
Matthew 1312
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While good readers gain new skills very rapidly,
and quickly move from learning to read to reading
to learn, poor readers become increasingly
frustrated with the act of reading, and try to
avoid reading where possible
(SEDL 2001)
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Students who begin with high verbal aptitudes
and find themselves in verbally enriched social
environments are at a double advantage.
The Matthew Effect Daniel Rigney
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Poor readers more likely to drop out of school
and less likely to find rewarding employment
good readers may choose friends who also read
avidly while poor readers seek friends with whom
they share other enjoyments
The Matthew Effect Daniel Rigney
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Strichts Law reading ability in children
cannot exceed their listening ability
E.D. Hirsch The Schools We Need
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Spoken language forms a constraint, a ceiling
not only on the ability to comprehend but also on
the ability to write, beyond which literacy
cannot progress
Myhill and Fisher
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The Matthew Effect
The rich will get richer the poor will get
poorer
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English Starting-points

• Are we teaching English?
• Are target grades for English English
  Literature the same?
• Sample students do they know the difference?
• Are they immersed in non-fiction reading and
  writing?
• Do they know the key ingredients of letters,
  leaflets, descriptive writing, etc

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Speaking listening

• Long-term
• Collaborative talk
• Modelling spoken language
• Connectives
• Teacher talk questioning
• Quick hits
• High status
• SL assessment days

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Reading

• Long-term
• Teach reading skills
• Wider range of texts, esp non-fiction
• Reading communities
• Quick hits
• Dont allow literature to dominate
• Use non-fiction reading starters
• Model writing about texts

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Writing

• Long-term
• Model writing very explicitly
• Sentence variety
• Teach and display connectives
• Quick hits
• Target boys and showing making

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How
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• Basics
• Mapping for students
• Monitoring, sampling, etc
• Stabilising behaviour
• Intervention
• English leaders
• Withdrawal for target groups
• Extra sessions such as?

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Impact in English What we know works

• Geoff Barton

Download free at www.geoffbarton.co.uk
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Whole-school literacy
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Demo
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What makes a difference in English?
Students
1 Paragraphs 2 Short long sentences 3
Connectives 4 Planning 5 Visual vocabulary
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What makes a difference in English?
Teachers
1 Teach English 2 Model writing 3 Stop condoning
mediocrity
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Both, not EitherRaising Attainment in
English AND Maths

• Geoff Barton Julia Upton
• Download free at www.geoffbarton.co.uk
• (Presentation 82)