Shaky Cs March 2014

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Shaky C Grades
March 2014 English Conference
Rachel Johnson
Commissioned by The PiXL Club Ltd.
March 2014
Copyright The PiXL Club Ltd,

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Shaky Cs:
Making a Difference
Rachel Johnson
PiXL Associate and English Team
By the end of this session

you will:
1. Have practical strategies
to address common
weaknesses.
2. Be able to create an
action plan to convert Ds
to Cs by May.
We want to celebrate with students

in August 2014.
They come in
different shapes and
sizes but all have
similar problems!
Success Doesnt Happen by

Accident
Diagnosis,
Therapy and
Testing
We MUST be
specific about their
weaknesses by
taking a Doctors
approach.
Diagnosis
STEP 1: Use the PLC to
identify what they cant do
yet.
Therapy
STEP 2: They get the right
Therapy sheet and work
through the advice given.
Testing
STEP 3: They take a test and
see if they now understand!
Thinking from
their
perspective
I want someone I get on
with
I want someone who
believes in me
I want someone who will
not stop until I can master
my weaknesses
KEY QUESTION: Has the problem

been fixed?
How do I know?
The student has shown evidence of
mastering the skill in 2 or 3 different
tests.
The student can still master the skill two
weeks after the teaching took place.
The student can remember what to do
when they are completing a WHOLE
paper and focusing on all the other skills
too.
ACTION PLANNING
Steps to take
Identify KEY MARGINALS
Create teams of 5 with a member of staff.
Complete a PLC for each child
Assess which of the reds need to be
addressed for a C
Download the right THERAPY for the
student/teach student
Download the corresponding TEST
Make a judgement on whether they are now
green. If no, repeat process. If yes move
on to next weakness.
Who is responsible for checking they know
it?
Time
frame
Step
taken?
Where are these materials?

Log into
Huddle
PiXL Resources
PiXL Main
English
Resources
Cambridge
Language
IGCSE
(or whichever exam
board you do, there are
What D students dont do

(and need to be able to do!)
1
2
3
Directed writing
Writers effect
Summarise

Directed writing
A. They dont understand how to develop

answers
B. They dont show equal coverage of
the bullets
C. They struggle to recognise what would
go into each bullet point
D. They dont comprehend what they
A. They dont understand how to

develop answers
Bullets are differentiated (A1 is often
plot)
A3 the most difficult to find as
requires total inference and
deduction
Answers marked for development
Development requires an
understanding of a characters
mental state/personality
Writing needs
a sense
of voice
How
can we
help them
do this?
How I feel
about these
things
External
things that
happen to
me (plot,
things that
happen to
the person)
B. They dont show equal coverage of

the bullets
To get into the middle band, equal
coverage of all the bullets must be
shown.
Planning is essential.
Knowing the mark scheme is
important.
Training students to know HOW they
pick up marks becomes crucial.
Students also need to be taught
about detailsHow
and can
developments
we help them
do this?
1) Get them to colour code A1/A2/A3

points as they read the passage
2) Create a table when they plan/you

mark their answers.
A1
IIIII
A2
IIIII
A3
IIII
Equal coverage across all 3

required
Deta Developme
ils
nt
IIIII
IIII
There MUST be
details and some
development to
get the marks
they need.
C. They struggle to recognise what would

go into each bullet point
They need a sense of which
bullet they are answering so they
can be sure they have equal
coverage.
They need to know where things
go for their plan.
A3 is often the one where
candidates say very little
because they
dont
How
canrecognise
we help them
where A3 is.do this?
The Practical Passage

Technique
1.Read the passage together as a class
2.Hand out 4 copies of the passage
enlarged to A3
3.Hand out heading cards with
A1/A2/A3/Detail/Development on them.
4.Students have to chop out the relevant
pieces of information and put them
under the right bullet heading.
5.They produce a physical plan.
6.For A3 points, explain the exploding
quotation idea.
A3 Exploding Quotations
The
QUOTATION
goes here
D
R
O
W
Y
d
E
e
r
K
e
h
t
e
t
What can be
inferred from
the quotation
goes in here.
A3 is about
INFERENCE!
A3 Exploding Quotations
Example from the Extended PPE
Your hopes for the future of the investigation (as Dr
Hemmings)
Despite such
detailed
descriptions
I hope to silence
there are more
those who doubt
than a few
and to have
cynics who
enough evidence
believe that
to prove the
these things are
existence of big
no more than
cats. I hope to be
an overexcited
taken seriously.
frenzy and a
waste of
emergency
D. They dont comprehend what they

have read
They read but dont understand the
passage.
Without REAL reading, marks cannot
be gained.
They need to be able to retrieve
information.
How can we help them

do this?
The Reading Passage Race

1.Read a passage together in class first.
2.Put the class into teams (4 roles)
3.At the front of the class are information
retrieval questions in envelopes (one
per team)
4.The runner runs to the front, gets a
question and runs back to the team.
The reader reads it, the spokesperson
chairs discussion and the scribe writes
the answer down. The runner runs to
the teacher.
5.Teacher checks answer BEFORE they

Writers
effect
A. They
dont pick
the right
words/phrases
B. They dont know the meanings
of words
C. They dont know how to
A. They dont pick the right

words/phrases
They miss out the crucial word in the
question e.g The cold, so their
focus is wrong
They pick random words and
phrases
They cannot see an overview

do this?
Encourage students to spot the

patterns in language.
In Maths, spot the pattern:
2 4 6
____
The SAME patterns can be seen in

words
Spotting Pattern Starter

What do allActivity
these words have in
Embellished
fantasy
common?
Speculation
Stealthily
roaming
cynically
dismissed
mysterious
depths
rural legends
B. They dont know the meanings of

words
The mark scheme states dictionary
definition is required.
If they dont know the meaning, how
can they comment on the effect?
Half marks for knowing meaning of
words

do this?
Meaning Mayhem Game 1!

Difficult words from the PPE papers
chopped up and in an envelope/bag.
Each team chooses one word and has
to come up with a dictionary definition
for the word which they write on a
white board within 2 minutes.
Definition flashes up on the board, the
definition which is closest to the real
definition gets a point.
The team with the most points wins a
prize

Who Wants to be a Millionaire style
game
What is the correct definition of
cynical is it
a) Someone who looks on the positive
side of life?
b) someone who is realistic about
situations?
c) someone who has a negative world
view?

The game Atoms with a twist!
Some people have a card with a
word/phrase on it
Some have dictionary definitions
Some have effects
Class wander round looking at other peoples
cards while music plays, when music stops,
they have to make a word/meaning/effect
line.
C. They dont know how to comment on

the effect
Denotation
(Dictionary
definition)
Connotations and
associations
The IGCSE Iceberg

A. They struggle to summarise

information
Summarise
B. They struggle to be concise
A.They struggle to summarise

information
B. They struggle to be concise
They have to summarise a specific
thing, NOT the whole passage.
They have to be concise making at
least one point per line, if not two.
EASY marks to pick up once they
know how.

do this?
Twitter.
Summarise the
reasons why people
enjoy feeling fear, as
described in Passage
B but do it as a
tweet!
Soap Summaries
Summarise the things the girls
moaned about in TOWIE (in one
paragraph!)
What Ds need to get Cs

(Mixture of hard edged and soft approach)
outines
R
ewards
R
evisit
R
allying
R
Routines
Exam drills
Equipment check
10 minute entry policy into
venue
Music/scrolling powerpoint
Same venue, same seat
Rehearsal day before with
breakfast!
Visualisation techniques
Rewards
Hoodies/ties for met target
Bacon sandwich club/early
lunch pass
Loyalty scheme/Pizza Hut buy
in
Postcards home to parents
Vouchers
Revisit
Revisit the timings (clock)
Walking, Talking, Mocks
PLC and DTT precision
SPECIFIC revision NOT
general
PPE, mark schemes and
model answers
You could set

yourself some
realistic and
practical targets
using this
booklet.
Use the PLC to
set targets
SPECIFIC and
LASER SHARP!
Rallying
Motivational videos on
Huddle
Pencil cases/team pens
War Room
Grade Watchers PE staff
Pre exam breakfast
Time for Questions!
Thank you!
Feedback/questions
to Rachel@pixl.org.uk

Shaky Cs March 2014

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Shaky Cs March 2014

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iXL Club The

lub The PiXL

March 2014 English Conference

Commissioned by The PiXL Club Ltd.

Copyright The PiXL Club Ltd,

PiXL Club The

By the end of this session

We want to celebrate with students

Success Doesnt Happen by

KEY QUESTION: Has the problem

Where are these materials?

What D students dont do

What D students dont do

A. They dont understand how to develop

A. They dont understand how to

B. They dont show equal coverage of

1) Get them to colour code A1/A2/A3

2) Create a table when they plan/you

Equal coverage across all 3

C. They struggle to recognise what would

The Practical Passage

D. They dont comprehend what they

How can we help them

The Reading Passage Race

What D students dont do

A. They dont pick the right

How can we help them

Encourage students to spot the

The SAME patterns can be seen in

Spotting Pattern Starter

B. They dont know the meanings of

How can we help them

Meaning Mayhem Game 1!

Meaning Mayhem Game 2!

Meaning Mayhem Game 3!

C. They dont know how to comment on

The IGCSE Iceberg

What D students dont do

A. They struggle to summarise

B. They struggle to be concise

A.They struggle to summarise

How can we help them

What Ds need to get Cs

You could set

Time for Questions!

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