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English for Success

 

School Review Tool (Review Areas A, B, C, D, E, F, G and H)

 

The school review tool is designed to identify where schools are in developing the teaching and learning of English language and STEM through the medium of English, to enable the school to action plan further development in key areas. It will also enable the English for Success project to address the needs of the schools and provide appropriate support to help schools, departments, teachers and students develop their capabilities.

 

Activity 1: Using the review tool

  1. As an individual use the review tool to review where your school is currently for Review Areas A, B, C, D, E, F, G and H.
  2. Read the criteria at each level for each of the areas.
  3. Highlight the criteria you are achieving.
  4. Please do not be afraid to ask for explanation or clarification as you go through the criteria.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A Leadership and Management

While every teacher can make a difference, a department can achieve more and with cross departmental co-ordination and senior leadership support in English language and STEM through the medium of English, success for students in English language and STEM through the medium of English will be maximised.

Emerging

Developing

Extending

Leading

        There is no explicit subject leadership on teaching STEM through the medium of English for Years 10 and 11 or for the teaching of English language. There is no leadership collaboration between the two departments. Teachers work as individuals

        There is no monitoring of student performance and teaching and learning in English language or STEM through the medium of English in Years 10 and 11. Some individual English language and STEM through the medium of English teachers carry out this as part of their personal reflection

        There is no policy or action plan in place for the development of English language and the teaching of STEM through the medium of English

        There is clear subject leadership for STEM through the medium of English for Years 10 and 11 and for the teaching of English language. The heads of department are aware of the need to work together to support teacher professional development and students to progress in English language and STEM through the medium of English

        There is some monitoring of student performance and teaching and learning in English language and STEM through the medium of English in Years 10 and 11

        Separate English language and STEM through the medium of English departmental action plans have been developed by the heads of department for teacher professional development and increased student achievement

        The STEM and English language heads of department have started to define a strategy for developing the teachers in their departments and student achievement

        There is some monitoring of student achievement to monitor the effect of teacher development on student performance in English language and STEM through the medium of English

        Separate departmental action plans are developed collaboratively, involving all members of each department, for teacher development and student achievement

        There is a Whole school policy in place for the development of English language and the teaching of STEM through the medium of English developed collaboratively with all members of the English language and STEM departments

        Monitoring of effectiveness is undertaken by studying student achievement in English language and STEM through the medium of English

        Collaborative action planning takes place to ensure the continuing professional development of all staff in the two departments, and effective and stimulating teaching and learning experiences in English language and STEM through the medium of English

 

B Team Work

High performing teams have a significant effect on student motivation and achievement; and team member wellbeing.

Emerging

Developing

Extending

Leading

        A few English language and a few STEM through the medium of English teachers share practices and teaching resources

        A few English language and a few STEM through the medium of English teachers plan lessons together

        A few STEM through the medium of English teachers prepare to deliver lessons and assess students together and consult with English language colleagues

        Most English language and most STEM through the medium of English teachers share practices and teaching resources with each other

        Most English language and most STEM through the medium of English teachers plan lessons together

        Most STEM through the medium of English teachers prepare to deliver lessons and assess students together and consult with English language colleagues

        There are weekly timetabled English language and STEM through the medium of English departmental sharing sessions in which team members share practices and teaching resources (as separate departmental teams)

        The English language team and the STEM through the medium of English team plan the teaching programme together for Years 10 and 11 (as separate departmental teams)

        All STEM through the medium of English teachers prepare to deliver lessons and assess students together and consult with English language colleagues

        The sharing of good practice is embedded in the work of the English language and STEM through the medium of English teams and a central team resource bank provides a wide range of teaching resources that apply a wide range of teaching and learning approaches (separate departmental teams)

        There is an English language and a STEM through the medium of English department scheme of work developed by the team that applied the strengths and interests of all members of the team (separate departmental teams)

        All STEM through the medium of English teachers prepare to deliver lessons and assess students together with a STEM colleague and have an English language ‘buddy’ with whom they can consult with

 

C Teacher personal and professional development, action research and reflective practices

School and departmental improvement can be achieved through personal and professional development of teachers that addresses the needs of individual teachers. Teaching and learning experiences can be improved through action research, reflection and action planning. These practices also provide high quality personal and professional development

Emerging

Developing

Extending

Leading

        Some STEM through the medium of English and some English language teachers have expressed a concern about the level of their English. Some teachers from both departments have attended professional development courses

        Some individual STEM through the medium of English and some English language teachers reflect on their lessons

        Some STEM through the medium of English and some English language teachers carry out individual action research and use the outcomes to improve practices

        All STEM through the medium of English and all English language teachers have attended professional development courses. These have been generic courses for all

        Some STEM through the medium of English and some English language teachers reflect together on their teaching and learning (separate subjects)

        Most STEM through the medium of English and most English language teachers carry out action research and use the outcomes to improve their individual practice (separate subject)

        The personal and professional development needs of some teachers have been identified and they have attended appropriate professional development courses to address their individual needs

        All teachers have a reflective partner with whom they reflect on their teaching and learning experiences

        All STEM through the medium of English and all English language teachers carry out action research and use the outcomes to improve their individual practice

        The individual personal and professional development needs of all STEM and all English teachers are identified and appropriate individual personal and professional development is provided

        All STEM through the medium of English and all English language teachers have a reflective partner with whom they go through the process of planning together, observing each other’s lessons, reflecting together and action planning further development

        The teams work as a learning community, carrying out action research, sharing the outcomes, and action planning collaboratively further development of practice

 

 

 

D Teaching and learning for high student motivation and success in English language

The quality of teaching together with rich, interesting and relevant learning experiences are the foundation for success in English language.

Emerging

Developing

Extending

Leading

        All teachers develop the reading skills of students through the exercises provided in the textbook

        All teachers use the exercises in the textbook to develop the students’ writing skills

        All teachers use the exercises in the textbook to develop the students’ spoken English skills

 

        All teachers develop the reading skills of students through the exercises provided in the textbook and some use additional stimulating activities from other resources to further motivate and develop the students’ reading skills

        All teachers develop the writing skills of students through the exercises provided in the textbook and some use additional stimulating activities from other resources to further motivate and develop the students’ writing skills

        All teachers develop the Spoken English skills of students through the exercises provided in the textbook and some use additional stimulating activities from other resources to further motivate and develop the students’ writing skills

        All teachers use a wide range of resources and activities to develop the reading skills of students. Some teachers also use a range of different books and types of publication to further stimulate and enhance the students’ skills and develop their motivation

        All teachers use a wide range of resources and activities to develop the writing skills of students. Some teachers also use in-context activities that involve students in writing for different audiences and purposes to further stimulate and enhance the students’ skills and develop their motivation

        All teachers use a wide range of resources and activities to develop the Spoken English skills of students. Some teachers also use in-context simulation or role play activities that involve students in debating issues or presenting solutions to problems

        All teachers use a wide range of books and publications to further develop and stimulate the students. The department has an extensive library of English books and other publications

        All teachers use in-context activities that involve students in writing for different audiences and purposes to further stimulate and enhance the students’ skills and develop their motivation. The department also organizes competitions, with peer evaluation using these approaches. There is a central bank of these activities for the teachers to use

        All teachers use in-context simulation or role play activities that involve students in debating issues or presenting solutions to problems. The department also organizes competitions, with peer evaluation using these approaches. There is a central bank of these activities for the teachers to use

 

E Teaching and learning of STEM through the medium of English to develop English and Scientific literacy, the development of deep understanding, critical and creative thinking and scientific capability

The quality of teaching through the medium of English together with a rich, interesting and relevant curriculum are the foundation for success for STEM subjects.

Emerging

Developing

Extending

Leading

        Some individual teachers use active reading, group discussion and active writing techniques to develop students English and Scientific literacy skills

        Some teachers use inquiry-based approaches to develop the deep understanding, critical and creative thinking of students through the medium of English

        Some teachers develop the Scientific Inquiry process skills of students through the medium of English

 

        Most teachers use active reading, group discussion and active writing techniques to develop students English and Scientific literacy skills. Some teachers also use games, simulations and role play to further develop the students’ literacy, knowledge and understanding through the medium of English

        Most teachers use inquiry-based approaches to develop the deep understanding, critical and creative thinking of students through the medium of English. Some teachers also use problem-based approaches to further enhance these skills through the medium of English

        Most teachers develop the Scientific Inquiry process skills of students through the medium of English. Some teachers involve the students in structured scientific inquiries through the medium of English

        Most teachers also use games, simulations and role play to further develop the students’ literacy, knowledge and understanding through the medium of English

        All teachers use inquiry-based approaches to develop the deep understanding, critical and creative thinking of students through the medium of English. Most teachers also use problem-based approaches to further enhance these skills through the medium of English

        All teachers develop the Scientific Inquiry process skills of students through the medium of English. Most teachers involve the students in structured scientific inquiries through the medium of English. Some involve the students in carrying out open-ended whole scientific inquiries with students communicating the outcomes through reports, posters, exhibitions or presentations to develop their STEM capabilities through the medium of English

        All STEM teachers use the full range of active teaching and learning approached to develop the students’ English and Scientific literacy, knowledge and understanding of STEM through the medium of English

        All STEM teachers use in-context inquiry and problem-based approaches to develop the deep understanding, critical and creative thinking of students through the medium of English

        All STEM teachers engage students in carrying out open-ended whole scientific inquiries with students communicating the outcomes through reports, posters, exhibitions or presentations to develop their STEM capabilities through the medium of English

 

F Student achievement in English language

The professional development of English teachers, the development of the team and subsequent development of teaching and learning is designed to increase the achievement of students in English language

Emerging

Developing

Extending

Leading

        All students can read simple short passages of text from the textbook and understand the text. Some can read and understand simple passages from a range of sources

        All students can write simple sentences for exercises in the textbook. Some can write short descriptive passages

        All students speak confidently and effectively, including using Standard English confidently in classroom discussion. Some can give short speeches and presentations, expressing their own ideas

        All students can read and understand simple passages of text from a range of sources. Some students can read and understand children’s books

        All students can write short descriptive passages. Some can write short stories

        All students can give short speeches and presentations, expressing their own ideas. Some can participate in formal debates and structured discussions, summarising and/or building on what has been said

        All students can read and understand children’s books. Some students can read and understand adult books and publications

        All students can write short stories. Some students can write in the full range of styles - poems, newspaper articles, letters etc.

        All students can participate in formal debates and structured discussions, summarising and/or building on what has been said. Some can improvise, rehearse and perform play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact

 

        All students can read and understand a wide range of different adult books and types of publication

        All students can write in the full range of styles – poems, newspaper articles, letters etc.

        All students can improvise, rehearse and perform play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact

 

 

 

 

 

G Student achievement in STEM through the medium of English

The professional development of STEM teachers, the development of the team and subsequent development of teaching and learning is designed to increase the achievement of students in STEM through the medium of English

Emerging

Developing

Extending

Leading

        Most students have some knowledge of scientific terminology in English. Some students can express simple ideas and give simple scientific explanations in English

        Some students can explain scientific phenomena from hands-on experience in English

        Some students can carry out all of the process skills in English

        All students have some knowledge of scientific terminology in English. Most students can express simple ideas and give simple scientific explanations in English. Some students can express deep knowledge and understanding of the scientific concepts in English

        All students can explain scientific phenomena from hands-on experience in English. Some students can apply their understanding to solve problems in English

        All students can carry out all of the process skills in English. Some students can carry out a structured scientific inquiry in English

        All students can express simple ideas and give simple scientific explanations in English. Most students can express deep knowledge and understanding of the scientific concepts in English. Some can express their understanding when communicating for different audiences and purposes

        All students can apply their understanding to solve problems in English. Some students can communicate their solutions and evaluate their solutions in English

        All students can carry out a structured scientific inquiry in English. Some students can plan, carry out, and communicate the outcomes of a an open-ended scientific inquiry in English

        All students can express deep knowledge and understanding of the scientific concepts in English. Most can express their understanding when communicating for different audiences and purposes

        All students can communicate their solutions and evaluate their solutions in English

        All students can plan, carry out, and communicate the outcomes of a an open-ended scientific inquiry in English

 

 

 

 

H Development of student 21st Century skills through English language and STEM Learning Experiences

Students who can self and peer assess, as well as developing teamwork, leadership, problem solving and communication skills, are well equipped to make informed choices and judgements about their learning and achievement of 21st Century Skills

Emerging

Developing

Extending

Leading

        All English teachers provide opportunities for students to develop and assess their communication skills. Some English teachers provide opportunities for students to develop and assess their team working skills

        All STEM teachers provide opportunities for students to develop and assess their communication skills. Some STEM teachers provide opportunities for students to develop and assess their team working skills

        All students have developed communication skills and can self and peer assess their skills. Some students have developed their team working skills and can self and peer assess their skills

        All English teachers provide opportunities for students to develop and assess their team working skills. Some English teachers provide opportunities for students to develop and assess their Leadership skills

        All STEM teachers provide opportunities for students to develop and assess their team working skills. Some English teachers provide opportunities for students to develop and assess their Leadership skills

        All students have developed their team working skills and can self and peer assess their skills. Some students have developed their leadership skills and self and peer assess their skills

        All English teachers provide opportunities for students to develop and assess their Leadership skills. Some teachers provide holistic experiences through simulation, role play and problem-based learning experiences for students to develop their problem solving skills and apply all the other 21st Century skills

        All STEM teachers provide opportunities for students to develop and assess their Leadership skills. Some teachers provide holistic experiences through scientific inquiry, inquiry and problem-based learning experiences for students to develop their problem solving skills and apply all the other 21st Century skills

        All students have developed their leadership skills and self and peer assess their skills. Some students have developed their problem solving skills and can self and peer assess their skills

        All English teachers provide holistic experiences through simulation, role play and problem-based learning experiences for students to develop their problem solving skills and apply all the other 21st Century skills

        All teachers provide holistic experiences through scientific inquiry, inquiry and problem-based learning experiences for students to develop their problem solving skills and apply all the other 21st Century skills

        All students have developed their problem solving skills and can self and peer assess their skills. All students can apply all the 21st Century skills to solve real world problems

 

Activity 2: Using the summary grid

  1. For each of the 8 areas you will colour in the boxes for the criteria you have achieved
  2. If no criteria have been achieved colour ‘0’
  3. If two criteria have been achieved at ‘Emerging’ colour boxes ‘1’ and ‘2’
  4. If all in ‘Emerging’ and 2 in ‘Developing’, colour boxes ‘1’, ‘2’, ‘3’, ‘4’ and ‘5’ etc.
  5. Write comments in the ‘comments’ box for each area to explain the score for that area

 

Review Area

0

1

2

3

4

5

6

7

8

9

10

11

12

Comments

A Leadership and Management

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

B Team Work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C Teacher personal and professional development, action research and reflective practices

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

D Teaching and learning for high student motivation and success in English language

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

E Teaching and learning of STEM through the medium of English to develop English and Scientific literacy, the development of deep understanding etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

F Student achievement in English language

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

G Student achievement in STEM through the medium of English

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H Development of student 21st Century skills through English language and STEM Learning Experiences

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 3: Developing the Action plan

  1. Look at the criteria achieved on the review tool and those at the next level/levels to decide which level the school could realistically move to during the next semester/6 months for each of the 8 review areas
  2. Make a note of where you want to get to in the ‘target level for the next 6 months’ in the action planning grid
  3. Decide what the school will need to do to achieve it – professional development, resources, team development etc.
  4. Record the actions in the appropriate box in the table
  5. It is important to note that these areas for development and actions have to be achievable during the next 6 months

 

Review Area

Target level: What level/criteria do you want to achieve during the next semester/6 months

Actions to be implemented during the following semester

(What do you need to do, how will you do it, and when will you do it?)

A

 

 

 

 

 

 

 

 

 

 

 

B

 

 

 

 

 

 

 

 

 

 

 

C

 

 

 

 

 

 

 

 

 

 

 

D

 

 

 

 

 

 

 

 

 

 

 

E

 

 

 

 

 

 

 

F

 

 

 

 

 

 

 

G

 

 

 

 

 

 

 

H

 

 

 

 

 

 

 

 

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