Scaffolding independence – how to use model answers to develop GCSE Imaginative Writing
The Christmas lights are still shining and we’re all hopefully winding down as the finish line is in sight (although spare a thought for us poor souls in The North who don’t finish until 23rd December this year – I have no idea what we did to offend the person who dreamed up that particular idea!) Some of us may have completed GCSE English mocks already, others may have them planned for early next term but one thing we have in common is that unnerving sense that the 2023 exam season will soon be upon us.
Slowly does it…
Many of my students for GCSE English tuition this last month have received mock results and this year group seem to be no different to the hundreds of others who have passed before them – namely, that the general pattern is that a focus on the GCSE English Language Paper One, Imaginative Writing task is required. I’ve always maintained that students should be given space to mature and that exposure to a range of different literary and non fiction texts, poems and opportunities to experiment with writing should, naturally, improve their responses for Paper One. Obviously, the ideal is that we are working towards supporting independent learners – students that can sit in their exam and think as opposed to panic and regurgitate rote learning. But this takes time. Often time that we don’t have. Unfortunately, the reality is that the legacy of Covid-19 has created a bottleneck for learning and those opportunities to enrich and broaden student experiences have been condensed and stifled by a need to simply cover content, especially when we add GCSE English Literature into the mix.
Using meta-cognition strategies to tweak best practice
Recently, I’ve become interested in the meta-cognition strategies championed by the Education Endowment fund and am fascinated by how I can build these strategies into my subject specific content delivery. Part of the appeal is that their findings aren’t anything new – effective and experienced English teachers will have been using their strategies for years and with a willingness to make some slight tweaks, can make effective teachers even more so. Modelling forms an essential part of this and is something I’ve been consciously using for the last couple of weeks as a way to encourage autonomy and self regulation in my students. Using model answers is a way of reducing the cognitive load for students – and we all know that they could certainly do with some pressure being alleviated at the moment. Now the obvious go to for many of us is to provide some high level model answers – they not only exemplify the complex skills required to gain access to the higher bands in the mark scheme, but also inspire and encourage students to raise their game and elevate their skills, right? And yes, in the right circumstances, that’s often very true. But what if – rather than just plonking down a model answer and obligatory highlighter – we talked through the response, articulating why we made certain decisions? What if we wrote our responses in front of students, showing them how we revise and edit, rather than just presenting them with a completed grade nine response? Students need to see our thought process, maybe even watch us struggle, to ease the burden and encourage them to take risks.
Providing appropriate challenge
In my journey to improve my modelling to students I’ve also made a conscious effort to provide less successful responses for them – not only to boost the confidence and motivation of those destined for a grade five rather than the coveted grade nine, but also to encourage self evaluation, reflection and regulation within students. It’s not always useful to focus on grade nine answers, even for ‘grade nine pupils.’ So this week, in my lessons we’ve been using the two model answers that I created for students to explore. Yes, one is a top band answer with beautifully crafted language and more devices than you could ever dream of – students have found it useful to have a practical example that exemplifies the often abstract concept of ‘conscious crafting’ and this has undoubtedly ignited their competitive side as they strive to elevate their writing. But we’ve also explored the Band 2/3 answer that, ironically, was more difficult to write. We’ve used this as a way to lessen the cognitive load for those aiming for a grade four or five in GCSE English Language, in addition to building their confidence as they see how attainable that level is and motivating them to achieve and exceed their target. I’ve also used this with more able students. By encouraging them to give advice to the student on how to improve, it’s acted as foundation for redrafting where they’ve provided a commentary to articulate and model their decisions when revising the response. It’s been useful to compare the two responses, providing opportunities to develop skills of assessment and illustrate the mark scheme with tangible, practical examples. But most of all, it’s reinforced to me, as an English teacher, the importance of modelling and the contribution that this can make to the formation of independent students who can self regulate – and that’s the dream, right?
You can access various free and paid resources to further guide your revision here.