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Put a process in place for subject teachers to review and have input into SS1 2 and 3 questions.

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Summarising from a series of texts is a serious challenge
Note taking
Vocabulary cramming
reading processing, understanding and synthesising
Solutions: vocabulary lists; self-study? cover language elements in Ls before they are needed in subjects

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More puppy love required

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Subject teachers need more vocab but LTAS teachers do not want to wander into subject teaching. Solution: subject teacher provides glossaries for inclusion into LTAS lessons.

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We spend time putting together homework tasks that feed into subsequent lessons and only some do it. One solution might be to give students a research task as homework and then set something v similar in the subsequent class, to test their autonomous learning/research skills rather than their language skills/knowledge (as higher level students can often just ‘wing it’).

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The ADM subject and ELTAS teachers share an office, so student issues, student progress, assessment tasks etc are easily discussed.

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Problem of student perceptions of relevance - is student perception the best measure?

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Alignment of tasks across ELTAS and subjects - eg subjects may ask for a report before any skills stuff on report writing

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ADM students tend not to apply the academic practice covered in Skills assignments to their similar subject assessments - unless there is synoptic assessment in place. There are now two synoptic assessments for FC ADM, and a proposal for another with PM ADM - hopefully this will address the issue.

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Not knowing the assessments students are doing in other modules

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Not knowing the assessments students are doing in other modules

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Share them in workshop sessions so they can be discussed in terms of the expectations of the task. This is better than just sharing by email as busy teachers are less likely to read.

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1.  Integrate subject materials (e.g texts and vocab lists) into skills assignments.
2. Think of ways to encourage extensive reading / active research (bitesize reading, reading groups, set texts, periodicals)

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Same problem with homework/independent learning as other group - very rare to get a critical mass who have done independent preparation for a class. Solutions?

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Ask students to do something to show understanding - a task. Tasks could be limited to part of a text rather than all of it initially (if it’s long) then build on this. Should subject teachers refer some texts to language teachers to deconstruct difficult parts of text - more complex phrases, idiomatic language, cultural ideas, if needed?

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High motivation. Good sense of community.

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Students often want one correct answer and focus on the grades rather than the process. Can be a reluctance to engage with the process. Reluctance to do the reading. Reading is an issue across modules.

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Student can have difficulty accessing conceptually and linguistically complex texts.

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This would be useful. The key is thinking about how to make this practical. Lists on VLE as well as wrod lists the beginning of term. Could make a glossary for students. Give out at beginning of the year.

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Students don’t bring books or they have pages photographed on their phone 

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Students don’t bring books or they have pages photographed on their phone 

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A Powerpoint at the beginning of the term, then as and when needed, telling them they should bring books, switch off phones, be on time, have a pen/paper etc.
Paper reminders for persistent offenders? Email reminders from the admin dept on these issues.

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Subject teachers should incorporate more reading and writing emphasising the importance of English. Marking and feedback should mirror ELTAS criteria.

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students can't effectively paraphrase
Has low cohesion
write with a specific reader in mind
Solution: Make the science cohorts assessment cover or overlap with the SS2 report.

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Module outcomes do not always align across modules. E.g. vocab lists in skills can take away from activities.

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Greater awareness of who teaches which students across teams would be useful.

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students focus on copying and repeating and memorising
Attitude towards testing and homework is a focus on product not process
exam focus
Grades are more important than diagnosing understanding
SS classes could be more focused on preparing students to be better students?

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Students should have time to reflect on their learning at the end of lessons, eg 3 questions to discuss or summarising points.

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Mechanism and Process for working together - sharing glossaries/looking at assessments across curriculum

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Mechanism and Process for working together - sharing glossaries/looking at assessments across curriculum

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Attend meetings

Having a week in the course for cross curriculum

Applying lateness/phone rules evenly

Feed back to teachers how we have made these changes.

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essay writing
referencing
citation
note taking from lectures - developing notes
extended listening skills - listening for long periods
university record lectures
provide PowerPoint slides beforehand? - flipped learning
scaffolding prior to lectures
self reflection

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research skills
autonomous learning