mixed ability for English - just why?

There are no actual overall figures that I have ever been able to find, but of the secondary schools visited by Ofsted 4 years ago, around 40% were not setting for English, 30% for sciences, and 20% for maths. Of course, this is not a random selection, and I suspect the figures will have decreased since then. However, I also suspect that "few" might not be entirely accurate.

surely it would be the right thing to do, in order to maximise achievement for the majority?

Why would the "most able" want to play a part in this scheme? It's effectively telling bright working class children (the middle classes will all go private) that they don't matter, and their aspiration is secondary.

Well, yes, I only ever mention the Hattie stuff when it backs up my own pre-conceived opinions, to be fair!
If we could agree (and it seems logical) that in general mixed ability teaching was advantageous for weaker and "averagely' able students, but less advantageous for the more able, surely it would be the right thing to do, in order to maximise achievement for the majority?
Still think it's all about good delivery. Personally I think I'm at my most effective teaching a mixed ability class, because it suits my teaching style (and I love it). Never get to do it any more, though. So few secondary schools have mixed ability English classes nowadays (at least that it is what my highly reliable research methodology of "thinking of some schools I know" leads me to conclude!)

I agree that research methods in social science investigations is notoriously tricky.

We could try blinding, no, wait, how about randomisation, no hang on, what about a control group, no, hang on, it's coming to me...got it. Let's study one small, unrepresentative group of highly motivated volunteers who are very much aware that they are the subject of a trial, and make sure that the intervention we're testing is delivered by a highly skilled practitioner who has limitless cash. That'll do it.

I agree that research methods in social science investigations is notoriously tricky.

I like your thinking Kestrel. I'd love to know if it would work. Too.

It's pretty easy to see why grouping lower ability children together would be a problem is you are using group work and discovery-type learning. However, there is evidence to support the idea that all children, but lower ability children in particular, may benefit from more from explicit teacher-led instruction and considerably more practice than is usually considered appropriate.

So there is an interesting question here (but one which is unlikely to be researched). What would happen if schools that used setting assigned the best teachers to lower ability groups, and changed teaching methods to take into account, for example, what cognitive psychologists know about the problems with overloading working memory that discovery-type learning involves?

The Sutton Trust report on the impact of different educational strategies, which I believe was based on a huge meta-analysis of pieces of educational research by John Hattie, indicates that ability grouping actually has a negative impact on learning.

"The clear exception to this overall finding is the impact of separate teaching for gifted and talented pupils, who benefit from a range of different kinds of ability grouping. These include ‘pull-out’ classes, accelerated classes and promotion (where pupils move up a year). The identification of gifted and talented pupils is a challenge and multiple criteria for assessment should be used. The effects of these programmes provide an advantage for these pupils of three and 12 months additional learning."

The evidence is notoriously crap, largely ancient and/or foreign, confirmation biased and can be cherry-picked to suit any ideology. Meta-analysis doesn't obviously help i.e. garbage-in, garbage-out.

It may or may not be better, but EEF have now commissioned some due to report in 2018 where the project lead has rightly remarked on the remarkable lack of research in this area.

...on setting not stating

I've just had a look at the Sutton Trust info on stating. Only had a quick read but the research suggests that it is the middle and low attainers who benefit from mixed ability teaching. It suggests that those of the highest ability do not benefit and seemed to also suggest that they gained the least from group work ( although it wasn't clear on whether this was mixed ability or group work per se). So overall results will be better (and if that's the goal then all to the good) - but this isn't the same as a better learning experience for the most able.

The Sutton Trust report on the impact of different educational strategies, which I believe was based on a huge meta-analysis of pieces of educational research by John Hattie, indicates that ability grouping actually has a negative impact on learning. I don't know how to do links, but a quick google should bring it up if anyone is interested. I don't think this is what most people expect to read, and my feeling (with no evidence to back it up) is that very few schools will move towards mixed ability teaching on the basis of the evidence. But nonetheless. (And I do know that all educational research is inevitably open to dispute -it's not an exact science.)

Personally as a secondary English teacher I'm passionate about mixed ability English teaching, though I rarely get to do it. I believe it leads to a more diverse and therefore richer learning community within the classroom. Much, much more careful planning work required on the part of the teacher, of course, to differentiate to meet all needs. If the teacher either doesn't have the skills and experience to do so (and is not being supported), or if s/he is choosing not to for whatever reason, then I agree, mixed ability can be detrimental. I think it's hard to comment on OP's DD's class as we're not in there. I hope it turns out OK, OP. Flag it up with the subject leader if you're still concerned.

Brenda I feel you have been unjustly treated here, your DD should be informed about how to extend the task. BTW to a previous poster plenaries are used to check the progress made, lessons should start with the sharing of objectives/ targets/ WALT, WILF which should, in mixed ability, include a version of the all/some/ a few model to ensure all pupils are stretched. If Brenda's daughter is unsure about how to complete tasks every lesson this needs to be addressed. I would contact the school, either through the teacher themselves, HOD or perhaps the form tutor could intervene. Good luck Brenda.

Research indicates that all but the most able benefit from mixed ability teaching. There may be a particular dynamic in the class that means that your DD feels she is not learning. However, the tasks set appear reasonable to me. Grammar teaching is best done little and often i.e. through starter activities and related to the theme of the lesson.
The current scheme of work appears to be writing skills; I would be very surprised if the class didn't study a novel or some form of literature after half-term. Also, in primary school, there may have been ability groups, but the teacher is unlikely to have been an English specialist.
If you are still unhappy about the teaching (which I feel is a different issue to ability groups) at half-term, you should make an appointment to see the head of English to discuss your concerns.

areyouthere

This post by Brenda started off stating that the work was too easy and not properly differentiated for her daughter's high ability

several have pointed out that it's pretty typical fair for KS3 - even BBC Bitesize has this on descriptive writing: www.bbc.co.uk/schools/gcsebitesize/english/writing/writingtoinformrev7.shtml

So - point 1 - the tasks aren't beneath a high ability KS3 pupil.

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Then the argument changed to How is my daughter supposed to know that she can play with this task? How is my daughter supposed to know she can write down more than one word and do a bit more research?

We discussed how it would be creepy to ask anything in class or tell the teacher you'd completed the task and ask what else you could do.

I don't know the context - and maybe at that school - such rash action would lead to detention - I can only speak from Birmingham schools - which if you've read a paper recently are pretty pants as a whole from all accounts (hastening to add I don't totally believe it)...

So POINT 2 I've suggested this is a communication problem.

I've suggested that Brenda's DC doesn't need to see these as rigid tasks - where she can only write the one word - or once she's written her first version of a paragraph all work must stop!

I've suggested that Brenda's DC may be timid and need that permission to realise she can do more.

I've suggested Brenda needs to speak to the teacher but that there is genuinely a lot more than can be done with such tasks and I think that in this case Brenda's DC is missing that point.

I get that starting secondary is a steep learning curve - but I'm pretty sure any school in England would say if you're stuck raise your hand and ask for help

and as I see it Brenda's DC is bit stuck - and I think talking to the teacher might result in a solution.

I get that Brenda would prefer grammar worksheets, comprehension worksheets or read Chapter 5 - but in terms of critical thinking skills (which are higher order) - it's not really stretching her DC that much either.

areyou: you and I appear to have had opposite experiences. I loved my state primary school in the 70s -- was never bored for a moment although (perhaps because) I did a lot of independent work. Where I did get bored was in my highly academic private secondary school where we were taught, unimaginatively, to within an inch of our lives. Not in all subjects, I admit, but in most.

The "write one word" sounds like a technique for getting children to focus on their choice of language, so probably not typical.

However, I did try once suggesting to my daughter that she alleviate her boredom in her mixed ability classes by practising taking notes. She replied that she wasn't allowed to write anything unless specifically instructed to.

Please do let us know how your conversation with the teacher goes Brenda, because I, and I suspect many of us, are a little tired of hearing repeatedly that this must be you and your dd's fault.

PSBD

"I really think there's an attitudinal issue here with you and your DC".

I don't think that's really fair for the first month in secondary school. Children are desperate to fit in, find their way, not stand out from the crowd, not do something wrong. Also, some teachers can make it very clear that they don't want their methods questioned in any way - you don't know whether or not this is the case. And some children are just shy.

Brenda:

again as I and others have suggested - I think you and your DC need to have a meeting with the English teacher.

Your daughter doesn't need permission to stretch herself.

This post started off as a complaint about the tasks and has 'transmogified' into various people saying 'there's no excuse for bad teaching' or similar.

Yes - the teacher may not be communicating these tasks very well - but the simple and obvious solution - is for you to assist your daughter to reasonably sort this out. ASK THE TEACHER -

In the task 'Describe your pencil case' - could my DD have written this as fiction - maybe that the pencil case contained magic objects?

In the task 'Pick one word to describe this article' - could my DD have raised her hand and ask to use a computer to search for words with 'burger' in it? Could my DD have written out a list of word options or ideas and then indicate her choice? What was the purpose of this task? Was this about 'Headline' writing skills?

I really think there's an attitudinal issue here with you and your DC.

I'm hearing: Education happens at schools and is only from my teacher.

-The teacher must tell me precisely in fine detail what I'm expected to do.

 -It would be weird or 'creepy' to raise my hand in class and ask for help/ further information/ guidance.

Genuinely these could have been fun tasks - your daughter could have asked to use a dictionary or a thesaurus (and I suspect they are right there in class on a bookcase collecting dust). Your daughter could have asked the teacher - is this description task meant to be factual or can we be more imaginative?

Maybe it's overly PLATONIC - by which I mean a style of education Plato (the Greek philospher) introduced where learning was through dialogue and interplay of exchanging ideas and questions between students and teacher and each other - but education doesn't have to be passive.

If anything Brenda - consider what your DC could have achieved with these tasks had she been less meek and asked the teacher over to look at her work - which could have lead to the teacher praising your DC and suggesting she write a bit more about that pencil her friend gave her - but this time it's secretly a wand.

I get that your DC had a lot of attention in primary and I guess small-group lessons with the HT in English - but she's in a new situation. It is what it is. Why not try and make the most of it - rather than complain or wait for a better teacher to come along. It's never going to be like primary again.

Brenda: have a look at the assessment criteria for KS3 in Reading/ Writing here: assessment criteria KS3

In particular look at NC Level 6 ability across a range of writing:

• imaginative treatment of appropriate materials, familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully, e.g. deliberate use of inappropriate register for humour, clear emphasis on narration rather than plot

-convincing, individual voice or point of view established and mostly
sustained throughout, e.g. authoritative expert view, convincing
characterisation, adopting a role

-level of formality used for purpose and audience generally appropriate and a range of stylistic devices used to achieve effect, not always successfully, e.g. controlled informality, generalisations or shifts between conversational style and more literary language

And looking ahead to what they'll be looking to see your DC's work for her to achieve NC L7 ability across a range of writing:

• imaginative and generally successful adaptation of wide range of forms

-well judged, distinctive individual voice or point of view established and
sustained throughout, e.g. consistent handling of narrator’s persona in
fiction; well controlled use of original turns of phrase in formal discursive
writing

-generally successful and consistent control of appropriate level of
formality and varied range of stylistic devices to achieve intended effect,
e.g. varying the level of formality within a piece for effect; direct address to the reader or taking the reader into their confidence

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Brenda I get that your daughter needs to understand she can play with these assignments - she needs that formal permission. Talk to the teacher and clear this up so she can enjoy her work in English. I don't think it takes ESP (as you suggested) to have a creative take on a task - but I do think your DC, for whatever reason, feels really unsure she can do that and is worried it will be wrong or get her in trouble. Talk to the teacher and clear this up.

I strongly suspect the teacher isn't 'awful' and these assignments weren't 'low ability' or somehow beneath your DCs dignity. They didn't have to be boring tasks your DC whizzed through and once completed she just sat there waiting for class to end, not saying a peep.

I really think your DC is missing a lot of things in the assignment, how secondary school works, what is now expected from her. And from what you have said I get the impression your DC may be a bit timid/ shy and isn't the type to speak up - so may rather get lost in the crush of louder/ more attention seeking pupils in class.

Talk to the English teacher or if that's too awkward - talk to the form tutor or Head of Year - but sincerely these tasks could have been a lot of fun if your DC hadn't felt so constricted - I can only choose & write one word and then must sit and wait patiently for class to end - seems a really odd thing for a teacher to assign. I strongly feel there's a communication problem there - and it isn't just the teacher.

Brenda I sympathise with your daughter. It's boring for her and she can lose interest in the subject. Try something more challenging at home. It's really annoying when schools do that.

She is now in year 11, and the school has been preparing them for their essay controlled assessment on Richard III by such activities as "select a picture from the board to show how you are feeling about writing your controlled assessment".

Presumably, given Ofsted's new framework on levels of progress for more able children, the head has decided that his career would be more exciting if he took the school into special measures.

Btw there was no ability setting in English for the first year in either school (comp). And they never found those lessons boring. Ds1 and 2 studied Shakespeare in Year 7 (Tempest) and Ds2 even did Beowulf and Blake. Neither of my sons are v academic L 5 and L4 respectively. Ds2 had a level 3 in writing even. I could see that the tasks were difficult for ds2 but would stretch a L6 er. Yet ds2 still got plenty out of them, although we had to scribe them for him in some cases. They were never ever bored.

kestrel that is awful!

English CAs really are marks for the taking. An able student, well guided, ought to be able to bank up a very good score.

Why is it so difficult to understand that some teachers make some lessons boring and others don't? Dd is bright and in Year 7 found Geography lessons very dull. Ds1 and Ds2 in a different school found the Geography lessons exciting and thrilling. Same curriculum, same essential intake in both schools (as everyone has brothers and sisters at the schools) same results. There wasn't anything wrong with the setting (all mixed ability till GSCE) - or the curriculum. Just the way the teacher taught the lesson. Tectonic plates were exciting in one lesson, dull as ditchwater in dd's lessons.

I think bad teaching is just that.