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ECaW Summer term LT CPD event

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					          ECaW
 Summer term LT CPD event




Every Child a Writer   LT CPD event
            Aims of the day

•   To reflect on impact of ECaW so far
•   To share good practice
•   To continue to develop aspects of writing
•   To plan for the future




Every Child a Writer                 LT CPD event
                Agenda
 Session 1 – Impact on teaching and
             learning
 Session 2 – Impact on pupils‟ attainment
             and progress
 Session 3 – Presenting whole texts
             effectively
 Session 4 – Next steps


Every Child a Writer               LT CPD event
                       Pre-course task
   Use of support      Use of Talk
   for                 for writing
   Writing materials   strategies
                                          APP
                                                             Planning,
                                                             including the
                                                             teaching
                                                             sequence


                                                                                Shared Writing




                                                                                              Guided Writing




                                                                                                     Planning
                                                                                                     units which
                                                                                                     motivate
                                                                                                     through
                                                                                                     quality text,
                                                                                                     ICT, film,
                                                                                                     drama etc




    Focusing Level     Developing Level         Establishing Level           Enhanced Level




Every Child a Writer                                                                          LT CPD event
  Session 1 – Impact on teaching
                      and learning
• Consider the progress made one (or more) of
  the classes you have supported.
• Share the development evident from the self-
  evaluation documents with a partner.
• Discuss:
  – How do you know the changes have taken place?
    Describe the evidence you have.
  – What actions led to the improvement?
  – What impact have these changes had on teacher
    attitudes and beliefs and children‟s motivation and
    engagement? How do you know?

Every Child a Writer                           LT CPD event
                          Who’s not talking?
                                              A good class is
    Who‟s that talking?
                                              a talking class.
                          A good class is a
                             quiet class.             Keep your eyes
             Let’s                                     on your own
             magpie!                                      work.




Every Child a Writer                                         LT CPD event
Session 2 – Impact on pupils’
attainment and progress
Using the data from Baseline, Autumn,
Spring and Summer, consider:
 • What % of pupils have made 2 sub-levels
   progress?
 • What % of pupils have reached age-related
   expectation?
 • Which groups of pupils have made accelerated
   progress or exceeded expectation?


Every Child a Writer                  LT CPD event
2+ sub-level                    2+ sub-level
Reading                         Writing




               Tuition pupils

Every Child a Writer             LT CPD event
Data Analysis
School:                                      Partner teachers:
Percentage of pupils who have made one
sub level or more progress since baseline:
LA average percentage:
Year 3 headlines:                            Year 4 headlines:




So what…?                                    So what…?




Plans for next term:



Suggestions for next year:




 Every Child a Writer                                            LT CPD event
Impact on pupils’ attainment and
progress
Identify any under-performing pupils:
  • Which groups of pupils have not made
    expected levels of progress or attainment?
  • Why is this?
  • What could be done this term?
  • How can they be supported through transition
    into next year?



Every Child a Writer                   LT CPD event
Impact on pupils’ attainment and
progress
Consider the pupils who have received one to one
tuition.
 • What progress has been made by the tutored pupils?
 • Has the gap been narrowed between them and their
   peers?
 • Is there a difference between those who received
   tuition in Autumn, Spring or Summer term, boys and
   girls, or different tuition timings?
 • What conclusions can be drawn as to the effectiveness
   of one to one tuition?


Every Child a Writer                         LT CPD event
                     Field report
    “Analysis of outcomes in the UK education system
    shows that around 55% of children who are in the
    bottom 20% at age seven (Key Stage 1), remain there
    at age 16 (Key Stage 4) and less than 20% of them
    move into the top 60%. This shows that children who
    perform badly at the start of school tend to perform
    badly throughout and that a good start in life is hugely
    important to later educational attainment. “

 The Foundation Years: preventing poor children becoming poor
 adults - The report of the Independent Review on Poverty and Life
 Chances
 Frank Field
 December 2010.


Every Child a Writer                                    LT CPD event
 “Later in childhood, parents continue to impact on their
 children‟s outcomes and their aspirations for their
 children start to rub off on the children themselves.
 Children‟s own attainment, social and emotional
 development and aspirations also have a significant
 impact on their future attainment. High achieving
 children reinforce the achievements that are formed by
 their background. For low achieving children the
 opposite is true as by this stage they do not have the
 resources to grow their achievements in a similar way.
 Schools can have an impact, albeit a smaller one,
 especially where good leadership and teaching
 provides an environment for poor children to thrive,
 but it has generally been found very difficult to undo the
 disadvantages carved out in the earliest years. “


Every Child a Writer                            LT CPD event
Field report - some recommendations
  “The Department for Education should ensure schools are held to
  account for reducing the attainment gap in the same way they are for
  improving overall attainment. Where a school has a persistent or
  increasing attainment gap, this should have a significant bearing on
  the inspection for the school, ultimately this should be a major factor
  in a decision on whether the school is judged inadequate.

  The Department for Education should continue to publish and
  promote clear evidence on what is successful in encouraging
  parental engagement in their children‟s learning.

  This Review is about ensuring that the life chances of the very
  poorest children are enhanced. We suggest that a new measure of
  severe poverty should be developed. This will focus attention on
  prolonged material and financial deprivation and we recommend the
  Government begins to develop a strategy specifically to help the
  most disadvantaged children.”


Every Child a Writer                                       LT CPD event
Closing the gap - what works…
Consider the impact you have seen on
pupils in ECaW schools so far. What
recommendations would you give to;
   • Reduce the attainment gap between
     disadvantaged pupils and their peers?
   • Engage parents in their pupils learning?
   • Develop strategies to help the most
     disadvantaged children in writing?


Every Child a Writer                    LT CPD event
Narrowing the Gaps: Guidance for
literacy subject leaders 2010
   “Teachers need to understand the
   potential of children from vulnerable
   groups to make rapid progress once
   they are motivated to learn.”

   “An emphasis on stimulus and
   motivation throughout the different
   phases of the plan.”

Every Child a Writer               LT CPD event
                    Strong
                    pedagogy




    Planning for                  Effective
    progression                   pupil
                                  tracking




                   Personalised
                   intervention


Every Child a Writer                          LT CPD event
Session 3: Writing at text level




Every Child a Writer      LT CPD event
   “Over  the last eight years there has
   been considerable effort made at word
   and sentence level. For instance,
   children are encouraged to use well-
   chosen adjectives that introduce a new
   element (shy giant rather than big giant)
   or deploy an adverb at the start of a
   sentence to emphasise how someone
   feels (slowly, he woke up rather than he
   woke up slowly). Perhaps we now need
   to help children think at text level, with
   the paragraph as the main unit of
   composition.”       ‘Writer-talk’ by Pie Corbett 2008



Every Child a Writer                         LT CPD event
Organise and present whole
texts effectively:
• AF3
  – In stories, endings matter – both plot and
    theme have to be resolved. Information texts
    also need endings, whether these are
    signalled by the last in a series of numbers or
    by a brief conclusion.


             http://nationalstrategies.standards.dcsf.gov.uk/node/18050


Every Child a Writer                                  LT CPD event
How can we engage at whole text
level?
•   Strands 9 and 10
•   Progression papers
•   Text type papers
•   Overview of the unit
What do we want the outcome to be?
     – Children can plan a story with a clear structure
       including a build-up, climax or conflict, and resolution.
     – Children can write a complete narrative with their
       ideas organised into paragraphs. (Stories with
       historical settings)
     – Children can write a narrative using paragraphs to
       organise ideas maintaining cohesion within and
       between paragraphs (Stories set in imaginary worlds)

Every Child a Writer                               LT CPD event
Table discussion:
Reflect on practice you have seen:
  • Whole texts used as models
  • Book talk about development of characters
    through the story
  • Book talk about how events at the end link to
    the beginning of the story
  • Teachers modelling the dilemma or story
    endings/conclusions in non-fiction
  • Examples of story endings/conclusions on
    working walls

Every Child a Writer                    LT CPD event
      Issues and Dilemmas

Forum post from ECaW teacher:
• “Hello, I am planning this unit for a year
  3/4 mixed class for the first time. Has
  anyone used any successful strategies,
  activities for this unit? Can anyone
  recommend a good quality text? Many
  thanks.”


Every Child a Writer                  LT CPD event
 Year 4 Stories that raise issues/dilemmas
     Amend and Adapt

      Know the Class          Read unit overview
                              • What are the key
                                ideas which will
Know the ‘Learning Journey’
                                support the class?

      Know the Text           • Which ideas need
                                amending/discarding?
   Know the Groups and
       Individuals


Every Child a Writer                      LT CPD event
           Character Development
                                              Character at the end




 Character at the start




What happened to make the character change?



 Every Child a Writer                               LT CPD event
      Focus on the ending
• How can we support children with
  problem/resolution?

• How can we get children to add more
  dimension to the build up?

• How can we support children to develop
  different endings?

Every Child a Writer                 LT CPD event
           Guided Learning
• How could children be
  supported during the three
  phases to write a
  successful outcome?
• Consider underperforming
  groups from earlier session
  – what might Guided
  Learning look like for them?

              Diagram adapted from Raising Boys’ Achievements in
              Writing (2004), UKLA & Primary National Strategy.




Every Child a Writer                                               LT CPD event
     Session 4 - Next steps




Every Child a Writer     LT CPD event
    Summer term – School review meeting
Discussion prompts:
• Consider the pupils who have made good progress this year.
  What has made a difference to these pupils?

• Consider tuition. What are the key lessons learnt about successful
  tuition?

• What have been the most effective strategies and techniques you
  have tried out this year?

• Which materials have you found most useful? Which will you
  recommend to colleagues?

• How has the ECaW programme supported your school’s
  development plan? How have other members of staff been informed
  and ideas shared?

• What plans are there to continue this work next year?

 Every Child a Writer                                   LT CPD event
Next steps for schools?
For example:
• Guided writing - Is this common practice in all
  classrooms? How can the expertise of the Y3
  and Y4 teachers support other staff members?
• Support for writing materials - Which of these
  materials are being utilised by all staff? How
  can the Y3 and Y4 teachers support colleagues
  in effective planning and targeted intervention?
• Tuition - How can lessons learnt in ECaW
  tuition support effective tuition in other year
  groups?

Every Child a Writer                     LT CPD event
 Next steps for you?


 • Will you be in a new role or situation next
   term?

 • Do you have new challenges?




Every Child a Writer                      LT CPD event
What skills have you learnt or developed as
ECaW Leading Teachers by …
                                 Working with
                                    other
  Working with                    teachers?
   other LTs?


                     LA Lead            Sharing
                    Consultant          ideas or
   ECaW CPD         meetings?          questions
      and                             on forum?
   materials?



 Every Child a Writer                  LT CPD event
„Out and About’……
Activity:
• Very quickly, without discussion, try to write brief „post-it‟
  headings of what skills you have learnt/developed as an
  ECaW LT (1 min)
• Now move around looking at everyone else‟s – can you
  „magpie‟ any of their ideas to add to your own „post-it‟
  pile?
• Now „share with partner – discuss
• Next „post‟ on own A3 Venn diagram. Work with a
  partner to identify which skills are transferrable to other
  roles.

Every Child a Writer                                LT CPD event
   Skills developed in ECaW         Skills for new role




                     Transferable
                        skills




Every Child a Writer                               LT CPD event
“Writing involves having something to say,
someone to say it to, language to express
the ideas, and a knowledge of standard
ways of getting language down on paper.”
Assessing language arts – Ontario assessment instrument pool (1990)


      Engaging experiences
  Purposeful opportunities to write

Every Child a Writer                                   LT CPD event
Finally…….?

Which job would you find easier …

• Cat Herder?
• or ECaW Leading Teacher?!

http://www.youtube.com/watch?v=1SmgLtg1
  Izw

Every Child a Writer                LT CPD event
  It‟s been great working with you,
        please keep in touch …
• Emma Rogers
  enquiries@emmarogers.org.uk
  www.emmarogers.org.uk
• Jacky Bindeman
  jackywht@aol.com
• Barbara Derbyshire
  barbara.derbyshire@ntlworld.com

Every Child a Writer                LT CPD event

				
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