For the attention of the by dfhercbml

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									                                                                    HBS/LEA Training 2002-3; FLS in year 5              6
            For the attention of the                                Literacy CD-Rom; parents; EAL                       7
  Literacy Coordinator, English Coordinator,                        Raising standards in year 6; KS3 checklist          8
                                                                    Yr 9 Booster; Non-fiction writing                   9
     Head of English and Literacy Strategy                          KS2/3 poetry; GCSE/A level update                  10
                   Manager.                                         Publishers; networks; KS3 training                 11
                                                                    Geography Matters 2                                12
 Please pass on to colleagues who teach English                     KS3 good books; recommended perfomers              13
                  and Literacy.                                     Year 3: planning for writing instructions          14

                                                                                    Apologies:Erratum
                                                                    The November newsletter wrongly dated the following
                                                                    conference as happening on 18 March 2002. It should read
                                                                    19 March 2002. The correct details are as follows:
                                                                    ST35: Lower School Coords’ Conf (R-4)
                                                                           19 March 2002, Maryland.
                                                                        Keynote speaker: Paul Bunyan,
                                                                                chair of NATE drama committee



   Hyder Business Services working in partnership with              Spreading of Effective
                   Bedfordshire LEA
                                                                    Practice
English and Literacy                                                There is some excellent teaching of English and
                                                                    literacy in Bedfordshire schools which is
Newsletter:Mar. 2002                                                spread by sharing, planning, teaching and
                                                                    assessing together. (cf articles in this newsletter.)
This newsletter can also be found at the following website:
            www.schools.bedfordshire.gov.uk                         There is money to support this. In the primary years
                                                                    NLS ‘platform schools’ and Beacon schools offer
From the English and Literacy Centre, Biddenham Upper School,
                                                                    colleagues the chance to visit, observe and discuss
   Biddenham Turn, Bedford MK40 4AZ. Tel: 01234-408190
                      Fax: 01234-408191
                                                                    effective approaches to planning, teaching and assessing
              jacksonc@deal.bedfordshire.gov.uk                     English and Literacy. (Phone the Centre if you would like
                                                                    further information.)

            Moyra Beverton (KS3) 408144                                          Recruitment and retention
Barbara Conridge (Education consultant, Literacy) 408194
          Chris Hogan (Administrator) 408190                        In addition last year we ran focus groups for English and
  Rachel Mitchell, (Senior Admin and Finance) 408193                Literacy Coordinators of Middle and Lower schools. These
              Julie Moxon (KS3) 408187                              groups met to develop approaches and resources, to support
           Cheryl Robinson (KS1&2) 408188                           and encourage one another. Teachers and headteachers have
           Sheila Simpson (KS1&2) 408143                            found this a particularly effective model. We plan to expand
             Chris White (KS1&2) 408145                             the focus groups this year so that not only can they support
             Gill Woodland (KS3) 408144                             and reward (and retain?) good teachers, but also so that
      Simon Wrigley (NLS Line Manager) 408195                       would-be coordinators can be included for their own
                                                                    professional development (and recruitment?). (Again, if you
                                                                    wish to be included – or know of someone who would
                                                                    benefit by being invited, please do contact Simon at the
Contents:                                                           Literacy Centre)
Spreading of Effective Practice                    1
Middles English Conference 15 Feb.                 2
                                                                                     Developing capacity
LEA Targets KS2-GCSE; Bedfordshire                 3
Collaborative Writing Project update                                Consultants have observed a great deal of effective practice
Competitions; resources; KS1&2 checklist           4                in the last few years and those teachers have been invited to
KS1&2 NLS/LEA training; How Does A                 5                Maryland on 16 April 2002 to plan how best to develop
Czar Eat Potatoes?                                                  Bedfordshire capacity – by formal and informal methods.
                                                                    They will be conducting classroom-based research and


                                                                1
disseminating their practice (further details will appear in          Pupils trained in identifying good aspects of each
next newsletter).                                                      other‟s writing
                                                                      Make SATs marking explicit to pupils
In KS3 the following schools are researching practice in a            Reminders of narrative and non-narrative features
number of different aspects: Vandyke Upper, Gilbert                    placed in the middle of each writing table
Inglefield Middle, Leighton Middle; St Johns Special and              „The Hobbit‟ and pupils‟ own work used as a starting
Ridgeway Special; Grange Special and partner schools.                  point
They will work together and disseminate their practice by             Alternative words displayed (overused words explicitly
workshops, cluster groups, newsletter, website, BSIP                   „buried‟ in a flowerpot!)
conference or by hosting visits by others wishing to observe
their practice.
                                                                           Introducing Shakespeare in year 6
An English Study group has also been set up at KS3. This is                            Jane O‟Connor, Lincroft
jointly organised by BSIP and the KS3 English and Literacy             Conduct word-sort, line-sort activities before exposing
team. It is for those English teachers and departments                  pupils to whole text
interested in taking a lead in developing Bedfordshire              Annotate text and use as a stimulus for own writing
practice. The group meets for the first time on March 15 at         Hot-seating and other drama activities such as speaking
the Rufus Centre when the chosen aspect will be drama and               a line at a time as pupils cross the room (done as a sixth
English at KS3. The day will be led by Advanced Skills                  lesson during the week)
Teacher and head of drama, Barry Thompson. Teachers will            Role-play situations and characters before
be given space to reflect on approaches, develop them in                Shakespeare‟s language encountered
their own contexts and then feedback to others later. They          Present key events in story-board before seeing scenes
will each undertake to participate in some way in the               Conduct relevant non-fiction research
spreading of effective practice.                                    Use of Shakespeare video shorts
                                                                   (Pelican Big Books contain recommended teaching tips.)
 English Conference: sharing effective practice
                                                                                     Boys and attainment
On February 15 Middle schools met in Maryland for the                                  Janet Young, Mill Vale
morning to share effective practice in English at KS2. This        Beware of stereotyping boys‟ literacy. Interactive, higher
was organised by the Middle Schools and the LEA,                   order challenges appeal to both boys and girls. Boys will
supported by the Standards Fund for Literacy. It featured a        often sustain interest in narrative if linked to factual
morning of 4 excellent workshops in which teachers shared          information element, so it was found useful to link texts to
their practice and insights as follows:                            history, hence „The Art of Writing - Victorian Britain‟
                                                                   (Nicolas Roberts Publications, 2 the courtyard, Main Rd,
                                                                   Barleythorpe, Oakham. LE15 7FZ. 01572-722444).
                   KS2 test marking:
       Mary Callaghan and Elaine Pruvey, St Bede‟s
                                                                   The 3x3 Tic-Tac-Toe grid forces pupils to choose from three
Markers are sent 5 scripts whose relative merits are later
                                                                   tasks displayed on each of three lines on a grid. Research
discussed in a group led by a senior marker when scores and
                                                                   accompanied by strong visual prompts proved effective,
levels are determined. The non-narrative prompts are
                                                                   especially when pupils had to write 3 sentences: a question,
underused; organisation scored at 12-14 is awarded level 3,
15-17 level4, 18 + level 5. Suggested strategies include:          a statement and a command. Different ways of formatting
                                                                   text and representing information – in time-lines, in ladders
 coming up with a plot in a minute,
                                                                   of progression, in speech bubbles, in reported speech -
 practising beginnings and endings,                               helped boys to „chunk up‟ texts.
 consulting BBC Revise wise site,
 teaching variety of connectives                                  Non-fiction texts were linked to fiction texts: The Railway
 avoiding comma used in place of full stop – the comma            Children, Wind in the Willows, script version of Berlie
     splice                                                        Doherty‟s Streetchild (Dr Barnardo‟s). Problem-solving
 balanciing dialogue and description                              exercises proved popular: „You know about steam, now,
 precise identification of evidence to prove character‟s          with this fiction extract, find out where references to
     feelings, accompanied by reasons.                             contemporary technology feature in the narrative…‟. Boys‟
                                                                   interest was sustained because they could bring their prior
                    Narrative writing                              knowledge to the task of understanding the text.
                Emma Summerfield, Leighton
   Focus on the writing process – as a whole class and in         Recommended. Texts:
    pairs                                                          Differently Literate. Elaine Millard (available through
   Emphasise writing from own experience                          NATE)
   Demonstrate use of whiteboards – then in pairs as              Active Whole-class teaching. Robert Powell. ISBN 1-
    „study-buddies‟                                                901841-00-6. Matrix Publications department, Mere Houise,
   Devote an hour‟s English lesson to writing, in addition        75a King St, Knutsford, Cheshire WA16 6DX. Tel: 01565-
    to the 5 literacy hours                                        650045.
   Aspects- description, action, dialogue – taught
    explicitly and in sequence                                     Schools which attended received a day‟s supply cover so
                                                                   that theycould arrange another half-day off timetable in
                                                                   school for sharing the ideas explored in the morning.
                                                               2
                                                                  KS2    English Test      % L4+      85     85       86
                 Teacher assessment                               KS2    English Test      % L5+             33       38
                                                                  KS2    Maths Test        % L4+      82     82       85
As a result of a decision of the KS3 consultation
                                                                  KS2    Maths Test        % L5+             34       34
group (27/2/02), we shall be setting up a special
                                                                  KS3    English Test      % L5+      70     74       78
teacher assessment focus group. The purpose is
to produce a portfolio of year 8 English writing                  KS3    Maths Test        % L5+      72     74       76
which has been assessed by Middle, Upper and                      KS3    Science Test      % L5+      72     72       73
HBS/LEA colleagues from Bedfordshire, as                          KS3    ICT               % L5+             72       76
well as corresponding colleagues from Suffolk                     16+    5+ A*-C           %          53.5   53       55
LEA, we hope. The portfolio would contain                                GCSE (or
 a description of the context;                                          equivalent)

 the process by which the writing was                            16+    1+ A*-G
                                                                         GCSE (or
                                                                                           %          97

    developed;                                                           equivalent)
 the pupils’ work and reflections;                               16+    5+ A* - G                           92       94
 teachers’ commentary and recommended                                   GCSE (or
                                                                         equiv) inc. En
    next steps.                                                          and Ma

                                                                  16+    Av. Points score per pupil   41.4   41.0    42.0
We need such a portfolio in order to:
 help liaison groups agree standards at
  transfer and set targets for end of year 9;                     Collaborative Writing
 raise expectations of what pupils can do
  over longer time spans and with more                            Project: update
  collaboration than tests allow;
 raise the status of teacher assessment;                         Year 4 pupils have been looking at Degas’
 respect the professional partnership of                         painting and reading UA Fanthorpe’s
  Middle and Upper schools;                                       response, ‘Look No Hands!’ (printed in last
 support the breadth of the curriculum                           newsletter) They have imagined monologues
  endangered by over-emphasis on tested                           for both artiste and artist, capturing their
  skills;                                                         concerns in their language and their thoughts.
 provide a point of reference when test
                                                                  Trapeze artist:
  results arrive.                                                 What a smelly crowd!
                                                                  At least I‟ve got my Garnier shampoo
The first meeting of this group will be at 4:15                   In my hair woo!
for 4:30 – 5:30 p.m. on Monday 15 April,                          I wonder what my eldest child has cooed me for dinner?
Literacy Centre, Biddenham Upper. Please let                      Also I wonder how my small child is behaving.
                                                                  I wish I could see the time from up here
Simon know if you wish to attend.                                 It‟s boring!

If you would like to participate in any of the                    Gooor! I need to see a dentist
above schemes, or simply learn more about what                    I think I‟ll buy some more Garnier shampoo because the
is currently available, please contact your attached              next audience might be even smellier!
                                                                  Uuuum yum yum! Look at all that popcorn down there
consultant (list in last newsletter) or phone Simon               That ceiling looks appalling,
Wrigley at the Literacy Centre: 01234-408195.                     They need some polyfiller to fill those huge cracks.
wrigleys@deal.bedfordshire.gov.uk                                 They must have bought that ceiling from Treasure Trove
                                                                  - the second hand shop!

Simon Wrigley                                                     Artist:
                                                                  I might dream o her in my dreams tonight
                                                                  I love her boots they‟re lovely and silvery
                       LEA Targets                                I bet she wants to stop doing this job –
  The following table is up to date and corrects numerical        It must absolutely do her teeth in
              errors in last term‟s newsletter
TABLE 1: LEA           All        Year      Year      Year        Lewis Garner (not Garnier) and Mark Cox
Performance Measures   pupils     2002      2003      2004        Year 4 Robert Peel Lower School
                       on roll   Target(   Target(   Target
                                   %)        %)       (%)         Lynn Lynsell, their teacher, outlines the writing process:
                                                              3
1. Discuss the who, what, where and why of the painting.                5.    25 word, sentence and text level starter activities
2. Pupils in pairs jot down thoughts, sights, sounds, smells.                 KS2&3
3. Discuss ideas and word-process to explore line endings.              6.    38 drama games
4. Evaluate and revisit later in order to explore another point         7.    Grammar to help writing
of view.                                                                8.    Spelling
                                                                        9.    Advice about reading: 10 tips for parents
The class have also been involved as „book consultants‟ for             10.   The writing process
Barrington Stoke, 10 Betford Terrace, Edinburgh, EH4                    11.   Responding to pupils‟ writing
3DQ.                                                                    12.   Questions for able and talented
                                                                        13.   English curriculum 2000
The third annual gathering of the Beds Collaborative Writing            14.   Setting writing targets
Project, including our research colleague, Gabrielle Cliff-Hodges       15.   Reading and writing assessment profiles KS1-3
from Cambridge University, will take place on 30 September 2002         16.   Boys and English
at the Forest Centre.                                                   17.   EAL and English
You may have seen Bedfordshire‟s good work reported in
NATE‟s Secondary English magazine.                                                      Word-building cards
Simon Wrigley
                                                                        Recommended by Yvonne Sowerby, Kymbrook
                                                                        Lower - also phonics cards, picture cards, rhyme cards
       Can’t get materials?                                             and beginning and ending of word cards - available at
                                                                        £2:79 a pack from Wilkinson’s, High Street, Bedford.
Key stage 3 consultants have recently sent in to schools
(FAO Literacy Strategy Manager) a 5 page blue leaflet
entitled „Key Stage 3 National Strategy‟ which lists a whole
range of publications available from PROLOG, CFBT and
                                                                         KS1&2: Quick strategy check
TBC. Look out for it, it could be useful!
                                                                        Ongoing       Review      identification     of    professional
There are many useful resources published to assist you.                              development,       allocation     of    spending
The chances are that you may like to know how to get hold                             (according to Literacy Development plan) and
of ones you have not got. If so, here are the contact numbers                         arrangements for cascading training. Literacy
for Prolog, the distributors:                                                         hour, including guided reading and writing
                                                                                      (5hrs); extended reading and writing,
         Primary              0845-602-2260                                           speaking and          listening, inc. drama
         KS3                  0870-241-5771                                           opportunities (2.5 hrs); Progression in
                                                                                      phonics, Developing early writing (KS1); ALS
          Most publications are posted on the DfES website                            (yrs 3&4), Grammar for writing (yrs 3-4);
                        www.dfes.gov.uk                                               consultants work with schools towards Beds
                                                                                      2002 targets. (KS1 90% level 2+; KS2 85%
                                                                                      level 4+) Teachers attend identified training/
World Book Day Competition                                                            take part in spreading of effective practice.
                                                                        Jan    –      KS1: ELS group(s) of yr 1 pupils supported
Short story competition: 500 words incorporating                        Apr 02        by teaching assistant (visit by Regional
something local (current-day or historical).                                          Director judges training ‘exemplary’); KS2:
Prizes awarded for both under 16 and 16 +.                                            Aspects and pupils identified for booster
                                                                                      classes - classes run; Attend fully funded 4-
Submit your entry by Thurs 28th March 2002 with your
                                                                                      day training for teaching assistants (includes
name, age and address to Waterstone‟s, 11-13 Silver Street,
                                                                                      2 sessions on Literacy) 25 Feb – 29 Apr.
Bedford MK40 1SY.
Winners will be notified by post on Tuesday 2 April.                    April –       New funding details received. Further ELS
                                                                        July 02       groups run. Outcomes from tests and end of
                                                                                      year pupil assessments help evaluate successes
Recommended website to see examples of                                                of LAP and suggest areas for development.
children‟s writing at KS2 & 3 : www.cleo.net.uk                                       Attend Literacy and Numeracy Coordinators
                                                                                      conferences 24 –28 June, Shuttleworth.

A5 hand-outs, ideas and
                                                                         NLS Training programme for
resources available free to Beds                                             KS1 & 2 until 2003
schools on request:
                                                                        These are provisional dates and may be subject to some change. To
                                                                         book a place on most of these courses phone 0870-609-2015; fax
1.   NEW    Grapheme charts 1&2 for spellers
                                                                                   0870-609-2018; e-mail: cpd@hbsbeds.com.
2.   NEW    Writing weekly plan for year 3
                                                                          *This is both Lit & Num; to book a place on this course please
3.   NEW    20 ways into grammar for Lowers                                           phone Sheila Hussey on 01234-228872.
4.   NEW    Mapping drama across KS1 curriculum

                                                                    4
   Support for Special schools (conferences) and SEN in              He grabs a handful
Mainstream is being arranged with Helen Redding; details             And eats them fast.
                            will follow.
Date        Focus                          Target       Venue        He grabs another,
                                           audience                  With some cabbage,
13.3.02     KS2 Spelling bank.             Yr 3-6       Mary         If there‟s any
11.4.02     Supply, returning & overseas * R-6 teachers Mary
11.4.02     ALS – years 3&4.               TAs: 3&4     Forest       And that‟s the way, that‟s the way
16.4.02     Effective practice.            by invite    Mary         My father eats potatoes.
23.4.02     Progress in Phonics.           Yr R-2       Forest
1.5.02      ELS – years 1&2.               Yr 1&2.TA Forest
9.5.02      Guided reading KS1             Yr R-2       Forest       … drink tea …
20-21.5 2-day writing KS1                  Yr R-2       Forest       … bathe …
27-28.5 2-day writing KS2                  Yr 3-6       Mary         … sleep …
24, 25, 26, Daily: Literacy/Numeracy Lit/Num Cos Shuttle             … live …
27 & 28.6   Coords‟ Conferences.                                     … cry …
11.9.02     Progress in Phonics.           Yr R-2       Forest
                                                                     … be happy …”
20.9.02     Further Literacy Support       Yr 5 + TAs Mary
23.9.02     Further Literacy Support       Yr 5 + TAs Forest         The text contrasts the lives of humble father and the grand
24.9.02     Further Literacy Support       Yr 5 + TAs Forest         czar. It is accompanied by humorous illustrations, a page at
15.11.02 ELS – years 1&2.                  Yr 1&2.TA Forest          a time. The twist is that the father owns his happiness deeply
19.11.02 Guided reading KS2                Yr 3-6       Forest       and occupies it energetically, whereas the czar‟s happiness
25.11.02 Supply & returning teach. R-6 teachers Forest               is a shallow, borrowed, formal thing.
2.12.02     Further Literacy Support       Y5 ,TA,Senco Forest
3.12.02     Further Literacy Support       Y5 ,TA,Senco Forest       Voices can be heard in the text: the voice of the inquisitor of
4.12.02     Further Literacy Support       Y5 ,TA,Senco Forest       the children, the pompous voice of the detailed instructor of
9-10.1.03 2-day writing KS1                Yr R-2       Forest       czar‟s practices, the energetic voice of the child describing
28-29.1.03 2-day writing KS2               Yr 3-6       Forest       his/her father. These are partly carried by the repetitions
31.1.03     Supply & returning teach. R-6 teachers Forest            characteristic of oral language which lend themselves to
11.2.03     Guided reading KS1             Yr R-2       Forest       various intonations:
26.2.03     Guided reading KS2             Yr 3-6       Forest       “ … potatoes?
12.3.03     Progress in Phonics.           Yr R-2       Forest       Potatoes?”
26.3.03     ALS – years 3&4.               TAs: 3&4     Forest
31.3.03     ELS – years 1&2.               Yr 1&2.TA Forest          “That‟s the way, that‟s the way…”
(Forest = Forest Centre, Marston Moretaine; Mary = Maryland          The voices are also carried by the register and vocabulary:
     College; Shuttle = Shuttleworth College, Old Warden)            the pompous „raise‟ (czar) and the colloquial „grab‟ (dad)
                                                                     indicate very different actions – and the unaffected
                                                                     directness of „grab‟ contrasts with the elaborate arrangement
 A carefully structured text to support shared                       of the wall, the passivity of the czar and the absurdity of
              and guided writing:                                    „you‟ – how could the children be expected to carry out
                                                                     these instructions? The voices are also carried by the text
How does a Czar Eat Potatoes?                                        markers – or absence of them. The child‟s short sentences
       by Anne Rose illustrated by Janosch                           and afterthoughts separated by commas “… , if there‟s
                                                                     any…” contrast with the instructor‟s compound sentence
    Grasshopper 1973. ISBN 0-200-722573. Abelard                     replete with prepositions.
    Schuman Ltd., 450 Edgware Road, London W2,
                                                                     This is a good example of what is meant by a richly-
                                                                     patterned text and one which lends itself readily to a range
“Children, children,                                                 of children‟s writing. Contrasts between rich and poor
Answer all of you, my question:                                      (anglicised), old and young, tidy and messy, happy and sad,
How does a czar eat potatoes?                                        big and little, good and bad .. all yield rewarding trawls
Potatoes?                                                            through appropriate language and would challenge children
You raise a wall of butter                                           to find appropriate endings!
And a soldier with a cannon                                          Simon Wrigley
Shoots potatoes through the butter                                   Forthcoming 2002-3 Portfolio courses:
Into the czar‟s mouth.                                                   (Designed for teachers of the year groups which appear in
And that‟s the way, that‟s the way                                                               brackets)
A czar eats potatoes.                                                ST36: Word & sentence level (R-4)
                                                                     22 Jan & 21 March 2002 B.U.S.
                                                                     ST35: Lower School Coords’ Conf (R-4)
Tell me, child,                                                      19 March 2002, Maryland
Your father, how does he eat potatoes?                               RA39: Conference on Children’s Literature (All)
My father?                                                           12 November 2002. Corn Exchange, Bedford

                                                                 5
RA40: Practical Strategies for Improving Writing SATS       year and determine which aspects and which
Results at KS1 & 2: 7 March 2003, Forest Centre (1-6)       pupils may require extra attention in the year
RA41: Beds Collaborative Writing Project (All)
30 Sept 2002, Forest Centre
                                                            ahead. This may require a rethink of where
RA46: Extra! Extra! Read all about it! Extending            teaching assistants and other staff are
Reading Approaches: good reading habits (1-9)               deployed.
3 Oct 2002; 30 Jan; 24 April 2003 Forest Centre
RA45: Talking the Same Language: ICT to support                      INTERVENTION OVERVIEW
Literacy
17 Oct 2002, Russell House (R-6)
                                                            The Strategy has provided funding for the training,
RA48: Drama years 3-6
                                                            resourcing and teaching of intervention programmes:
5 Nov 2002, Forest Centre (3-6)
RA42: ICT and English – Branching stories (R-6)
                                                            Years 1-2
6 Nov 2002, Russell House
                                                            In KS1 ELS (Early Literacy Support) focuses on identifying
RA47: Middle School English Coordinators Conference         and supporting pupils who may have difficulty with
11 Nov 2002 Forest Centre (5-8)
                                                            particular phonic patterns and the orientation of letters.
RA 51: Secondary English Conference (7-13)
                                                            Particular group programmes support these pupils for short
14 Nov 2002, Foresty Centre
                                                            periods so that they develop confidence.
RA 50: Secondary Drama Conference (7-13)
25 Nov 2002, Forest Centre
                                                            Years 3-4
TU5: Tackling underachievement in English years 3&4
                                                            At the beginning of KS2 ALS (Additional Literacy Support)
28 Nov 2002, Forest Centre (3-4)
                                                            provides in-class support for pupils who may need to
RA49: Drama years 7-9                                       refocus on applying reading strategies to new texts and
27 Feb 2003, Forest Centre (7-9)
                                                            composing new writing structures. This is an age range
RA40: Improving KS2 SATs results
                                                            where progress (judged by value-added KS1 – year 4
7 March 2003, Forest Centre (1-6 + heads)
                                                            interim tests) seems slower in many Bedfordshire schools.
RA43: Primary Coordinators Conference (R-6)
19 March 2003, Forest Centre
                                                            Years 5-6
RA44: Thinking Through Writing
                                                            In the later years of KS2 FLS (Further Literacy Support)
27 March 2003, Forest Centre (R-6)                          focuses on developing the skills of reading between the lines
                                                            and choosing more formal language structures in different
Further Literacy Support                                    kinds of writing.

(FLS) for pupils in year 5                                  Years 7-8
                                                            At the beginning of KS3 LPUs (Literacy Progress Units)
                                                            provide half-term modules focused on 6 areas of weakness
                                                            which may inhibit pupils‟ ability to access the secondary
This will be a major part of the strategy’s work            curriculum: Phonics, Spelling, Sentences, Reading for
over 2002-3 and completes the sequence of two-              Information, Reading Between the Lines, Writing
yearly interventions aimed at groups of pupils              organisation.
who require extra support in order to maintain
                                                                           TRAINING PROGRAMME
sufficient progress.
                                                            The training programme for FLS will run in the autumn
                    SUPPORT                                 term for all Middles and Specials with pupils in year 5.

£ 958:75 will be devolved to each Middle school             1        A day for year 5 English teachers and teaching
                                                                     assistants to review quality first teaching and the
for activities and resources.The separate SF                         role of ongoing assessment to inform the next
budget for teaching assistants will be used to                       stages of teaching.
support extra hours. The training is fully                  2        A half day for year 5 teachers and teaching
funded by the LEA and attendance will trigger                        assistants and SENCOs to look at screening.
release of £145 a day towards supply cover                  3        A half day for year 5 teachers and teaching
                                                                     assistants to look at an intervention programme to
costs.                                                               support identified pupils.

              DIFFERENTIATION                               Dates are as follows:
                                                            Part 1 for one year 5 teacher + teaching assistant from
Teachers have adopted the NLS planning,                     each Middle school: 20 Sept Maryland; 23, 24 Sept at
framework and interactive teaching and                      Forest Centre.
                                                            Part 2 for one year 5 teacher + teaching assitant +
refocused on learning for all. Because children             SENCO (half a day only): 2,3,4, Dec at Maryland.
learn in different ways and at different paces,
schools systematically review progress every

                                                        6
Further details will be sent to Middle schools nearer the             may not feel confident that they have the ICT skills needed
time.                                                                 to use the hardware and set up the necessary files of work.
                                                                      Some good ideas are contained in this CD Rom, but many
Simon Wrigley                                                         teachers will need convincing that, this is, in the long run, an
________________________________________________                      effective way of teaching Literacy skills. We oldies need to
                                                                      remember that pupils are often far more confident when
                                                                      using ICT than pen and paper, as ICT based work is quicker,
                     CD Rom                                           neater, easier to redraft and hopefully won‟t get lost
                                                                      somewhere!
   ICT in the Literacy Hour
 Review of CD Rom - ICT in the Literacy Hour:                         Overall the contents of The Use of ICT in the Literacy
                                                                      Hour for Whole Class Teaching are sound. With careful
             Whole Class Teaching                                     selection of the literacy elements that can be covered, more
                                                                      even distribution of modern equipment and a growing
Once you have successfully installed the CD                           confidence amongst teachers‟ in their ICT skills, this could
Rom, the layout is very easy and you can                              be a very useful classroom tool in the 21st century.
quickly navigate around the three areas.
                                                                      Rachel Old, Margaret Beaufort Middle School
                                                                      ________________________________________________
There is useful information (the orange button)
on web links to Literacy sites (for example,                                            EAL and Literacy
Becta, Naace), with lesson plan ideas that could
be used as starting points for teachers.                              Training was run on 4 March 2002 at the Rufus
                                                                      Centre by John McAlister from MASS (Minorities
There is also a section on information about hardware used            Achievement Support Service) and Moyra Beverton
in the video clips (the green button).                                of the English and Literacy team.
The blue button leads you into a breakdown of ICT Literacy
activities from Reception to Year 6. These I find very                Both teams have written guidance about how best to
interesting, as they show the different teaching approaches,          support pupils learning English as an additional
software, and hardware used across KS1 and 2.                         language. This gives practical advice about how
                                                                      schools might best remove 10 frequently encountered
Within this section are video clips and lesson commentaries           obstacles to learning.
–so sound cards and speakers are required. Although the
clips are just snippets of lessons, I feel that the classrooms        This was initially done for EAZ schools to help
and the equipment displayed are not yet the norm in the               integrate a programme called „ESL in the
majority of schools, which could be dispiriting for many              Mainstream‟. Copies of this guidance can be obtained
teachers.                                                             from the Literacy Centre.
Also included in this section are lesson details that need to
be read very carefully in order to get a clearer overview of
the lesson as a whole. The lessons demonstrated show many             Parental partnerships
sound advantages for using ICT in the Literacy Hour with
whole class teaching. Most noticeable advantages are:                 Many Primary schools run parents’ evenings and
 Total pupil involvement                                             open days in order to explain how Literacy
 The teacher can face the class more easily and therefore            Strategy is working. Parents are shown interactive
     is more likely to ensure that pupils participate fully and
                                                                      classroom approaches and given advice about how
     effectively in the lesson
                                                                      they can support at home and in school.
 Manipulation of text can be done very quickly
 All changes and stages of progression of work can be
                                                                      The literacy team have supported about 100 such evenings – and are
     easily saved and revisited                                       looking forward to developing similar parental partnership with parents of
 It is easy to yearly access prepared and saved work and             secondary pupils. FREE hand-outs are available at the Literacy Centre. If
     quickly change and adapt it to meet the changing needs           you are running such an evening or event and would appreciate some
                                                                      support, do phone us on 01234-408195.
     of pupils.
                                                                      Schools might wish to promote the DfES FREE magazine and other FREE
As a minor criticism, I feel that the teacher, in the Year 6          publications aimed at involving parents more in the education of their
example, appears to sit back, and does not seem to check              children. Freephone: 0800-389-389
that all the pupils can actually read or comprehend the               ________________________________________________
chosen text. Was this therefore a suitably challenging
activity for the whole class?                                         Raising standards in year 6
                                                                           using the Year 6 planning exemplification materials
My greatest concern about the CD Rom is that many                                            14 January 2002
teachers, who get as far as putting the disc into the drive,                             (repeated 11 March 2002)
may be put off by their own feelings of inadequacy. They              ____________________________________________________________


                                                                  7
Key aspects of the new DfES exemplification                        (Teachers‟ Pack sold separately at £5)
materials, which are also on the web include:                      2        20 minute video tape „Share the World‟
                                                                   from Share the World PO Box 24198, London SW18 4FG
                                                                   3        20 minute video on the fur trade narrated by
   TIME: Objectives-led planning leading to a considered          Dawn French: „Raw deal‟
    written outcome every 2 or 3 weeks                             RSPCA Education: Causeway, Horsham, West Sussex
   A>A: Analysis of reading leading to application of             RH12 1HG. Tel: 01403 264181.
    features in writing (cf Grammar for Writing: the 10-part       Accompanying newsletter and literature also freely available
    process, including modelling)                                  from the RSPCA.
   SHORT TO LONG: Short activities which make
    explicit the language features at word and sentence            Also useful is the weekly TES magazine feature which
    level                                                          presents „for‟ and „against‟ arguments on an issue provoked
   TALK: Regard for the whole writing process                     by „the Big Picture‟.
    involving talk
   PURPOSE: Emphasising how audience and purpose                                     Further free help
    affect language choices
                                                                                 in raising standards at KS2
All Middle Schools were invited to a half-day at                   Research: What are teachers doing where writing results
Maryland on 14 January (repeated 11 March) at                      are higher?
which new materials were introduced to help                                – using time flexibly and provide extra time for
teach non-fiction key objectives to year 6 pupils.                             practising extended writing
                                                                           – emphasising purpose and audience in planning
We focused on how we might raise standards of                                  and teaching
discursive writing through a sequence of practical                         – doing plenty of reading into writing
activities: role-play cards, debate, card sorting and                      – providing good resources for private reading
matching, text annotation and the use of writing                               and wide range of extra-curricular experiences
frames.                                                                        (Schools Library Service)
                                                                           – using challenging whole texts with clear
In a sample of unaided work by pupils in year 6 teachers                       conventions and predictable structures
identified the following positive features.                                – explicitly linking writing assignments to other
Some pupils could already:                                                     work
1. use a range of connectives fluently                                     – involving pupils in target-setting
2. support opinion persuasively with evidence
3. construct an introduction                                       (Effective Practice in Writing at KS2. Graham Frater. Basic Skills
                                                                   Agency Sept 2001. For free copies phone 0870-600-2400)
4. use simple present tense and conditionals

However, many pupils still needed to learn to:                       KS3: Quick strategy check
1        construct fluent sentences and paragraphs
rather than list points;                                           Nov-Dec      Pupils identified for LPUs. Review policy for
Possible teaching strategy: modelling phrasing, altering           01           role of teaching assistants and apply for fully
sentence constructions for smoother links between one point                     funded 4-day training for teaching assistants
and the next; use connectives in sentences on whiteboards                       (includes 2 sessions on Literacy) 9 Jan– 11
2        make clear paragraph breaks;                                           March by completing form already received
Possible teaching strategy: jumbled sentences to sort under                     or by phoning 01525-292931.
headings; dictation – hands up where the break comes…                           Numerical targets agreed with consultant.
3        add commas to complex sentences;                                       Consultants help English departments review
Possible teaching strategy: text annotations: where and why                     lesson structures and objectives-led teaching
are commas used.                                                                from      the     framework.      Consultants
4        to accommodate opposing views.                                         demonstrate English teaching approaches at
Possible teaching strategy: role-play cards; use of                             KS3, observe teachers and support them in in
connectives: „although‟, „however‟, „on the other hand‟.                        reviewing English lesson structures. Schools
                                                                                choose how to take part in spreading effective
                 FREE RESOURCES                                                 English practice.
                                                                   Ongoing      English s.o.w. increasingly show where
Details were also given out about how to obtain                                 objectives from framework are taught; lesson
free resources to help raise standards of argument:                             structures explored; pupil progress tracked;
                                                                                cross-curricular literacy actions explored;
On animal rights and environmental issues:                                      consultants work with schools towards Beds
1        20 minute video tape from Compassion in                                2002 targets (KS3 70% level 5+) Teachers
World Farming (CIWF):                                                           attend identified training/ take part in
„Farm Animals and Us‟                                                           spreading of effective practice.
Charles House, 5A Charles Street, Petersfield, Hampshire           Jan    –     Teachers, mentors and teaching assistants
GU 32 3EH                                                          Apr 02       attend training e.g. fully funded 4-day
Tel: 01730-26807020                                                             training for teaching assistants (includes 2

                                                               8
              sessions on Literacy) 9 Jan– 11 March. LPUs
              introduced in Phase 1 schools. Regional                           WRITING WORKSHOP
              director, Wendy Whitewood, visits LEA to                                               19/09/01
              see KS3 English teaching in Middle and
              Upper schools.
              Effective practice groups/ schools begin                          Leading to discursive or persuasive essay or
              research, demonstrations and discussions.                                           debate
              Organisation of booster classes.
May –         Review of progress by those who started year                  STARTER ACTIVITIES
July 02       7 at level 3. Outcomes from tests and end of
              year pupil assessments help evaluate successes
              of LAP and suggest areas for development.                        Sort vocabulary cards into written or spoken
              Schemes of work yr 7-9 now show objectives;                       English
              lessons now show appropriate adaptations to                      Pair cards with argument and counter
              focus, support and challenge learners, as well                    argument
              as helping them reflect independently on
              learning strategies.. Attend Heads of                            On OHT work with class to link clauses and
              department training. Attend year 8 training.                      subordinate clauses
              Arrange participation in effective practice                      Brainstorm emotive words showing positive
              options. Attend BSIP conferences 28June-5                         and negative attitudes towards zoos
              July.
                                                                               Use posters of zoos and discuss, highlighting
  Checklist of 10 key features where it’s working well:                         persuasive vocabulary
                                     Very     Sort Not                         Sort sentence starters and connectives into
                                     much of         yet                        formal (for writing) and informal (for
1. Headteacher enthuses and
                                                                                conversation)
    supports staff , especially
    Literacy Strategy Manager
2. Staff share understanding that                                           DEVELOPMENT IDEAS
    literacy is everyone‟s concern
3. Audit has informed our literacy                                             In groups read text in favour of/against the idea of
    action plan & training needs                                                keeping animals in zoos. Text mark relevant words or
4. We have set curricular and                                                   phrases to support point of view. Report back to class
    numerical targets                                                           and record on flip chart for future use
5. Dedicated SF money is focused                                               In groups list the pros and cons of keeping animals in
    on our needs (Training,                                                     zoos
    observation, Booster,                                                      In groups gather information for the reasons for having
    Transition, LPUs…)                                                          zoos
6. Actions are being carried out                                               Whole class reads a positive text about zoos. Highlight
                                                                                positive words and phrases. Identify features of the
7. Training is having an
                                                                                writing style.
    observable effect in classrooms
                                                                               Use video as text as basis for debate on zoos.
8. Pupils are making progress
                                                                               Recap the features of a discursive essay (from year 6)
9. BSIP, T&L, KS3 strategy are                                                  introduce the topic „should animals be kept in zoos?‟
    all linked                                                                  Groups use information sheet to begin highlighting
10. We monitor and evaluate                                                     useful points for the essay.
                                                                               Pupils come to front of the class and stand in line 0-6 to
                                                                                show their opinions about keeping animals in zoos e.g.
  YEAR 9 BOOSTER KIT: ENGLISH                                                   0 strongly against – 6 strongly in favour.
                   DFES 0016/2002 Ring-binder:
          Order from DfES publications: 0845-6022260
                                                                            OUTCOMES
     All Upper schools should have received copies.
The DfES have asked us to point out the following:                             Each group designs a poster either in favour of or
   “Please be aware that the three short units of work which are                against zoos.
referred to in the penultimate paragraph on p.7 of this material are           Write a discursive essay on the merits and
not available on the Key Stage 3 website. At the time the material              disadvantages of zoos.
was written there were plans to produce these units, but this has not
                           been possible.”
                                                                               Write a persuasive essay giving one point of view about
                                                                                zoos
                                                                               Prepare a talk to give to the class persuading them to a
  LESSON IDEAS FROM                                                         
                                                                                particular point of view.
                                                                                Plan a debate on the topic of zoos
                                                                               As a group design a game which highlights some of the
     NON-FICTION                                                                issues raised. Write a clear set of instructions and plan
                                                                                an advertising campaign to promote the game.

                                                                        9
EXAMPLES OF VOCABULARY CARDS                                          “I sit in the car waiting, waiting.”
I accept that …      Don‟t give me that                               The writing is a kind of preparation for itself, in training for
If you get my        I don‟t go along with that                       the match of ideas to fixed meanings. Pupils should be
meaning                                                               encouraged to experiment with the effects and contexts for
However …            You cannot be serious!                           this „thinking aloud‟ kind of writing.
                                                                      e.g. Visiting relatives.
On the contrary …    Consider the alternatives                        I will meet the cousins, the bubbly cousins. The cousins who
You‟ve got to        There are people that think                      always …
balance it with this that …
A further point …    With respect …                                   He moves through questions, repetitions, actives and
                                                                      passives (and aren‟t we always scratching our heads how to
Do you get my        No but …                                         teach this? Yr 6) ending with a mixture of three tenses on
drift?                                                                three different lines: finite past passive, present and present
At the end of the    In conclusion …                                  subjunctive. Now there‟s a writing frame!
day …                                                                 e.g.
These phrases are taken from „The non-fiction book „ EMC              My weekend has vanished.(finite)
KS3 English series.                                                   I am in the classroom. (present)
                                                                      Whatever that may mean.(present subjunctive)
Julie Moxon
                                                                                                I WILL

  KS2/3 Pupils’ poetry:
                                                                                            Gary Burgess yr 8

                                                                                                I will walk
                                                                                                 I will run
From a Woodland Middle anthology: „Journeys‟, Oct. 2001                                          I will jog
                                                                                              I will get there.
                 Sunday’s Journey
                    Oliver Cresswell yr 6                                                         I will sit
                                                                                                 I will rest
                                                                                                  I will eat
             I do a journey every Sunday.                                                I will do this on the way.
            Not always the same journey.
      But it is a trip I look forward to all week.                                          I will push myself
       I spend hours before I leave planning.                                               I will pull myself
                                                                                            I will help myself
       I check everything twice, three times.                                                 I will get there.
        There are butterflies in my stomach.
       Directions and maps are often needed.                                                   I will get there
           I sit in the car waiting, waiting.                                                  I will get there
          In my mind I go over everything.                                                     I will get there
                                                                                              I have got here.
              Are we there yet I wonder?
                      Then I see it.
                     The green grass.                                       GCSE and AS/Advanced Update
                        The posts.
                    The corner flags.                                 An EDEXEL GCSE meeting will be held: Tues
                                                                      12 March, Northampton (Code: 2LE/A02/18)
                 My journey has ended.
                I am on the rugby pitch.                              To book a place go to www.edexcel.org.uk and follow the
                  Wherever it may be.                                 link GCSE Latest News

Commentary and teaching ideas:                                        Full day planning meetings will be offered in the Spring
This poem tapers to its anticipated conclusion, reflecting the        Term for teachers who have adopted the Edexcel
shape of the writer‟s mental journeying. Oliver‟s meaning is          specifications. If you miss the opportunity to attend a launch
in the shape of his writing – the habitual present tense, the         in your area, or would like further information and advice,
withholding of the destination, the colloquial style of               please contact Subject and Curriculum Adviser, Jen
statements followed by qualifying additions:                          Greatrex Tel/Fax 01226751796
                                                                      jennifer.greatrex@edexcel.org
“I do a journey every Sunday.
Not always the same journey.
But …”                                                                            Publishers’ displays
“ …twice, three times.”                                                          at the Literacy Centre:
                                                                 10
Recently published books and other materials are always on                   Let your consultant know which meetings are of
display at the Literacy Centre. For Spring and Summer term 2002 ,             greatest benefit to your department – Subject surgeries
recently published materials are on display from Rigby Star                   and network meetings have not always been well
(KS1&2)and CambridgeUniversity (Primary & Secondary).                         attended – can they be improved to make them more
                                                                              relevant to your needs or are they surplus to
                                                                              requirements?
                                                                             We are here to help you raise standards in your school


                 It‟s good
                                                                              and to link you with other teachers. Let us know how
                                                                              the service could be improved to meet your needs.
                                                                         Julie Moxon



                  to talk!                                                   Forthcoming KS3 courses
                                                                               There will be training for year 8 teachers and heads of
                                                                            department in the summer. Next academic year there will be
                                                                         training on guided reading at KS3. Further details will shortly be
                                                                                                     sent to schools.
A comment, which invariably appears on course                              Half-day training on modules from the ring-binders: English at
                                                                                KS3 (Eng) & Literacy across the curriculum (CC)
evaluation sheets, is that it was valuable to talk to
                                                                                         Focus & corresponding modules      Target
colleagues to share ideas. There are numerous                                            in English (Eng) or cross-         audience
opportunities during the year for this dialogue to                                       curricular (CC) ring-binders
take place; some have proved more popular than                           27 Feb 02     Reading: Eng 8 (GW)                 English
                                                                         1:30-3:30                                         department
others. It would be beneficial to know from
                                                                         19 Apr 02     Reading for information.            All staff
departments which settings have the greatest                             1:30-3:30     CC6 (GW)                            across the
value.                                                                                                                     curriculum
                                                                         17 May 02     Spelling. CC4; Eng 5. (GW)          All staff
Pyramid meetings: Useful for discussion of specific topics               1:30-4                                            across the
relating to transfer and liaison. They work best when there is                                                             curriculum
a very clear agenda; sharing effective practice and                      30 May 02     Active reading. CC5&7, Eng          All staff
developing practice across a key stage.                                  1:30-4        9 (GW)                              across the
Area meetings: Make an excellent forum for discussion on                                                                   curriculum
a bigger scale, linking ideas between Upper and Middle                   13 June 02    Writing Style. CC3. (MB)            All staff
schools, enabling continuity and liaison. A good example of              1:30-3:30                                         across the
this is in the Leighton Buzzard area where a unit of work                                                                  curriculum
has been planned to be taught across years 8 & 9 and ladders             26 June 02    Grammar for Writing. Eng 10         English
of progression have been developed to be displayed on all                1:30-3:30     (MB/GW)                             department
key stage 3 classroom walls.                                             To book a place on these courses, ring Literacy Admin 01234-
BSIP meetings which provide a particular focus for                       408190. Use your Literacy Standards Fund money for supply
discussion, frequently evaluating ideas which have been                                     cover costs. No course fee.
tried in the classroom. (BSIP Conferences: Middles 28-29                     Further Strategy training will be arranged in schools and
June; Uppers 4-5 July)                                                    externally. Please keep your consultant informed of your needs.
HBS subject surgeries Provide opportunities for
individuals or groups of teachers to discuss issues of their
own choice with a member of the advisory team. (Phone in
advance if specific information is required or drop in for
                                                                                 Geography Matters 2
more general matters.)
Network meetings Occasional meetings organized by                                  How some schools are making
consultants with a particular topic focus e.g. „audit to action
plan‟, as at the last meeting.
                                                                                      the KS3 strategy work
Spreading of effective practice groups Schools have
volunteered to be part of these groups, sharing their                    What do we want of learners in geography?
successes in particular aspects of English and literacy. There           Successful geographers need to have enquiring
is a small amount of funding available to assist these groups.           minds and the ability to communicate effectively
Courses A vital part of all courses is the opportunity to
discuss issues with colleagues.                                          whilst sustaining enjoyment of the subject. Using
                                                                         the principles of thinking skills, teachers enable
   It is worth remembering that your attached consultant                more of the students to stay focused, and to
    can be present at any of the above.                                  remain active learners for longer periods of time.
   Networking is not simply for subject coordinators and                Providing short focused parts in the lesson is a
    Heads of Department. Any member of the English                       useful device, which can be used as an interactive
    Department would benefit from being part of such a
    group and could well bring a refreshing perspective to               starter to some lessons, as a stopgap between
    discussions. Share the load!                                         activities or as a focus at the end of the lesson in

                                                                    11
geography, or other subjects. Geographers have                             In temperature, students can create jogs for era
been finding ways of connecting student thought                            Explosions
with word walls of subject-specific vocabulary as                          Ruin
one aspect of their learning.                                              Atmosphere

How many of the strategies suggested have you tried from the               Word webs will intrigue some students; an example for
cross-curricular folder, module 4, Spelling and Vocabulary? The            demonstration purposes exists in the cross-curricular folder,
following are examples of a range of activities provided by a group        module 4, Spelling and Vocabulary. Students are shown
of geography teachers, which you can adapt or use directly with            how words are often derived from ancient languages, which
your classes:                                                              can be a useful tool for unlocking meaning. Using
                                                                           geography as a starting point, the teacher tells students that
Ask students to design mnemonics for keywords which include a
definition                                                                 geo means world and graphy means writing or
               Linking the mnemonic to the meaning of the                  recording. How many similar words can students find
Cut            word is a useful trick, as a display of spelling            which link with these roots?
Out            jogs will provide good definitions too. If
               students create their own mnemonics, they are
                                                                           Geophysics                        Biology
Rock                                                                       Geophysical                       Psychology
               more likely to remember the word, even if they
Reason         do not remember the phrase. The key principle               Geomorpho-                        Physiology
Ice            is to experience the process.                               logy                              Chronology
Erosion                                                                                       Geography
                                                                           Automatic                         Autobio-
In another example a degree of sense is created through the                Automobile                        graphy
definition:                                                                Automated                         Calligraphy
The                 Once again the spelling jog is                         Autograph                         Biography
Eskimoes            connected to the meaning of the word.                                                    Photography
May                 The process of creating the jog,
Prefer              however, will mean that students have                  A graffiti board or working wall display of the above,
Equatorial          to look at the key word for some time.                 started in class, but added to each day by students in the
Regimes             If the task is completed in pairs,                     group can add further interest. Drawing attention to the
Although            students will have a good opportunity                  ways in which you can “cheat” appeals to some children‟s
Temperature         to discuss possible meanings, with the                 sense of fun. Select one of the words which has a link with
Usually             result that a simple task has activated                the main word, then show how the word can be changed by
Rises               the visual, auditory and kinaesthetic                  adding a different ending or suffix, for example ing or ic or
Eventually          aspects of learning.                                   ical.

Another fun way to start or finish a lesson is through                     Definition Bingo has been trialled at John Bunyan School,
individual or group hangman with a difference. All                         where a range of bingo cards are distributed to the class,
students must take part, using paper and pen or whiteboards.               which contain keywords for history: the teacher calls out a
Start by providing the number of letters in the word, and                  definition of a keyword from a list, which students then
then give a letter clue followed by a definition. Add another              match to the choices on their card. At Sandy Upper
definition and letter clue until the majority of students have             geographers have been experimenting with Word Tennis:
guessed the word. Decide how students should respond                       the teacher nominates a specific area of study from which
once they have guessed the word. Here are some for you to                  students can pick relevant vocabulary. A nominated pair of
try, (answers are given at the bottom of the article)                      students calls out specific vocabulary in turn, until one
                                                                           concedes defeat. The strategy is a useful device for
A                             B                                            revision, or retention of keywords explored during the
1.   Eleven letters           1.    nine letters                           lesson. At Burgoyne Middle School the ICT department
2.   C is 5th letter          2.   definition: coastal feature             have been working on a version of “Who wants to be a
3.   Definition:                   in middle                               millionaire?” using the keywords with 4 options of
     necessary to             3.   final letter y                          definition. The mathematics department have also devised a
     survive                  4.   it‟s an order from top to               novel way of displaying key words which is simple, yet
4.   Definition:                   bottom                                  effective: large covered card discs are suspended from the
     subsistence or                                                        ceiling to which keywords for the half-term are blutacked.
     commercial                                                            For those who want to experiment with a wordsearch or
C                             D                                            crossword for subject-specific vocabulary, try
Eleven letters                Nine letters                                 www.puzzlemaker.com for a quick and easy way of
6th letter is r               6th letter u                                 producing revision sheets.
it ain‟t „alf „ot             it‟s a process
the mercury rises             it‟s something to do with                    The subject-specific vocabulary referred to has been
                              water                                        created by teachers working in a range of national schools in
                              it‟s an action                               order to provide a clear focus for teaching key vocabulary
                                                                           across the curriculum. You will find these words in the
Another strategy is to focus students‟ attention on the part               Keystage Three Framework for Teaching English, which is
of a word, which is causing problems for many students, in                 available from Prolog. It is worth noting that the font
order to create a mnemonic for that aspect:                                Comic Sans is recommended by the NLS because of its
                                                                      12
clarity. In addition, it is more useful to write keywords in
lower case letters, as they would be written in textbooks, to
                                                                                                   Offcutts
avoid confusion about capitalisation. The subject-specific                                      0208-930-2646
vocabulary is available electronically, courtesy of Herts                                      admin@offcutts.com
CC.: for details contact Rachel Mitchell or Chris Hogan at                  Peter Cutts of Offcutts: live solo performances for children
The Literacy Centre.                                                        combining poetry, music and strong visual images to tell a
                                                                                                        story
All of these strategies offer quick and simple ways of                          (KS1-3): Animal Allspice, Glasshouse Street, Blue
engaging the interest of students and adults alike. Why not                 Hair…Approx: 45mins – 1 hr preferred audience size 120.
create your own ways of working in geography or other                                                 Fee: £225
subject areas and then send them to the Literacy website to                            (recommended by Harlington Lower)
share with others.
                                                                                         A Word in Edgeways
(Answers to group hangman activity:                                                    01908- 501214; 07905-507858
A       agriculture     B         hierarchy                                                  allan@silburygroup.org.uk
C       temperature     D         hydraulic)                                  (KS1-3): Allan Davis and Philippa Tipper: tailor-made
Gill Woodland                                                               music, performance and workshop on stories from range of
                                                                            cultures. Audience size up to 150; workshops in class sizes
                                                                                       Fee: £170 for day; £110 for half a day.
           Bedford Frontiers Club: KS3                                                  (recommended by Lincroft Middle)

             Cracking Good Books:
                                                                            Cornelius and Jones Theatre Company:
This weekly club will be run for KS3 pupils over                                                 01908-612593
the first half of the summer term. The intention is                                          www.corneliusjones.com
to promote reading. Every week we‟ll choose a                                 All shows run for approx. 50 mins and need performing
                                                                             space 4m x 4m. Fee: £165 plus VAT with max. preferred
book – discuss it and take up a reading and                                                       audience of 200
writing challenge.                                                            Productions of The Odyssey, The Toy Theatre (KS1/2);
                                                                                          Macbeth, the Tempest (KS2+)
Books will be chosen from a range of good contemporary                                 (recommended by Alameda Middle)
writers. Each week students will focus in detail on a book
and its possibilities. Activities will include –
1. Losing and finding yourself in a book                                                  Shakespeare 4 Kidz:
2. Forum session: advocates and detectives                                                       01883-723444
3. Turning books inside out – 1st person collaborative                                   www.shakespeare4kidz.com
     narratives                                                                    Primary workshops £250: 2 hours, 2 actors
4. Enacting books                                                            Midsummer Night‟s Dream, Macbeth, Romeo and Juliet,
5. Character, author and reader interviews.                                                      Twelfth Night;
6. Devising book trails                                                       KS3 masterclasses: Twelfth Night, Macbeth, Henry V:
                                                                                           £3.50 per head (min £350)
Over the six weeks we shall build up a catalogue of                               (recommended by Shackleton Lower School)
responses and activities to encourage a love of reading at
school and at home. We shall also assemble a recommended
and annotated book-list from the students‟ own reading
                                                                                           Anthony Glenn:
enthusiasms. At the end of each of the first 5 sessions                                Shaking Up Shakespeare
students will be asked to read the books – or part of the                                       0208-504-7420
books – which are to be explored the following week.                                         andrea.hall@lineone.net
                                                                              13, Cherry Tree Rise, Buckhurst Hill, Essex, IG9 6ET
Books will include some from the following list:                              KS3&4: £120 + expenses for 1-hour show; class-size
The Amazing Maurice and his Educated Rodents: Terry Pratchett
The Amber Spyglass: Philip Pullman                                          workshops £35 an hr: Twelfth Night, R&J, MND, Tempest,
The Stinky Cheese Man and other Fairly Stupid Tales: Jon Scieska                             Macb, JC… & Dickens
Postcards from No-mans Land: Aidan Chambers                                             (recommended by Simon Wrigley)
The Wreck of the Zanzibar: Michael Morpurgo
The Boy Who Lost His Face: Louis Sachar
Red Dog: Louis de Bernieres                                                                 ACKNOWLEDGEMENT
Angus, Thongs and Full Frontal Snogging : Louise Rennison
Paul Jennings: Uncanny
                                                                            Julie, Howard, Natasha and Dominic Moxon send grateful
Aimed at 15-20 gifted and able students in KS3                                thanks to all the schools and individuals who have sent
Dates and times of 6 sessions: Thursday 4:30 – 6 p.m.                       condolences and floral tributes on their loss of Emily. They
April 18, 25, May 2, 16, 23, 30. Venue: Music room, Beauchamp Middle               were of great comfort and much appreciated.
School, Hawk Drive, Bedford. Sessions will be led by Simon Wrigley


Recommended performers in schools:

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Year 3   BIG PICTURE: Study examples and write instructions 3.2.T16
term 2   (suggested activities listed below may be differently combined and revisited according to pupils‟ needs and responses)
week 8   Shared r &w                        Word & sentence                          Group tasks                                 Plenary
                                                      nd
         T12,13,14 – identify & compare     S10 1st, 2 & 3rd person                  GR: predict & identify purpose, key         What makes a good set of
Mon      purpose, merits and organisation   highlight; card sort: past and           words, structures.                          instructions?
         of recipes and instructions;       present tense + adverbs                  Compare 2/3 texts; annotate instruction     Which were precise verbs,
         model text annotation                                                       text; rearrange instructions in sequence;   adjectives?
                                                                                     change description to instruction           What strategies helped?

         T12,13,14 – identify               W17: list subject specific words;        GR: suggest substitutions in text –         Which words helped identify
Tues     organisation of recipes and        S2: experiment with adjective            words and sentences.                        what the instructions were for?
         instructions; list key features    substitution.; S3 use term adj           Derive list of ingredients and equipment    Which were precise verbs,
         T17: identify & list key words,    appropriately                            from set of instructions; devise list of    adjectives – can you suggest
         compose sentences, adjust adjs                                              ingredients for particular activities eg    alternatives?
         & advs                                                                      how to brush teeth, …for particular         What strategies helped?
                                                                                     audience (eg for secrecy, for novice…)
         T16 – model the writing of         S9: deleting and adding words to         GW: Ideas and notes, try out with r & w     Listening to others: what could
Weds     instructions from yesterday‟s      sentences; S4: pluralisation,            partners                                    be deleted/added?
         list; model good r&w               collective nouns –for amounts of         Reduce existing text to set number of       Which words are essential?
         partnership prompts                ingredients in recipes                   words; devise series of instructions        What helped in r&w
                                                                                     using list devised by class …               partnerships?
         T16 –adjust instructions from      Reinforce above as necessary             GW: Add, take away, r & w partners          Listening to others: what could
Thurs    yesterday‟s list (using pupils‟                                             Devise series of instructions using list    be deleted/added?
         work if ready)                                                              devised by class; annotate text to show     Which words are essential?
                                                                                     which parts are clear - where words         What helped in r&w
                                                                                     might be added – where deletion or          partnerships?
                                                                                     rearrangement is possible …
         T16: Reflect using examples of     Reinforce above as necessary             GW: Edit and proof-read with r & w          What helped in r&w
Fri      pupils‟ work                                                                partners                                    partnerships?
                                                                                     Devise series of instructions using list    What makes a good set of
                                                                                     devised by class; add serving               instructions?
                                                                                     suggestions/ health warnings; reduce
                                                                                     instructions to word limit…




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