Improving writing CPD by van19348

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									Improving writing CPD

Guided writing
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Aims of the day

• to discuss national and local expectations in
  relation to writing standards in KS1 and KS2
• to explore ways of assessing and tracking
  pupil progress in writing to strengthen AfL
• to support the use of the Primary Framework
  with a focus on the teaching sequence and
  the place of guided writing within it
• to begin to explore the use of classroom-
  focused collaborative CPD
Session 1

   Expectations
Expectations

• Look at national end-of-year and
  termly expectations
• How do age related expectations
  support identification of pupils who
  require additional support for writing?
• Identify underperforming groups in
  writing across local and national data
Expectations

       Leading improvement through using the
                Primary Framework
                      1.Analysis and self review
                       Analysing the data/tracking, collecting
                      the evidence and identifying the key
                           priorities and target groups


                                  2.Planning of CPD
                                  Focusing on outcomes and impact on pupil
                                  progress and learning aligned with skills and
   5.Evaluation                   expertise of staff and their development needs
   Evaluation of impact
   on pupil progress and key                     3.Professional support and challenge
   implications for planning                     Development of whole-school and personal
   and teaching                                  CPD plans and professional learning
                                                 opportunities to strengthen learning and
                                                 teaching
                    4.Collaborative development of
                    improvements in classroom practice
                    Sustained structured and cumulative
                    opportunities for practice, evaluate and
                    review what has been learned in the
                    classroom
Activity

• Compare own class data to the age
  related expectations for the year group
• Identify pupils who need to be accelerated
  to age-related expectations
• Identify their strengths as writers and which
  areas require further development
• Record findings on the learning log
Session 2

   Review and progression
Review and progression

Supporting high-value curricular targets
  for writing
8. Create and shape texts

9. Text structure and organisation

10. Sentence structure and punctuation
Discussion

What are the areas of strength and areas for
  development for writers in your class in the
  following areas?
• Create and shape texts
• Text structure and organisation
• Sentence structure and punctuation

Use the findings from the previous session to
  inform your discussion
Activity

Using the strand objectives, track back from
  your current year-group objectives and
  identify which prior learning would have to
  be secured to support pupils to meet age-
  related expectations

What quality-first teaching interventions would
 need to take place to accelerate pupils to
 age-related expectations?
Session 3

   Planning and pedagogy
Planning and pedagogy

Activity

  Discuss the role, content and
  structure of Guided writing in your
  particular year group
Activity

 Discuss which elements of the
 suggested Guided writing structure are
 already present in current sessions and
 which aspects will need to be refined

 Record your findings on the learning
 log
Discussion


 At which point in the writing process
 do the Guided writing sessions in your
 year group support pupils to
 accelerate their progress?

 Before, during or after writing?
AfL



      assess           plan




               teach
Activity

• Look at the exemplified teaching sequence
  from your year group

• Discuss where the target group of pupils you
  identified in session 1 would require
  intervention through Guided writing sessions,
  before, during and after writing

• Consider the expected prior learning and
  progression
Case studies

  Years 1, 3 and 5
Year 1 – Case study 1

Show video clip
Activity
Year 1 – Case study 1

• Look at the examples of writing
  completed by the children during the
  session
• Analyse the writing, prioritise a focus
  based on the current writing targets
  and consider how you would plan
  the next Guided writing session for
  each group
Year 3 – Case study 2

Show video clip
Activity
Year 3 – Case study 2

• When watching the video sequence
  consider how the teacher uses a range of
  day-to-day assessment strategies in all parts
  of the session
• Which strategy do you consider is most
  effective in the context of this lesson?
• Consider which of the assessment strategies
  are embedded in your own teaching and
  identify areas for personal development
Activity
Year 5 – Case study 3

• When watching the video consider the
  range of strategies used for effective
  feedback on learning
  Identify examples of:
   –   whole-class feedback
   –   individual feedback
   –   peer assessment
   –   self assessment

• Consider the range of strategies and
  identify an approach to trial in your own
  teaching
Year 5 – Case study 3

Show video clip
Session 4

   Putting into practice in school
    Interim tasks
•    Discuss with your HT and subject leader what has been
     learnt from the day and plan how you will carry out the
     interim task

•    Identify four children whose progress you will track in
     phonics, reading and writing

•    Work in-school with one or more colleagues to improve
     practice relating to the teaching of writing, with a focus
     on Guided writing. The precise way in which this will be
     undertaken will depend on the model of collaborative
     CPD chosen by the school. For example, you might
     decide to use a coaching model, where a more
     experienced colleague provides demonstrations for
     others and then supports them in adopting new
     techniques or approaches. Alternative models would be
     to use a ‘lesson study’ approach with a focus on
     particular pupils, or to undertake a classroom-based
     enquiry approach

								
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