December 2008

1. LITERACY CO-ORDINATORS' CONFERENCE December 2008

2. Early Years Foundation Stage Mandy Wilkes

3. There’s a Boy in theGirl’s Bathroom Suzanne Roff & Emma Price Quarry Bank Primary

4. Improving Writing Guided Writing Support for Writing

5. Task What do you perceive as being the obstacles to progress in writing for your pupils?

6. Making Good Progress Obstacles to progress for all slow moving pupils starting at Levels 2 & 3 • Limited ability to combine all elements of writing • Generally insecure in the planning of writing • Limited opportunities for oral rehearsal • Inappropriate targets • Literacy skills not applied across the curriculum • Lack self-help strategies • Unaware of next steps for improvement – teacher and pupil

7. Writing Writing is not an abstract skill that can develop at a leisurely pace when the muse strikes. It is an essential skill of learning and must be taught effectively if the quality of pupils’ writing is to improve. Many schools commit a good deal of time beyond the literacy hour to ‘extended writing’, but much of this time is spent by pupils practising writing rather than being taught how to improve it. HMI

8. The teaching sequence for writing reading for pleasure comprehension skills Familiarisation with genre/text reading as a writer Capturing ideas drama drawing, maps, diagrams, flow charts, photographs visualisation small world play Teacher demonstration draft transfer ideas from plans into writing Teacher scribing revise Supported writing edit apply strategies and skills gained as readers Independent writing present

9. Teaching strategies to improve writing I’m beginning my story with the setting. I want it to be gloomy so I’m going to start with, ‘The leaden sky seemed as though it was weeping…’ Modelled writing Demonstration Children see choices writers make Teacher as expert I’ve written the first paragraph but I don’t think it emphasises how strongly I feel about the new motorway. Can you suggest how I can improve it? Shared writing Scribing Teacher asks for children’s ideas & clarifies them Children active & can concentrate on composition

10. Shared writing Supported composition On your whiteboards, change the verbs in this sentence to show character. Used during or after shared writing Allows teacher to immediately assess understanding Paired work to discuss choices Revises & consolidates shared work Objective precisely structured I have looked at your writing and today I want to show you how you can make your writing more interesting for the reader, by changing the word order of some of your sentences. I’ll begin with this sentence from Jack’s work… Guided writing Children are grouped on the basis of ability and need Builds confidence and encourages children to be active participants in writing conferences Teacher analyses writing, prioritises a focus and sets targets for each group Teaching tailored to specific needs of the group

11. Writing success Focus on key concepts CHALLENGE LEARNERS What does this pupil need in order to improve? THE NEXT STEP THE NEXT STEP THE NEXT STEP

12. Framework Objectives The Framework objectives have been grouped under two headings to correlate more closely with the National Curriculum: Speak and Listen for a wide range of purposes in different contexts Read and write for a range of purposes on paper and on screen 4 strands 8 strands

13. A clearer structure for Literacy STRANDS Speak and Listen for a wide range of purposes in different contexts 1. Speaking 2. Listening and responding 3. Group discussion and interaction 4. Drama Read and write for a range of purposes on paper and on screen 5. Word recognition: decoding and encoding (R,Y1,Y2 only) 6. Word structure and spelling 7. Understanding and interpreting texts 8. Engaging with and responding to texts 9. Creating and shaping texts SfW focus 10. Text structure and organisation 11. Sentence structure and punctuation 12. Presentation

14. Support for Writing Overview 9 Creating and shaping texts 10 Text structure and organisation 11 Sentence structure & punctuation Progression summary Outlines aspects of progress to expect for most children in each strand within each year. Three classroom examples for each strand, in each year group, demonstrate progression in a writing objective within a year using shared, guided and independent activities. Pupil writing targets Example targets for within year progression are provided for strand 7,8,9,10,11 Steps in Learning End of year objective broken down into smaller steps in learning to support planning. All linked to units in Primary Framework Text type guidance Additional guidance to inform planning for progression. New features and more detail.

15. Strand 9 Creating and shaping texts Y2 Progression summary Children build on their knowledge and experience of texts during Year 2 and grow more confident in planning for writing. Their handling of a range of forms becomes more consistent (for example, in their use of person and tense) as well as more creative (for example, in adapting forms and exploring vocabulary).

16. Y2 Step in Learning 2

17. Zone of Relevance sapphire black radiant bright dazzling nice

18. The power of guided writing!

19. A right riveting read!

20. BREAK

21. Communication Language and Literacy Development

22. Assessment for Learning Assessing Pupil Progress

23. Assessment for Learning StrategyLiteracy Co-ordinators’December 08

24. Where are we now – The 3 year AFL Strategy? • Assessing Pupil Progress (APP) • Priorities and Challenges.

25. 2020 VisionReport of the teaching and Learning in 2020 Review Group. ‘Personalised learning and teaching means taking a highly structured and responsive approach to each child’s learning in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils - and their parents and carers – as partners in learning.’ …learner-centred and knowledge centred Personalising learning is… …assessment-centred

26. ‘Assessment does not sufficiently inform teaching and learning.’ Ofsted – the commonest finding

27. Some Current Features of Assessment • Often seen as a separate activity from teaching and learning. • Perceived to be valid only when ‘external’ • Represented by numbers and letters. • High stakes – school and teacher accountability. • Not always trusted across schools and phases.

28. Key Principles of Assessment • Assessment is integral to effective teaching and learning. • Assessment must be fit for purpose. • National Standards are an entitlement for learners, teachers and schools.

29. The Assessment for Learning Strategy

30. Good assessment for learning makes: • An accurate assessment • A fair assessment • A reliable assessment. • A useful assessment • A focused assessment • For continuity of assessment.

31. Assessment: ways of looking Close-up Standing back Public view Periodic Transitional Day-to-day

32. What’s missing? • For Pupils? • For Teachers?

33. For Pupils For Teachers How am I doing in this subject/aspect as a whole? What are the main areas where I need to improve? Where do I show what I know and can do? How well are my pupils achieving overall? Where are the gaps in learning? How do national standards inform my teaching?

34. Assessing Pupil Progress (APP)- what is it? A structured approach to in-school assessment which: • Supports level-related judgements keyed into national standards • Provides diagnostic information about the strengths and weaknesses of individual pupils and groups of pupils. • Enables teachers to track pupil’s progress. • Informs curriculum planning, promoting teaching that is matched to pupils’ needs.

35. APP: the basic approach • Gather together written, oral and observational evidence of a pupil’s attainment. • Review the work using assessment guidelines (Standards Files) • Make judgements to assess focus (AF) level and overall judgement.

36. Challenges • Embedding APP as a process • Understanding Standards • Using assessment information to change teaching practices – to adjust pedagogy. • Using assessment information to improve school organisation – to personalise learning.

37. Assessing Pupil Progress – Assessment at the Heart of Learning Ref: QCA 08/3867 ‘Expect APP to challenge what you are doing now – but if you keep your nerve and follow the logical conclusions that devolve from it… you’ll really see the benefits.’ Primary head teacher

38. www.edu.dudley.gov.uk/primary