Presentation on theme: "LT CPD event Every Child a Writer ECaW Summer term LT CPD event."— Presentation transcript:
LT CPD event Every Child a Writer ECaW Summer term LT CPD event
LT CPD event Every Child a Writer Aims of the day To reflect on impact of ECaW so far To share good practice To continue to develop aspects of writing To plan for the future
LT CPD event Every Child a Writer Agenda Session 1 – Impact on teaching and learning Session 2 – Impact on pupils’ attainment and progress Session 3 – Presenting whole texts effectively Session 4 – Next steps
LT CPD event Every Child a Writer Pre-course task
LT CPD event Every Child a Writer Session 1 – Impact on teaching and learning Consider the progress made one (or more) of the classes you have supported. Share the development evident from the self- evaluation documents with a partner. Discuss: – How do you know the changes have taken place? Describe the evidence you have. –What actions led to the improvement? – What impact have these changes had on teacher attitudes and beliefs and children’s motivation and engagement? How do you know?
LT CPD event Every Child a Writer Who’s that talking? Who’s not talking? A good class is a quiet class. A good class is a talking class. Keep your eyes on your own work. Let’s magpie!
LT CPD event Every Child a Writer Session 2 – Impact on pupils’ attainment and progress Using the data from Baseline, Autumn, Spring and Summer, consider: What % of pupils have made 2 sub-levels progress? What % of pupils have reached age-related expectation? Which groups of pupils have made accelerated progress or exceeded expectation?
LT CPD event Every Child a Writer 2+ sub-level Reading 2+ sub-level Writing Tuition pupils
LT CPD event Every Child a Writer School:Partner teachers: Percentage of pupils who have made one sub level or more progress since baseline: LA average percentage: Year 3 headlines:Year 4 headlines: So what…? Plans for next term: Suggestions for next year: Data Analysis
LT CPD event Every Child a Writer Impact on pupils’ attainment and progress Identify any under-performing pupils: Which groups of pupils have not made expected levels of progress or attainment? Why is this? What could be done this term? How can they be supported through transition into next year?
LT CPD event Every Child a Writer Impact on pupils’ attainment and progress Consider the pupils who have received one to one tuition. What progress has been made by the tutored pupils? Has the gap been narrowed between them and their peers? Is there a difference between those who received tuition in Autumn, Spring or Summer term, boys and girls, or different tuition timings? What conclusions can be drawn as to the effectiveness of one to one tuition?
LT CPD event Every Child a Writer Field report “Analysis of outcomes in the UK education system shows that around 55% of children who are in the bottom 20% at age seven (Key Stage 1), remain there at age 16 (Key Stage 4) and less than 20% of them move into the top 60%. This shows that children who perform badly at the start of school tend to perform badly throughout and that a good start in life is hugely important to later educational attainment. “ The Foundation Years: preventing poor children becoming poor adults - The report of the Independent Review on Poverty and Life Chances Frank Field December 2010.
LT CPD event Every Child a Writer “Later in childhood, parents continue to impact on their children’s outcomes and their aspirations for their children start to rub off on the children themselves. Children’s own attainment, social and emotional development and aspirations also have a significant impact on their future attainment. High achieving children reinforce the achievements that are formed by their background. For low achieving children the opposite is true as by this stage they do not have the resources to grow their achievements in a similar way. Schools can have an impact, albeit a smaller one, especially where good leadership and teaching provides an environment for poor children to thrive, but it has generally been found very difficult to undo the disadvantages carved out in the earliest years. “
LT CPD event Every Child a Writer Field report - some recommendations “The Department for Education should ensure schools are held to account for reducing the attainment gap in the same way they are for improving overall attainment. Where a school has a persistent or increasing attainment gap, this should have a significant bearing on the inspection for the school, ultimately this should be a major factor in a decision on whether the school is judged inadequate. The Department for Education should continue to publish and promote clear evidence on what is successful in encouraging parental engagement in their children’s learning. This Review is about ensuring that the life chances of the very poorest children are enhanced. We suggest that a new measure of severe poverty should be developed. This will focus attention on prolonged material and financial deprivation and we recommend the Government begins to develop a strategy specifically to help the most disadvantaged children.”
LT CPD event Every Child a Writer Closing the gap - what works… Consider the impact you have seen on pupils in ECaW schools so far. What recommendations would you give to; Reduce the attainment gap between disadvantaged pupils and their peers? Engage parents in their pupils learning? Develop strategies to help the most disadvantaged children in writing?
LT CPD event Every Child a Writer Narrowing the Gaps: Guidance for literacy subject leaders 2010 “Teachers need to understand the potential of children from vulnerable groups to make rapid progress once they are motivated to learn.” “An emphasis on stimulus and motivation throughout the different phases of the plan.”
LT CPD event Every Child a Writer Planning for progression Strong pedagogy Personalised intervention Effective pupil tracking
LT CPD event Every Child a Writer Session 3: Writing at text level
LT CPD event Every Child a Writer “ Over the last eight years there has been considerable effort made at word and sentence level. For instance, children are encouraged to use well- chosen adjectives that introduce a new element (shy giant rather than big giant) or deploy an adverb at the start of a sentence to emphasise how someone feels (slowly, he woke up rather than he woke up slowly). Perhaps we now need to help children think at text level, with the paragraph as the main unit of composition.” ‘Writer-talk’ by Pie Corbett 2008
LT CPD event Every Child a Writer Organise and present whole texts effectively: AF3 –In stories, endings matter – both plot and theme have to be resolved. Information texts also need endings, whether these are signalled by the last in a series of numbers or by a brief conclusion. http://nationalstrategies.standards.dcsf.gov.uk/node/18050
LT CPD event Every Child a Writer How can we engage at whole text level? Strands 9 and 10 Progression papers Text type papers Overview of the unit What do we want the outcome to be? –Children can plan a story with a clear structure including a build-up, climax or conflict, and resolution. –Children can write a complete narrative with their ideas organised into paragraphs. (Stories with historical settings) –Children can write a narrative using paragraphs to organise ideas maintaining cohesion within and between paragraphs (Stories set in imaginary worlds)
LT CPD event Every Child a Writer Table discussion: Reflect on practice you have seen: Whole texts used as models Book talk about development of characters through the story Book talk about how events at the end link to the beginning of the story Teachers modelling the dilemma or story endings/conclusions in non-fiction Examples of story endings/conclusions on working walls
LT CPD event Every Child a Writer Issues and Dilemmas Forum post from ECaW teacher: “Hello, I am planning this unit for a year 3/4 mixed class for the first time. Has anyone used any successful strategies, activities for this unit? Can anyone recommend a good quality text? Many thanks.”
LT CPD event Every Child a Writer Year 4 Stories that raise issues/dilemmas Read unit overview What are the key ideas which will support the class? Which ideas need amending/discarding? Know the Class Know the ‘Learning Journey’ Know the Text Know the Groups and Individuals Amend and Adapt
LT CPD event Every Child a Writer Character Development Character at the end Character at the start What happened to make the character change?
LT CPD event Every Child a Writer Focus on the ending How can we support children with problem/resolution? How can we get children to add more dimension to the build up? How can we support children to develop different endings?
LT CPD event Every Child a Writer Guided Learning How could children be supported during the three phases to write a successful outcome? Consider underperforming groups from earlier session – what might Guided Learning look like for them? Diagram adapted from Raising Boys’ Achievements in Writing (2004), UKLA & Primary National Strategy.
LT CPD event Every Child a Writer Session 4 - Next steps
LT CPD event Every Child a Writer Summer term – School review meeting Discussion prompts: Consider the pupils who have made good progress this year. What has made a difference to these pupils? Consider tuition. What are the key lessons learnt about successful tuition? What have been the most effective strategies and techniques you have tried out this year? Which materials have you found most useful? Which will you recommend to colleagues? How has the ECaW programme supported your school’s development plan? How have other members of staff been informed and ideas shared? What plans are there to continue this work next year?
LT CPD event Every Child a Writer Next steps for schools? For example: Guided writing - Is this common practice in all classrooms? How can the expertise of the Y3 and Y4 teachers support other staff members? Support for writing materials - Which of these materials are being utilised by all staff? How can the Y3 and Y4 teachers support colleagues in effective planning and targeted intervention? Tuition - How can lessons learnt in ECaW tuition support effective tuition in other year groups?
LT CPD event Every Child a Writer Next steps for you? Will you be in a new role or situation next term? Do you have new challenges?
LT CPD event Every Child a Writer Working with other LTs? Working with other teachers? ECaW CPD and materials? LA Lead Consultant meetings? Sharing ideas or questions on forum? What skills have you learnt or developed as ECaW Leading Teachers by …
LT CPD event Every Child a Writer ‘ Out and About’…… Activity: Very quickly, without discussion, try to write brief ‘post-it’ headings of what skills you have learnt/developed as an ECaW LT (1 min) Now move around looking at everyone else’s – can you ‘magpie’ any of their ideas to add to your own ‘post-it’ pile? Now ‘share with partner – discuss Next ‘post’ on own A3 Venn diagram. Work with a partner to identify which skills are transferrable to other roles.
LT CPD event Every Child a Writer Skills developed in ECaW Transferable skills Skills for new role
LT CPD event Every Child a Writer Engaging experiences Purposeful opportunities to write “Writing involves having something to say, someone to say it to, language to express the ideas, and a knowledge of standard ways of getting language down on paper.” Assessing language arts – Ontario assessment instrument pool (1990)
LT CPD event Every Child a Writer Finally…….? Which job would you find easier … Cat Herder? or ECaW Leading Teacher?! http://www.youtube.com/watch?v=1SmgLtg1 Izw
LT CPD event Every Child a Writer It’s been great working with you, please keep in touch … Emma Rogers email@example.com www.emmarogers.org.uk Jacky Bindeman firstname.lastname@example.org Barbara Derbyshire email@example.com
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