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© Crown copyright 2009 CLLD Consultants’ CPD Events March 2010
© Crown copyright 2009 2 Aims The purposes of the day are (i) to continue to explore ways of disseminating effective practice that leads to observable change and (ii) for the national team of funded CLLD consultants to have a shared understanding of future developments in the early literacy agenda as we prepare for the changing world after March 2011.
© Crown copyright 2009 3 Agenda Welcome and introduction Session 1: The transition to the Revised Primary Curriculum and ‘fit for purpose’ pedagogies Break Session 2: Schools’ capacity to secure all children’s entitlement; challenging progress Session 3: Introduction to The Gateway to Writing Lunch Session 4: LA presentation and discussion Plenary and evaluations
© Crown copyright 2009 4 DCSF analysis January 2010 Relationships between EYFSP and Key Stage Results
© Crown copyright 2009 5 Relationship between EYFSP CLL scale points and KS1 Reading performance Source: SARD, 2009
© Crown copyright 2009 6 … and KS1 writing performance… Source: SARD, 2009
© Crown copyright 2009 7 … and KS1 maths performance Source: SARD, 2009
© Crown copyright 2009 8 There is a relationship between PSRN and KS1 Maths performance… Source: SARD, 2009
© Crown copyright 2009 9 …yet it is the CLL scales that are most highly correlated with KS1 outcomes Source: SARD, 2009
© Crown copyright 2009 10 Session 1 The transition to the Revised Primary Curriculum and ‘fit for purpose’ pedagogies
© Crown copyright 2009 11 Primary Curriculum Review The early phase of curricular progressions in the (draft) programmes of learning show how the primary curriculum dovetails with the EYFS…This should enable schools to plan a curriculum in Year 1 that is more aligned to the six areas of learning and development in the EYFS…To achieve this however Year 1 teachers will require a sound understanding of the EYFS’ Para 4.3
© Crown copyright 2009 12 Highly structured Adult- directed, little or no play Unstructured Play without adult support Contexts for learning: Play and Playfulness Direct instruction Providing assistance Guided interaction Participating in play Providing direct and instructive teaching Orchestrating interactive teaching Reviewing learning, intervening and supporting learning Structuring and steering independent learning Focused learning Adult-guided, playful experiential activities Child- initiated play Adult support for enabling environment, and sensitive interaction
© Crown copyright 2009 13 Unstructured Play without adult support Focused learning Adult-guided, playful experiential activities Child- initiated play Adult support for enabling environment, and sensitive interaction Highly structured Adult-directed, little or no play One-to- one Independent Whole classGuided group
© Crown copyright 2009 14 …’It follows that local providers and schools should establish policies designed to sustain children’s progress across (these) transition points.’ Para 4.1 of the Primary Curriculum Review ‘(APP).. emphasises the continuity of assessment practice with that of the Early Years Foundation Stage profile.’ Para 4.11 of the Primary Curriculum Review
© Crown copyright 2009 15 Independent Review of the Primary Curriculum Pedagogy “ Taken together these factors should offer considerable flexibility … to strengthen learning through play and strongly support children’s progress and well-being over the three highly formative years linking pre-school provision with the Reception year and into Year1..” (4.17) Curriculum “..enable schools to plan a curriculum in Year 1 that is more aligned to the six areas of learning and development in the EYFS, whilst ensuring appropriate attention continues to be paid to developing speaking and listening, early reading, writing and number work.”(4.44) Assessment “To achieve this, however, Year 1 teachers will require a sound understanding of the EYFS in order to make the most effective links to the National Curriculum and to enable them to support children who are still working towards the Early Learning Goals.” (4.45)
© Crown copyright 2009 16 In particular the primary curriculum should: … provide continued entitlement from early years to a coherent, broad and balanced curriculum’ Page 5 ‘The new curriculum …recognises the importance of play based and active learning in engaging children and helping them achieve a wide range of outcomes and make the best possible progress.’ Page 7
© Crown copyright 2009 17 Session 2 In Pursuit of Progress: securing schools’ capacity
© Crown copyright 2009 18 Progression: two key aspects Progression in learning “Inspections reports of outstanding primary schools provide evidence of the importance of systematic teaching of phonics in promoting rapid progress in early reading.” HMCI Annual Report 2008-2009 Progression in school improvement “A strong focus on ensuring consistency in teaching, and reducing variation in quality, is essential to further progress.” HMCI Annual Report 2008-2009
© Crown copyright 2009 19 Phonic progress Assessment of progress through the phonic phases is a means to an end – not an end in itself. Over-dwelling on the nature of ‘secure’ can become a barrier to progress. The focus of discussion in schools must now move on…
© Crown copyright 2009 20 The slow start to Phase 2 While there are some issues around staggered or part-time starts, the principal reason for delay in starting phase 2 is simply that it is not begun at the appropriate time. Discussion: In groups identify three strategies for ensuring a prompt start. What do you say when you are told the children are “not ready” to begin Phase 2?
© Crown copyright 2009 21 Phase 4: Avoiding the ‘scenic route’ Phase 4 is short (4 week maximum) because it is no more than a consolidation of children’s prior knowledge in the context of words containing adjacent consonants and polysyllabic words. Some consultants and teachers have found that from Phase 3 children can move directly into a blend of Phase 4 and Phase 5. Discussion: In groups agree two strategies for ensuring that Phase 4 is covered rapidly.
© Crown copyright 2009 22 From YR to Y1: Too many children experience a set-back when they move from YR to Y1. This is because some Y1 teachers do not start from where the children were at the end of the summer term. Discussion: In groups agree three things which you believe constitute best practice for a consultant in ensuring that the Y1 set-back does not happen.
© Crown copyright 2009 23 The 2nd aspect of progression: CLLD as school improvement In the target schools: Relentless focus on the creation of strong leadership at school level The leadership team must be provided with clear and realistic feedback Termly review meetings involving the HT are crucial The school must engage energetically with the challenge of maintaining momentum and working for sustainability The SIP must comment evaluatively on the effectiveness of the school’s response to and use of CLLD support
© Crown copyright 2009 24 The 2nd aspect of progression: CLLD as school improvement “Nowhere is an entitlement to ‘quality first teaching’ more necessary or important than in equipping every child with a command of reading and writing skills.” Independent Review of the Primary Curriculum, Final Report Good consultancy develops in the school a coherent understanding of how the different elements of the CLLD Programme are all essential and work interdependently to build quality first teaching.
© Crown copyright 2009 25 The 2nd aspect of progression: CLLD as school improvement In the universal offer get messages straight, to help all schools understand that CLLD is a tried and tested good practice approach developed by the Strategies as the default model. Discussion: In your groups agree five key messages that all schools need to grasp if they are to understand how CLLD can support and strengthen the development of early literacy.
© Crown copyright 2009 26 Session 3 The Gateway to Writing http://nationalstrategies.standards.dcsf.gov.uk/node/254287
© Crown copyright 2009 27 Primary Curriculum Review: Recommendation 11 The two early learning goals for writing should be retained as valid, aspirational goals for the end of the EYFS The DCSF should consider producing additional guidance for practitioners on supporting children’s early writing and should offer practical examples of how this can work
© Crown copyright 2009 28 Overview Web based resource bank Existing and new writing guidance Specific needs of boys Examples of effective practice Writing samples Four interdependent strands of language development Crucial role of practitioners
© Crown copyright 2009 33 Getting started First things first: Identify your priorities Flowcharts Frequently Asked Questions
© Crown copyright 2009 37 New documents Two main documents: The crucial role of the Early Years practitioner in supporting young writers within a literacy rich environment Boys and writing
© Crown copyright 2009 38 Audits First things first: Identify your priorities Writing provision for boys audit Literate role play provision for boys audit: blank and completed
© Crown copyright 2009 39 Smaller documents Learning about sentences Developing handwriting Meeting the needs of gifted and talented boys FAQs Flowcharts
© Crown copyright 2009 40 Session 4 LA Presentation and discussion
© Crown copyright 2009 41 Plenary and evaluations
© Crown copyright 2009 Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Email: email@example.com@opsi.gov.uk Web: www.opsi.gov.uk/click-use/index.htmwww.opsi.gov.uk/click-use/index.htm The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. © Crown copyright 2009 42
© Crown copyright CDO-EN Slide 1 CPDM 7: Reading as a writer: understanding the writer’s purpose Ensuring the attainment of more advanced.
Slide 1 © Crown copyright 2008 Guided Group Work Mathematics.
© Crown copyright 2008 Session 3 Aims To inform delegates of updated intervention materials. To identify key interventions endorsed by the LA to support.
© Crown copyright PPT-EN-01 Workshop 1 Narrowing gaps – setting the scene.
© Crown copyright PPT-EN-15 Developing mental mathematics, reasoning and communicating Professional development meeting 1.
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© Crown copyright 2009 Assessing pupils’ progress (APP) in science Slide 2.1.
© Crown copyright DOM-EN Mathematics Using Assessing pupils' progress (APP) to support the teaching and learning of mathematics.
© Crown copyright PPT-EN-06 Workshop 4 Planning next steps.
© Crown copyright 2009 Yorkshire & Humber ICT consultants network Narrowing the Gap Michael Hawkins Regional Adviser NtG 22 nd October 2009.
Promoting Disability Equality in Schools National Strategies Disability Equality.
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© Crown copyright 2008 TDA NE Regional Network Meeting February 09.
Teaching and Supporting Pupils with Speech, language and Communication needs The ‘refreshed’ IDP materials January 2011.
© Crown copyright CDO-EN Slide 1 CPDM 10: Parents and community: Supporting pupils’ learning Ensuring the attainment of more advanced learners.
What’s the point of a gifted and talented programme? Lyn Bull, Gifted and Talented Regional Adviser National Strategies.
© Crown copyright 2010 Gypsy, Roma and Traveller Achievement Programme National Strategies and Beyond 7 March 2011.
© Crown copyright CDO-EN Slide 1 CPDM 8: Thinking and writing as a writer: the sequence for teaching writing Ensuring the attainment of more.
© Crown copyright CDO-EN Slide 1 CPDM 9: EMA coordinators: developing a strategic approach Ensuring the attainment of more advanced learners.
Teaching and Supporting Pupils with Dyslexia The Rose Review : Identifying and teaching children and young people with dyslexia and literacy difficulties.
© Crown copyright PPT-EN-03 Narrowing the gaps: what schools do to overcome disadvantage A CPD Workshop.
PPT-EN-04 - © Crown copyright 2010 Slide 1 Primary mathematics: support for subject knowledge Unit 1: Teaching division in Years 1, 2 and 3.
Slide 1 © Crown copyright 2008 SEN/AEN Value for Money (VfM) Resource Pack for Schools.
© Crown copyright PPT-EN-03 Using ICT to explore and model mathematics – Number dials ITP Professional development meeting.
DWO-EN-20 © Crown copyright 2009Slide 1 Supporting School Improvement Partners (SIPs) working in Schools Causing Concern Working in the context.
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© Crown copyright DVD-EN Inclusion Development Programme: Supporting pupils with behavioural, emotional and social difficulties Guidance.
© Crown copyright PPT-EN-05 Workshop 3S (Secondary) Analysing progress data.
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Achievement for All Professor Sonia Blandford. Achievement for All takes a whole school approach to school improvement. It is focused on improving.
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© Crown copyright DWO-EN-14 Early reading CPD day 2.
Birmingham Primary Strategy Team Subject Leader Training Summer Term Joint Subject Leader Day 2006 Welcome.
© Crown copyright 2008 The New Secondary Curriculum Subject Leader Development Meeting Spring 2008.
© Crown copyright 2009 Slide /10 Teacher CPD programme – primary mathematics Strengthening mental, reasoning and communication skills in mathematics.
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© Crown copyright 2007 The Framework for secondary science - planning Subject leader development meeting for science Summer 2008 Slide 0.1.
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