1. © Crown copyright 2007 00887-2007DWO-EN-01 Improving reading CPD day 2

2. © Crown copyright 2007 00887-2007DWO-EN-01 Aims To review collaborative classroom practice and changes in practice To review the learning of identified children: what worked well and next steps for their learning To consider models of good Assessment for learning (AfL) practice for improving children’s reading To understand the purposes and process of Assessing pupils’ progress (APP) to support teacher assessment To be aware of the developing support available on the Primary Framework for AfL and planning To plan next steps of continuing professional development (CPD) based on a Lesson Study model

3. © Crown copyright 2007 00887-2007DWO-EN-01 Outline of the day Session 1: Review of progress Session 2: Reading and AfL Session 3: Learning and teaching Session 4: Lesson Study

4. © Crown copyright 2007 00887-2007DWO-EN-01 Session 1: Review of progress Pre-course tasks Discuss with your headteacher and subject leader what has been learned from day 1 of the CPD and plan how you will carry out the interim task Identify four children whose progress you will track in reading Work in school with one or more colleagues to improve practice relating to the teaching of reading, with a particular focus on using guided reading Be prepared to discuss outcomes of your classroom-focused collaborative CPD in terms of the progress of identified children against your chosen theme

5. © Crown copyright 2007 00887-2007DWO-EN-01 Discussion What aspects of the Primary Framework did you use to support improvements in reading, particularly guided reading? How has your classroom practice with regard to the teaching of reading, specifically guided reading, changed since day 1 of the CPD training? What has been the impact of this work? What reading assessments have you completed?

6. © Crown copyright 2007 00887-2007DWO-EN-01 Session 2: Reading and AfL Objectives To discuss the role of AfL in good literacy practice To consider strategies for AfL in reading To examine the process of APP to support teacher assessment To consider ways of collecting evidence to support assessment for learning

7. © Crown copyright 2007 00887-2007DWO-EN-01 AfL ‘AfL is the process of seeking and for use by learners and their teachers to decide where the learners are in their learning, and ©Assessment Reform Group, 2002 interpreting evidence where they need to go how best to get there. ’

8. © Crown copyright 2007 00887-2007DWO-EN-01 Features of AfL Involves sharing learning goals with learners Aims to help learners know and recognise the standards for which they are aiming Involves learners in peer and self-assessment Provides feedback that helps learners recognise the next steps they need to take, and how to take them Involves both learner and teacher reviewing and reflecting on assessment data Embedded in a view that assessment is an essential part of learning and teaching Is underpinned by the confidence that every learner can improve

9. © Crown copyright 2007 00887-2007DWO-EN-01 Core strategies for engaging children in AfL Steering effective discussions, questions and tasks that elicit evidence of learning Providing appropriate feedback that moves learners forward Clarifying and sharing learning intentions and criteria for success Activating pupils as owners of their learning Activating pupils as resources for one another This slide is for Year 1 sessions only (please delete this box or the entire slide as appropriate)

10. © Crown copyright 2007 00887-2007DWO-EN-01 Session 3: Building assessment into teaching Objectives To get an overview of the new and developing support for AfL and planning available on the Primary Framework To consider how the available support can be practically applied to enhance personalisation of learning

11. © Crown copyright 2007 00887-2007DWO-EN-01 Session 4: Lesson Study Objectives To review a Lesson Study model and discuss the process of using a Lesson Study as an approach for CPD To plan the next steps of CPD on the basis of a Lesson Study model

12. © Crown copyright 2007 00887-2007DWO-EN-01 Professional learning that impacts on classrooms involves learning-focused activity two or more teachers working together shared planning joint observation of groups of children to identify learning interviewing and talking to children evaluation of learning to gather information refining the plans for further teaching understanding what has worked and why feeding back to the whole school

13. © Crown copyright 2007 00887-2007DWO-EN-01 Leading improvement using the Primary Framework (00484-2007BKT-EN ) Approaches to Lesson Study

14. 00887-2007DWO-EN-14 Crown copyright The content of this publication may be reproduced free of charge by schools and local authorities 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. Anyone else wishing to reuse part or all of the content of this publication should apply to OPSI for a core licence. 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. Applications to reproduce the material from this publication should be addressed to: OPSI, The Information Policy Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk © Crown copyright 2007