Transcript Slide 1

December 2008
Early Years Foundation Stage
Mandy Wilkes
There’s a Boy in the
Girl’s Bathroom
Suzanne Roff & Emma Price
Quarry Bank Primary
Improving Writing
Guided Writing
Support for Writing
Task
What do you perceive as being
the obstacles to progress in
writing for your pupils?
Making Good Progress
Obstacles to progress for all slow moving pupils
starting at Levels 2 & 3
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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
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
The
teaching
sequence
for writing
reading for
pleasure
Familiarisation with
genre/text
comprehension
skills
reading as a
writer
Capturing ideas
drama
drawing, maps,
diagrams, flow
charts,
photographs
visualisation
small world play
Teacher demonstration
transfer ideas
from plans into
writing
apply strategies
and skills gained
as readers
Teacher scribing
draft
Supported writing
revise
Independent writing
edit
present
Teaching strategies to improve writing
Modelled writing
Demonstration
Teacher as
expert
Children see
choices
writers make
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…’
Shared writing
Scribing
Teacher asks for
children’s ideas &
clarifies them
Children active &
can concentrate on
composition
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
Supported
composition
Used during or
after shared
writing
Objective
precisely
structured
Paired work
to discuss
choices
Guided writing
Children are grouped
on the basis of ability
and need
Teacher analyses writing,
prioritises a focus and sets
targets for each group
On your whiteboards, change the
verbs in this sentence to show
character.
Allows teacher
Revises &
to immediately
consolidates
assess
shared work
understanding
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…
Teaching tailored
to specific needs
of the group
Builds confidence and
encourages children to
be active participants in
writing conferences
CHALLENGE LEARNERS
What does this
pupil need in
order to
improve?
THE NEXT STEP
THE NEXT STEP
THE NEXT STEP
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
4 strands
Read and write for a range
of purposes
on paper and
on screen
8 strands
A clearerSTRANDS
structure for Literacy
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
5. Word recognition: decoding and encoding (R,Y1,Y2 only)
6. Word structure and spelling
Read and write
for a range of
purposes
on paper and
on screen
7. Understanding and interpreting texts
8. Engaging with and responding to texts
9. Creating and shaping texts
10. Text structure and organisation
11. Sentence structure and punctuation
12. Presentation
SfW
focus
Support for Writing Overview
9 Creating and
shaping texts
10 Text structure
and organisation
11 Sentence structure &
punctuation
Progression
summary
Pupil writing
targets
Example targets for
within year
progression are
provided for strand
7,8,9,10,11
Outlines aspects of progress to
expect for most children in
each strand within each year.
Steps in Learning
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.
End of year objective broken down into
smaller steps in learning to support
planning.
Text type guidance
Additional guidance to inform planning for progression.
New features and more detail.
All linked
to units in
Primary
Framework
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).
Y2 Step in Learning 2
Zone of
Relevance
sapphire
black
radiant
bright
dazzling
nice
The power of guided writing!
First ideas
Changes during guided writing
Starry Night
Starry Night
A blue and green sky
Twirly clouds
An orange moon like a letter c
A big tree with branches that look
like feathers
Little houses
A church with a sharp spire
Blue hills
Dark fields
An emerald and sapphire sky
Swirling clouds
Bright, glowing stars
A hot orange crescent moon
A tall, feathery tree
Tiny houses with bright roofs
A church with a pointed spire
Indigo hillsides
And shadowy fields
A right riveting read!
BREAK
Communication Language
and Literacy Development
Assessment for Learning
Assessing Pupil Progress
Assessment for
Learning
Strategy
Literacy
Co-ordinators’
December 08
• Where are we now – The 3
year AFL Strategy?
• Assessing Pupil Progress
(APP)
• Priorities and Challenges.
2020 Vision
Report 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
‘Assessment does
not sufficiently
inform teaching
and learning.’
Ofsted – the commonest
finding
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.
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.
The Assessment for Learning Strategy
Good assessment for learning makes:
• An accurate assessment
• A fair assessment
• A reliable assessment.
• A useful assessment
• A focused assessment
• For continuity of
assessment.
Assessment: ways of looking
Close-up
Standing back
Public view
Day-to-day
Periodic
Transitional
What’s missing?
•For Pupils?
•For Teachers?
For Pupils
For Teachers
How am I doing in
this subject/aspect as
a whole?
How well are my
pupils achieving
overall?
What are the main
areas where I need to
improve?
Where are the gaps in
learning?
Where do I show
what I know and can
do?
How do national
standards inform my
teaching?
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.
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.
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.
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
www.edu.dudley.gov.uk/primary