LT CPD event Every Child a Writer ECaW Summer term LT CPD event.

Every Child a WriterEvery Child a Writer

LT CPD event

ECaWSummer term LT CPD event


LT CPD event

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

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


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Pre-course task

Focusing Level Developing Level Establishing Level Enhanced Level

Use of support for Writing materials

Use of Talk for writing strategies

APP

Planning, including the teaching sequence

Shared Writing

Guided Writing

Planning units which motivate through quality text, ICT, film, drama etc


LT CPD event

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?


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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!


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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?


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2+ sub-level Reading

2+ sub-level Writing

Tuition pupils


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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…? So what…?

Plans for next term:

Suggestions for next year:

Data Analysis


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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?


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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?


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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.


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“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. “


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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.”


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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?


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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.”


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Planning for progression

Strong pedagogy

Personalised intervention

Effective pupil tracking


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Session 3: Writing at text level


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“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


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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


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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)


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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


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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.”


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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


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Character Development

Character at the end

Character at the start

What happened to make the character change?


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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?


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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.


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Session 4 - Next steps


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Summer term – School review meetingDiscussion 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?


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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?


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Next steps for you?

• Will you be in a new role or situation next term?

• Do you have new challenges?


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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 …


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‘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.


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Skills developed in ECaW

Transferable skills

Skills for new role


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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)


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Finally…….?

Which job would you find easier …

• Cat Herder?

• or ECaW Leading Teacher?!

http://www.youtube.com/watch?v=1SmgLtg1Izw


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It’s been great working with you, please keep in touch …

• Emma [email protected]

www.emmarogers.org.uk

• Jacky Bindeman

[email protected]

• Barbara Derbyshire

[email protected]

LT CPD event Every Child a Writer ECaW Summer term LT CPD event.

Documents

writer impact

pupils attainment

writer session

writer school

writer whos

progress session

future slide

percentage of pupils