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Implementing the Primary Framework:

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phonics. speaking, listening and language comprehension. Use of Day 4 ... appropriate pace and progression in phonics. repetition and teaching of tricky' words ... – PowerPoint PPT presentation

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Title: Implementing the Primary Framework:


1
Implementing the Primary Framework Early
Language and Literacy theme Day 5 Welcome back!
2
  • Strategy Objectives for Day 5
  • To discuss the development of the role of the
    subject leader
  • To discuss effective practice in supporting
    colleagues
  • To prepare for monitoring and evaluating the
    impact of the renewed Framework

3
Outline of the day
  • Morning
  • The big picture and where we are now
  • Feedback from subject leaders
  • BREAK
  • 3. Overview of Letters and Sounds
  • 4. A practical look at Responding to Rose

LUNCH
4
Outline of the day continued Afternoon 5.
Visual literacy and its place in developing
language 6. Use of the interactive planning
tool BREAK
7. General updates, including the ERYC CPD
Prospectus 8. SMT review, PDM 4 gt next steps
and action planning
5
  • Session 1
  • The big picture and where we are now
  • Framework CPD
  • Key Touchstones
  • The opportunity
  • Remembering the Three Waves and the circles
  • of inclusion

6
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7
5 Key Touchstones
  • Encourage flexibility in the organisation of the
    curriculum and the structure of literacy and
    mathematics lessons
  • Structure teaching and learning over sequences of
    lessons as well as within lessons
  • Raise expectations for all children, especially
    those at greatest risk of
    underachievement

8
5 Key Touchstones
  • Make more effective use of assessment to inform
    and direct teaching and learning
  • Broaden and strengthen pedagogy to improve the
    quality of teaching and learning for all children

The 6th Key Touchstone
  • Improving the teaching of early reading

9
The opportunity
  • Be involved in a longer term continuing
    professional development programme that supports
    your own professional development as a teacher
    and leader in the school
  • Take an active role in leading the schools
    development planning and making a contribution to
    improving the quality of teaching and learning
    and more broadly across the full curriculum
  • Organise and carry out whole-school, focused
    action research activity that everyone can
    contribute to and benefit from
  • Stimulate and lead an informed discussion on pace
    of learning, progression in (mathematics and)
    literacy and fitness-for-purpose pedagogy

10
Waves of intervention
Wave 3 Additional highly personalised
interventions
Wave 2 Additional interventions to enable
children to work at age-related expectations or
above
Wave 1 Inclusive quality first teaching for all
Slide 3.3
11
The circles of inclusion
Responding to pupils diverse needs
Setting suitable learning challenges
Overcoming potential barriers to learning
Slide 1.3
12
Session 2 Feedback from subject leaders
Whats going well? Whats proving a challenge?
13
Whats going well? Whats proving a challenge?
  • Try to include discussion on
  • Staff familiarity with, and use of, the
    Framework
  • Developments in
  • phonics
  • speaking, listening and language comprehension
  • Use of Day 4
  • PDM 3 and the suggested focus on one particular
    strand
  • How YOU feel, as subject leader

14
Staff familiarity with, and use of, the Framework
Whats going well? Whats proving a challenge?
15
Phonics
Whats going well? Whats proving a challenge?
16
Speaking, listening and language comprehension
Whats going well? Whats proving a challenge?
17
Day 4 How did you use it?
PDM 3 How did it go? What did it highlight? Are
you trying to focus on one strand to link
to school improvement?
18
What about you, as subject leader How do you
feel, almost a year on? Do you have full SMT
support? Do you feel confident in supporting
colleagues? Are you clear about the next stages
in implementation of the Framework and the
alignment to identified school priorities?
How could we help you further?
19
Session 3 An overview of Letters and Sounds
Have your copies arrived in school? What, if
anything, have you done with them so far? Any
initial thoughts?
20
Session 4 A practical look at Responding to
Rose
  • Analysing reading a practical session using
    video
  • Use of shared and guided reading
  • Developing speaking and listening

21

Good language comprehension, poor word recognition
Good word recognition, good language comprehension
Word recognition

-
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
-
Language comprehension
22
Thinking about planning, teaching and
assessment in reading . . .

. . . What are the implications for getting
children here?
-

Word recognition
-
Language comprehension
23
Quick reminder!
  • We focus clearly on developing word recognition
    skills through
  • appropriate pace and progression in phonics
  • repetition and teaching of tricky words
  • regular opportunities to practise the skills in
    context

  • gtgtgt

24
  • gtgtgt
  • And we focus clearly on developing language
    comprehension through
  • talking with children
  • reading to children
  • teaching comprehension strategies

25
What are the implications for getting children
into the top right quadrant? Whats already in
place to support this? What may need to
change? What support might you/your colleagues
need? What part do parents play? What might get
in the way?
26
  • Guided reading suggested teaching sequence
  • Decide on objectives
  • Select text
  • Introduce book and carry out strategy check
  • Independent reading
  • Return to text
  • objectives
  • response to text

27
Developing speaking and listening to
improve language comprehension
28
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40
Visual literacy and its place in
developing language
41
How can images and sound be used to develop
language (and therefore improve both reading and
writing)?
How can ICT enable different starting points for
speaking and listening?
Are there implications for ways of working and
training needs?
42
Using film main elements
  • Colour
  • Character
  • Camera
  • Story
  • Setting
  • Sound

43
Starting Stories bfi Education www.bfi.org.uk/
education
44
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46
  • Viewing visual and audio-visual materials
    sceptically, critically and knowledgably
  • Recognising and understanding ideas conveyed
    through visible actions or images
  • Interpreting, understanding and producing
    pictures or other visual images

47
Longer units of work allows time to use a wider
range of integrated ICT and speaking and
listening strategies to capture ideas before
children are asked to write so that when the
writing starts, children are bursting with
content.
48
Multimodal texts combine elements of
  • Gesture
  • Movement
  • Still images
  • Moving images
  • Spoken words
  • Written words Sound effects
  • Music

49
DfES Ref 0360-2006DVD-EN
Lost Teddy
A Year One multimodal text
50
Adopt
Adapt
Create
51
Imitate
Innovate
Invent
52
Session 6 Use of the interactive planning tool
53
  • Session 7
  • General updates
  • Letters and Sounds (done)
  • Mixed year planning
  • FLS
  • Bilingual children folder
  • ERYC CPD Prospectus

54
Session 8 SMT review PDM 4 Next steps and
action planning
55
  • Implementing the Framework
  • Prepare for review with SMT
  • Monitor progress with staff using the
  • four questions for the target children
  • Where are they now?
  • Where should they be?
  • What are the barriers?
  • How do we get them there?

56
  • Pathway to guidance in SL DVD
  • Start
  • Implementing the Primary Framework
  • Review and evaluation
  • Senior leadership team meeting
  • Professional Development Meeting PDM 4

57
Thank you for today! Dont hesitate to get in
touch if we can support you further jane.dixon_at_
eastriding.gov.uk 01482 392480
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