Literacy Development Day

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1 Evaluation Summary A day of CPD related to whole-school literacy improvement were delivered to attendees from primary and secondary schools in Birmingham on 13 th April The training was delivered in the context of schools having to respond to increasingly high expectations for literacy as a result of the new national curriculum and a focus on whole-school approaches. Whilst many schools have excellent practice for the development of literacy, this can often be inconsistent both in-school and across groups of schools. The training was delivered by five Hackney Learning Trust teaching and learning consultants, all of whom have been senior teachers and leaders and currently provide school improvement literacy support to schools across London. Hackney Learning Trust has been on a significant improvement journey over the last 12 years. Children and at all stages now perform above the national average for reading and writing at all stages, despite some of the highest levels of deprivation and ethnic diversity in the country. Attendees included Heads, Deputy Heads, Literacy Leads and Key Stage Co-ordinators as well as class teachers. For primary delegates, the training focussed on developing consistent and effective whole-school strategies for meeting the literacy challenges of the new national curriculum. The Daily Supported Reading programme is a think high, read-low whole-class reading programme for Key Stage 1 which helps children have deeper engagement with, and understanding of books. It is complementary to strong phonics systems. The Destination Reader session explored a new pedagogical approach to teaching reading at Key Stage 2 which develops deeper understanding through the use of explicit language stems, partner work and teacher modelling. The writing session focussed on proven strategies for developing strong writers and developing creativity, whilst also engaging children in SPAG and writing for purpose. The secondary day focussed on how to develop literacy across the curriculum by developing an effective, strategic approach that has a meaningful impact in every classroom. The LIT programme session examined effective catch up strategies for Year 7 students working below age-related expectations to help them manage the demands of the secondary curriculum. A final session show cased how to support Key Stage 4 and Key 5 students in the development of their academic voice as independent writers. Literacy challenges identified At a primary level, the discussion and approach focussed on the following issues for local schools: The difficulty in ensuring children are exposed to natural language books as well as phonically decodable texts at Key Stage 1, to aid in their early understanding and comprehension Children not understanding or engaging with the books they are reading highlighted at Key Stage 1 Reading Paper Developing a consistent, whole school approach to reading that deepens children s understanding at every stage there are variable teacher practices across different classrooms Improving the teacher modelling of key reading strategies to aid comprehension teachers did not always know how best to approach this Losing sight of some of the proven methodologies to develop children s writing, and crucially their engagement with writing as a result of the changes in the new national curriculum and statutory testing

2 The predominant focus of SPAG in writing which can crowd out creativity Finding effective ways to engage children in writing The challenges of improving the literacy of EAL students in the context of expectations for reading and writing in the new national curriculum. How to develop strategies that help break down the requirements to develop independent and able learners e.g. language stems Embedding effective meta-cognition in the classroom improving teacher understanding of what it actually means and looks like Developing mastery and deep learning in children so they become independent learners and retain the strategies and skills they have been taught At a secondary level, the challenges discussed focussed on the following areas: Tension between getting through content and having time to teach literacy skills Building a consistent approach to literacy in terms of a common language and pedagogy Finding time to model and provide opportunities for extended writing across the curriculum Moving away from the notion that key words covers LAC Providing models of academic language and register Ensuring that students read their written work aloud to themselves and to others to check content. Always ensuring that teachers' include literacy feedback in exercise books. Best methods for baselining students' literacy skills at the beginning of Year 7 Overcoming a deficit model about students' literacy skills - 'they don't read enough' or 'they don't write enough'. Teachers need to tap into students' literacy experiences with skype, texting, gaming, etc. Ensuring that subjects with a SPAG component in the GCSE exams are fully preparing students Uncertainty about best methods for leading in literacy across the curriculum Lack of templates or best practice for leading in literacy across the curriculum. Feedback from the primary day All aspects were useful, especially the 2 nd workshop around planning writing Now for the hard work in trying to change institutional inertia, in-fact a course on this subject would be great! this was very useful and has given me a lot to think about. Thanks! As aspects useful as leading literacy across the school. Some useful ideas for activities to undertake with staff Daily Supported Reading really useful for matching think high with low level texts Reading with understanding at KS2 currently revising reading lessons Destination Reader met the needs of our school All aspects deepened my understanding of expectations and how to move forward The ideas for everyday practice were useful. The early reading presentation was particularly relevant. Thank you very informative! I found the meta cognition session very useful Feedback from the secondary day "Really useful session which helped me to identify issues I had not thought of. There were tips about LAC, book looks and learning walks. There was good 'sharing' with others."

3 "A reflective and strategic vision of literacy across the curriculum which included the impact of the role of literacy coordinator and lots of ideas to develop literacy as a teaching pedagogy rather than as a bolt on. Also a chance to understand the LIT Programme." "The advice for LAC was very useful and was given with ideas to take back and put into practice. Even the academic language session was not directly relevant, the activities were flexible and adaptable so I can use those too! Thanks!" "This was a very useful, well delivered set of sessions. The work on literacy was informative and allowed me to think of ways to adapt these practices within school. The conversations throughout the day were stimulating and relevant and also allowed us to be reflective." "Very good for getting a sense of the component parts of a paragraph; provided an opportunity not just for analysis but effective modelling ; this could be easily be adapted for KS3/4" "A good template that could be pitched at different levels; a useful platform for extended writing" Hackney Learning Trust Services PRIMARY Daily Supported Reading (DSR) The Daily Supported Reading Programme is a classroom programme that deepens children s reading with understanding at Key Stage 1. The programme provides a coherent and systematic approach where children enjoy daily independent reading in small groups (no more than six) led by a trained adult. Adults use differentiated lesson guides to move children on and make sound judgements about when to do so. Weekly feedback and development sessions support this process. It is designed to be delivered alongside a strong and systematic phonics programme. It is delivered initially to Year 1, then introduced into Reception and then for lowest attaining children in Year 2 for maximum impact across the school. It helps children make accelerated progress by working with trained adults in small groups matched to their independent reading levels. This method has a proven track record of success in raising school reading standards as KS1. DSR is currently in 80 schools across London. The programme includes: One half-day training session for all staff who will be working with children (or whole-school training) One half-day training session for the Project Co-ordinator to support implementation Programme materials to structure independent sessions with daily reading groups DSR is available to individual schools or groups of schools wishing to purchase the programme together. Cost - 2,500

4 Destination Reader Destination Reader is a new approach to teaching reading in Key Stage 2. It helps to develops children's understanding of texts at KS2 through the use of explicit strategies and language stems. The approach involves daily sessions incorporating whole class modelling, prior to the children applying these skills through partner work and independent reading. Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems. The programme helps to provide a systematic approach to the teaching of reading across Key Stage 2, and develops children s motivation to read broadly for pleasure and for purpose. It places children at the centre of a formative approach to assessment in reading. The programme includes: Days core leadership training for 2 members of staff Package of programme materials Curriculum materials Access to termly forums for sharing practice Access to school open sessions Implementation support Destination Reader can be delivered to groups of 10 schools or more. Alternatively individual schools can join the training in London. The next training is scheduled for XXX. Cost - 2,500 Writing Support Our bespoke training programmes to improve the teaching of writing supports schools in developing enthusiastic and skilled writers. We offer tailored writing support for all primary year groups, helping to improve pupil motivation, leading to better outcomes across the school. Our service focuses on helping schools to raise standards in writing across every year group. Specific support can include: leading the writing curriculum training to support schools in the leadership and management of writing across the school creating hooks linked to the use of high quality core texts strategies for developing oracy, discussion and vocabulary leading to writing building writing skills, including grammar, leading to high quality written outcomes identifying writing for purpose across the curriculum assessment of writing against the curriculum Writing Support is available to clusters of schools.

5 Price on application. Metacognition Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Our training, which has also been published in partnership with The Key, helps teachers to understand the master learner and how to equip pupils with strategies to engage in deep learning. Metacognition and its associated self-regulation strategies have been proven to close the attainment gap. Our practical course covers: what is metacognition and how do we create self-aware learners how is metacognition used in practice and how do we create the conditions for success in the metacognitive classroom? how can metacognition be used to raise attainment in reading and writing? Metacognition training is available to clusters of schools. Price on application. Please visit https://www.learningtrust.co.uk/literacysupport/pages/overview.aspx for more information SECONDARY The LIT Programme The LIT Programme delivers a bespoke literacy intervention designed to improve thinking, spoken English, grammar, reading and writing skills of struggling Year 7 pupils. This cutting-edge literacy programme is proven to boost attainment at Key Stage 3. It is currently being used in over 200 secondary schools across the UK. The programme offers a complete English and literacy package, including methods for pupil identification, training, teaching and learning, and assessment resources. The programme targets the lowest achieving 20% of pupils of Year 7, and aims to accelerate their progress in English, so that they can reach age-related expectations by the end of Year 7. The LIT Programme combines the new National Curriculum for English at Key Stage 3 together with age-related expectations for literacy and English into one fully comprehensive acceleration programme. Schools can choose to use the programme in place of, or alongside, mainstream English lessons in Year 7. LIT Pupils are assessed according to a learning continuum which focuses on mastery of skills and working with much higher levels of confidence and independence.

6 The programme includes: a practical training day for LIT tutors on LIT pedagogies and new guidance for assessment within the LIT Programme pre- and post-training telephone and support planning and pupil resources for one year covering a range of fiction and non-fiction texts, as well as Spoken English and communication, and written tasks a grammar booklet to accompany the LIT units methods for pupil identification on entry to Year 7 formative and summative assessment resources for pupils literacy skills The LIT Programme is available to individual schools or groups of schools wishing to purchase the programme together. Cost - 3,000 Leading in Literacy In response to Ofsted s current framework, which incorporates aspects of literacy in all of the key judgements, Hackney Learning Trust have developed a practical framework for enhancing whole school literacy provision. The framework and support provided helps schools to develop and embed exciting strategies for teaching reading, writing and speaking and listening to students of all abilities. The framework includes training, resources and guides to: review and audit current literacy provision develop effective strategies for boosting literacy across the curriculum empowering young people to feel more confident about reading and writing measuring impact of literacy across the curriculum Leading in Literacy can focus on one school or a cluster of schools. Cost - 3, 000 Academic Writing How do students develop into confident users of formal, academic English? Many struggle with the level required for AS/A level particularly those from an EAL background. Confidence in this area is crucial for success not only at AS/A level but at university and at work. Our training has been developed to support students who struggle at Key Stage 4 and 5 to package bright ideas in a format that scores highly. It is based on a set of modules originally designed to address gaps in the abilities and awareness of undergraduates at the University of East London who had progressed from inner city schools. The materials have been authored originally or adapted from academic writing text books, websites and student papers. They have been honed over the last four years through a series of pilots with sixth form students at secondary schools in North and East London.

7 Our training will support teachers and Heads of Sixth Form to improve the pedagogy of teaching for academic writing, and to enhance understanding of the challenges students face in this area. Academic Writing training is available to clusters of schools. Price on application. If you have any enquiries about the information in this document, please contact Jayne Banks at or on

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