Supporting the ITE trainee in School

Curriculum English

A Resource for School Based Mentors, Core Subject Coordinators and Headteachers.

Introduction

The purpose of this booklet is to support the training and assessment of Initial Teacher Education trainees in schools. It is aimed at any one in the primary school who is concerned with support of trainees. We aim to complement this booklet with a series of training sessions in the University. Please let us know if the booklet is useful to you or if you can identify improvement. Feedback is always welcomed.

This booklet covers three core areas; maths, English and science. Within these areas will be the following guidance:

1. Section 1. The University’s aims for the core subject, course outline and overview of assignments.

2. Section 2. Suggestions on ways to support trainees in their core subject teaching in schools. This includes examples of completed observation form on trainees’ core subject lessons, examples of specific targets and ways to challenge your trainee in science ,maths and English.

3. Section 3. Assessment of trainees in the core subjects. This extends the level descriptions taken from the Standards and gives exemplars of trainees’ achievements in science, maths and English e.g. what a good trainee’s subject knowledge would look like.

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English: Communication, language and literacyOur Definition of Subject Knowledge

We, in the English team at UWE, consider a trainee’s training to be the beginning of their development as a teacher of English.

We aim to develop competent, thinking, confident teachers of English: communication, language and literacy with the potential to develop further

The best teachers draw on several different areas of knowledge in order to develop "the knowledge base of the expert teacher".

Throughout the course, including school experience, the trainee will be developing these different kinds of knowledge in parallel.

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Curriculum KnowledgeA high priority is placed on a thorough understanding of the content, organisation, progression and continuity in the English curriculum. As communication is a ‘key skill’ it is also vital that trainees understand the links between the development of language and literacy and English across the curriculum.

Subject KnowledgeSuccessful English teaching is underpinned by good subject knowledge. Trainees need to learn all about words, sentences and texts: developing sufficient confidence and competence for creative and effective teaching.

Pedagogical KnowledgeThis is the practical, professional knowledge of how to teach. Whilst their university training will provide them with opportunities for learning about pedagogies in English it is during professional practice that they are able to fully develop their understanding through supported practice and reflection.

Knowledge of Learning TheoryThis is vital professional knowledge of learning theory. Trainees need to understand how children actually learn. Trainees will develop their understanding of the relevant psychological theories during professional practices and as part of their University English course.

The knowledge base of the expert English teacher

Our Courses

Underpinned by our model of subject knowledge for English teaching, the PGCE and BA courses aim to cover a substantial amount of subject knowledge, curriculum knowledge, appropriate to age range studied, pedagogical knowledge and Learning theory. The following is an overview of the course and their assignments. Trainees also take an advanced professional route where they could specialise in one of Science, English, Maths or Humanities.

The University based components

Here is a brief overview of the content and assignments of the University based component of the course in English. For further guidance on assignments and school based elements please refer to Professional Practice Handbooks and the overviews provided.

Year 1

The focus in year 1 is on literacy development: how children learn to read and write with a particular focus on reading and the development of readers and the development of trainees’ understanding of how these processes are underpinned by their oral language. The ways in which teachers can extend the skills of young learners through a range of appropriate observations and interventions are examined. Trainees will be introduced to appropriate teaching and learning strategies, and an introduction to the Early Reading: systematic phonics within a broad rich language curriculum will be given to all.

Trainees will become familiar with early reading behaviours. They will be introduced to the simple view of reading and develop subject and pedagogical knowledge of phonics and language comprehension. As well as learning how to teach phonic, skills and knowledge, trainees are taught diagnostic techniques including careful observation, reading conferences and, for young readers, how to conduct a running record. Trainees will also develop their knowledge of and interest in high quality texts for children. These skills and understandings are consolidated and extended through professional practice tasks which will conducted throughout their serial experience. Trainees will also be encouraged to consider how ICT can support children’s learning in English: communication, language and literacy.

Consideration is given to aspirations for a ‘literate pupil’ and the creation of a literate environment. Trainees are set tasks to undertake during professional practice, which require them to gather evidence about the literacy development of children within their social context.

Below you will find and overview of the learning in Year 1. There are three main sites of learning – the university, school and the trainees independent study.

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Overview of Year 1 including trainee, school and centre based learning.

Trainee centre based learning

Trainee school based learning

Trainee independent learning (additional activities to readings in handbook)

Centre based assessment

Understanding early reading behaviours

Observation of reading in school to include observation in the Early Years

Patchwork assessment

1. Case study of a child to include;

overview of the child as a reader from information gathered on practice e.g. miscue, reading conference, conversation, observation, APP/profile evidence, guided reading, reading records, NC

Developing a knowledge of children’s literature and its use in the teaching of English/CCL

Identify where children’s literature is a feature in school – reading for purpose and pleasure

Reflect on the different texts used in school e.g. reading schemes, class readers (story time), class libraries, shared texts and the purposes for eachRead a range of children’s books over the year – classic children’s fiction, significant authors, non-fiction and poetry.

Sharing books with children: shared reading, class readers, story time etc

Observe reading activities in school in particular shared reading.Read a story to the class and/or group

Read Overview of Shared Reading http://nationalstrategies.standards.dcsf.gov.uk/node/47162 with beginning readers and reflect your practice in relation to the document.Use the shared and guided reading section of the Developing Literacy in Initial Teacher Training DVD

The significance of talk in the learning and teaching of reading

Observe the use of adult and child talk in the learning and teaching of reading

Begin to classify the talk you hear in the classroom and its purposes; explaining, enquiring, instructing, questioning, discussing, modelling, demonstrating, scaffolding etc Look at Talk for Writing materials – focus on Book Talk http://nationalstrategies.standards.dcsf.gov.uk/node/154871

The literate environment

Identify how the environment is used to support learning

Theories of reading Identify the links between theory (top down and bottom up approaches) and practice.

Reflect on the links between theory and practice. Identify any questions about theory you have that have been raised through your observation of practice. Make these a focus of your additional reading.

The Independent Review of Reading

Find out how reading is taught in the early

Read the Independent Review of Reading http://www.standards.dcsf.gov.uk/phonics/rosereview/

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(Rose) and the Simple View of Reading

years. Observe the teaching of a phonic session if possibleFind out how language comprehension is developed.

Look at the Simple View of reading section of the Developing Literacy in Initial Teacher Training DVD

level or profile point, next steps in learning etc

2. Reflecting on practice in school and on the current reading debate, compare and contrast different approaches to the teaching and learning of reading.

Introduction to Letters and Sounds

Identify the main resources and schemes used for the teaching of reading in the school.

Ensure you have a copy of Letters and SoundsRead the Notes of Guidance for Practitioners and Teachers Become familiar with the DVD and each of the phases of Letters and Sounds Reflect on the similarities and differences of your school’s chosen phonic programme and Letters and Sounds

Phonic focus day: participating in model lessons, observation of phonic session, resources for teaching including ICT , application across the curriculum, tracking progress, pronunciation of sounds

Follow up through reading and questions for following tutorials any questions you have that have arisen from the phonic focus day.

Practise pronouncing the sounds correctly – use the Letters and Sounds DVD to support this or the Developing Literacy in Initial Teacher Training DVD

Assessment of readingmiscue and running recordsNational Curriculum/EYFS Assessment focuses Foundation Stage Profile APP

Identify how reading is assessed in school.

Carry out a miscue analysis

Using the Professional Development Resources pack ensure you are confident in carrying out and using the information from a miscue analysisBe familiar with the National Curriculum and/or the EYFSEY – read guidance relating the EYFS profile at http://www.standards.dfes.gov.uk/eyfs/site/profile/index.htm EY and Primary – read and become familiar with APP guidance (begin by looking at reading) http://nationalstrategies.standards.dcsf.gov.uk/primary/assessment/assessingpupilsprogressapp

Guided Reading and Observe a guided Reflect on your understanding of language comprehension and

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comprehension reading sessionWhere possible, plan and teach a guided reading session

reading comprehensionhttp://nationalstrategies.standards.dcsf.gov.uk/node/19362 http://nationalstrategies.standards.dcsf.gov.uk/node/18990

E books and web resources

Create an e book with a group of children Identify how ICT is used to support the teaching and learning of reading

Planning for English – an introduction based on school experiences

Look at the schools curriculum map, medium term plans and weekly/daily plans. Contribute to/attend a planning meeting.Plan a lesson with your class teacher and also independently

Look at a range of plans available on Blackboard. All schools plan differently but begin to identify the key elements of a good plan for a trainee (experienced teachers plans may look different). EY be familiar with the EYFS http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs Primary - Look at the units of work on the Primary Framework site (not all schools use these) http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryframework/literacyframework and the National Curriculum requirements Make a note of key points to remember when planning and documents, websites you have found useful.

Subject knowledge Standard

English Phonology Morphology Punctuation Grammar

Apply knowledge in school

Identify your strength and areas for development based on the two audits over the year. Produce your own mini action plan to address areas for development.

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Year 2

In Year 2, the three key themes are creativity, speaking and listening and the learning of English as an additional, alternative language. There will be particular reference to poetry and drama; exploring the oral traditions – reading and writing poems in the classroom- and the use of drama techniques in enhancing language in the classroom and across the curriculum. There will be an emphasis on speaking and listening, and a consideration and celebration of the many languages that children can use, including those for whom English is an additional, alternative language. Trainees will also discover what it is like to learn in a language other than their own, exploring aspects of multilingualism, bilingualism and culture.

During this course trainees will extend their knowledge and understanding of creative approaches to teaching English: communication, language and literacy. They will plan and present creative teaching and learning activities in preparation for professional practice. During their practice trainees are encouraged to consolidate and extend their understanding of and confidence in creative teaching approaches with particular focus on poetry and drama.

Below you will find and overview of the learning in Year 2. There are three main sites of learning – the university, school and the trainees independent study.

Trainee centre based learning

Trainee school based learning

Trainee independent learning (additional activities to readings in handbook)

Centre based assessment

Introduction to cross curricular ways of working.

Identify cross curricular planning in the schoolFind out about the school’s pedagogical ethos and philosophy

Be familiar with the Independent Review of the Curriculum http://www.dcsf.gov.uk/primarycurriculumreview/ Reflect on the interrelationship between the 4 language modes, see the Developing Literacy in Initial Teacher Training DVD

The assignment is in two parts

Part 1A

collaborative,

Introduction to poetry

Identify when, where and how poetry is used and taught across the curriculum

Read a range of poetry. Find and share with your group a good poetry anthology e.g. The Works chosen by Pie Corbett

Visit to Bristol Art Gallery. ‘Focus Take one Picture’ ideas and themes

Find out what educational visits your school plans and how it uses these visits

Look at the National Curriculum Speaking and Listening objectives and the four strands within the Primary Framework (speaking, listening, group discussion and interaction and drama)

Digital poetry Identify the ways ICT is used within the learning and teaching of literacy and how it can promote

Look a the ICT applications in literacy guidance http://nationalstrategies.standards.dcsf.gov.uk/node/102715 EY refer to the above for the Foundation Stage

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cross curricular links multi media presentation focusing on

the use of the IWB –

Prepare and present an Arts cross curricular

resource for teaching and

learning

Part 2A rationale about the teaching of the arts And

An Arts portfolio

Poetry terminology and subject knowledge

Read the poetry progression paper http://nationalstrategies.standards.dcsf.gov.uk/node/48239 EY refer to above for Foundation Stage, also Phase 1 of Letters and Sounds Identify key terms at word, sentence and text level that you need to learn.

Story telling and story telling from around the world

If appropriate incorporate oral story telling into a session or use at story time.

Read and extend knowledge of children’s literature. Look at the Janet Evans website for texts that highlight Ethnic Diversity, Individuality and Anti-Racism http://www.janetevans.co.uk/lit_text_sets.shtml Be familiar with the Talk for Writing story telling and story making materials on the national strategies website. Analyse the role of the Arts in supporting children’s cultural, social and creative development.

Drama uses and conventions

If possible observe drama being used as a learning and teaching strategy

If possible use plan a cross curricular or poetry based drama session

Order copies of the speaking and listening and drama leaflets http://nationalstrategies.standards.dcsf.gov.uk/node/154603

Reflect on the cross curricular uses of drama. http://www.history.org.uk/resources/resources.php?ks=&s=1&st=drama

Reflect on the use of drama as a form of representation in language and the arts

Planning and the creative curriculum

EY – look at the schools plans and how adult and child initiated learning are planned forPrimary - Look at the schools curriculum map, medium term plans and weekly/daily plans.

EY – Reflect on the use the outdoor and indoor environments and how these support learning and teaching. Primary – Reflect on how you would use a poem, a picture, an historical event, a children’s book etc as a stimulus for a cross curricular unit of work.

Analyse the role of the teacher in relation to the development of children’s creative development

Planning creatively for English

Contribute to/attend planning meetings.Plan a lesson with your class teacher and plan

Trainees to look at a range of plans available on Blackboard. Identify the key elements of a good plan for a Year 2 trainee EY be familiar with the EYFS http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs

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independently Primary - Look at the units of work on the Primary Framework site (not all schools use these) http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryframework/literacyframework and the National Curriculum requirements Trainees to note key points to remember when planning and useful documents, websites.

Subject knowledge

Standard EnglishPhonology Morphology Punctuation Grammatical knowledge and word classesTextual knowledge and terminology

Apply knowledge in school Trainees to look back at targets set at the end of Year 1. Identify strengths and areas for development based on the two audits over the year. Produce mini action plan to address areas for development.

Ensure you understand the Simple View of Reading.Use the Developing Literacy in Initial Teacher Training DVD to remind and ‘top up’ understanding

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Year 3

The literacy hour is designed to promote ‘literacy instruction’ but this is not a recipe for returning to some crude or simple form of ‘transmission’ teaching.’ (NLS Framework for teaching p 8)

Year 3 builds on and synthesises strands developed throughout the English course; enabling trainees to plan, teach, assess and evaluate a programme for English rooted in the subject knowledge and pedagogic knowledge necessary for successful teaching.

The main emphasis in year 3 is on Inclusion; this is reflected in the content of the English module. Trainees will research and critically analyse national initiatives such as the National Curriculum, the Early Years Foundation Stage and the Primary Framework. We ask the trainees to consider whether, and how, national initiatives have supported pupils and teachers in schools in raising standards in English: communication, language and literacy.

There will be a particular focus on Assessment for Learning – a key theme running through all third year modules. Trainees will be encouraged to question whether national initiatives empower teachers in delivering inclusive lessons, particularly for children who are working outside expectations. Working with other adults in the classroom in support of pupils’ learning will be considered in light of the Workforce Reform agenda. Trainees will examine how the Primary National Strategy might support professionals – for example in ensuring a smoother transition between age phases.

Throughout this module trainees will be supported and challenged to develop their subject and pedagogical knowledge and understanding to enable them to meet the needs of all children in English: communication, language and literacy.

Below you will find and overview of the learning in Year 3. There are three main sites of learning – the university, school and the trainees independent study

Trainee centre based

learning

Trainee school based learning

Trainee independent learning (additional activities to readings in handbook)

Centre based assessment

Writing pedagogy and theory – progression in learning

Trainee to make links with theory and practice.

EY – identify through reading pre writing skills and dispositions, early mark making and the use of the EY environment,Primary - Identify through reading key pedagogical approaches to the teaching and learning of writing e.g. shared writing, guided writing, collaborative writing

Explore the Everybody Writes website http://www.everybodywrites.org.uk/

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Component A

An individual presentation that focuses on an aspect

of the effective use of children’s literature to

support learning and teaching in

English

Component B

Essay – Critically

discuss ways to develop successful

Early Mark Making

EY – identify opportunities inside and outside the classroom for early mark making including gross and fine motor skill activities

Read the Mark making Matters document http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/foundation_stage/ey_making_mark_matters76708

Phonics and writing

Primary – if trainees have not had the opportunity to observe a phonic session ensure this is part of complementary training. EY – plan and teach a series of phonic sessions where appropriate.

Revisit Letters and Sounds in particular reflect on the application across the curriculum of phonic skills and knowledge http://nationalstrategies.standards.dcsf.gov.uk/node/172002

Look at the CLLD section of the national strategies website and in particular the examples of 4 children’s early writing development.

The writing environment

EY – support trainees in using the environment to develop writing Primary – identify how the environment is used to celebrate, support and develop learning

Audit classroom displays and resources. Begin to consider how you, as a teacher, would develop your classroom environment.

Shared writing Trainee to observe shared writing Trainee to plan and teach a shared writing session as part of a learning sequence Encourage trainee to use shared writing as a cross curricular tool.

Read and reflect on the Talk for Writing materials Look at the Year 4 shared writing clip http://nationalstrategies.standards.dcsf.gov.uk/node/156173

Look at Developing Early Writing – pages 13 to 17 for guidance on shared writing http://nationalstrategies.standards.dcsf.gov.uk/node/47342

Identify the key elements that make shared writing successful and the possible difficulties that may be encountered

Use the Developing Literacy in Initial Teacher Training DVD – shared and guided reading and writing section to support your

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understanding and motivated

writes in the primary context

Guided writing If possible trainee to observe a guided writing session and to plan for and teach a guided writing session.

Look at the guidance for guided writing. Consider the key differences and similarities between guided and shared writing. Consider when you would use each. http://nationalstrategies.standards.dcsf.gov.uk/node/64780

Look at the teachers TV guided writing clips http://www.teachers.tv/video/27406 to reflect on your own planning and practice

Use the Developing Literacy in Initial Teacher Training DVD – shared and guided reading and writing section to support your understanding

Genre (narrative and non narrative)

Trainee to discuss where appropriate the school’s approaches to the teaching of different genre and in particular cross curricular application of skills and knowledge

Look at the progression papers for each genre http://nationalstrategies.standards.dcsf.gov.uk/search/primary/results/nav:45784 The Lancs website provides useful guidance for the teaching of different genre

Policy and practice – significant policy and research and its impact on learning and teaching

Look at the schools English Policy and reflect on the influence of government and local initiatives

Read the recent publication Getting Going: generating, shaping and developing ideas in writing http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DCSF-00283-2008

Teaching grammar, vocabulary and punctuation

Primary - Identify and observe the teaching of key skills and reflect on how the teachers ensures children apply these across the curriculum

Look at the quick fire games on the Everybody Writes website and reflect on how these can be used to develop grammar, vocabulary and punctuation. http://www.everybodywrites.org.uk/writing-games/

Watch the Teacher TV programme with an EAL focus and reflect on the strategies used http://www.teachers.tv/video/30990 and

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Grammar Dance http://www.teachers.tv/video/1430

Using and creating film and multimodal text

Where appropriate the trainee to use the making or viewing of film and multimodal text as part of the literacy and/or cross curricular teaching

Look at Story Starts – a series of film clips that can be used in a variety of ways to support and generate ideas for writing http://www.teachers.tv/search/node/story+starts

Reflect on the use of the British Film Institute Resources for schools http://www.bfi.org.uk/education/teaching/primary.html

Access the National Literacy Trust website and look at some of the research available http://www.literacytrust.org.uk/Research/popularindex.html

Spelling and handwriting

School to share policy and practice with trainee if appropriate

Review the handwriting guidance given in Developing Early Writing pages 156 to 164 http://nationalstrategies.standards.dcsf.gov.uk/node/47342

Be familiar with the National Curriculum objectives that relate to spelling and those within the Primary framework.

Look at the spelling guidance http://nationalstrategies.standards.dcsf.gov.uk/node/183127 ensure you have ordered your hard copy of this document

Review the research posted on the National Literacy Trust Website http://www.literacytrust.org.uk/Database/writing/spelling.html

Inclusion, meeting individual needs – G and T, EAL, SEN, Dyslexia

Class teacher to share with trainee how individual needs are planned for in the school.Class teacher to support trainee in planning for differing needs

This is a huge area. Trainees need to reflect on areas addressed in centre based training and identify personal strengths and areas for development.

The Inclusion Development Programme may support further study. http://nationalstrategies.standards.dcsf.gov.uk/primary/features/in

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Trainee to meet with SENCO if appropriate as part of complementary training activities

clusion/sen/idp

Assessment of writing to include EYPS profile and APP

Share school practice including making judgments, next steps in learning and statutory requirements

Primary – Look at the standards files for APP http://nationalstrategies.standards.dcsf.gov.uk/primary/assessment/assessingpupilsprogressapp The Lancs website provides a useful glossary of APP terms http://www.lancsngfl.ac.uk/nationalstrategy/literacy/index.php?category_id=415 Gloucestershire provides useful child friendly APP statements http://www.glosenglish.org/ EY – Be familiar with the guidance relating to the EYFS Profile http://nationalstrategies.standards.dcsf.gov.uk/search/earlyyears/results/nav:49804

Planning for English

Contribute to/attend planning meetings.Plan a lesson with the class teacher and plan independently

Trainees to look at a range of plans available on Blackboard. Identify the key elements of a good plan for a Year 3 trainee EY be familiar with the EYFS http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs Primary - Look at the units of work on the Primary Framework site (not all schools use these) http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryframework/literacyframework and the National Curriculum requirements Trainees to note key points to remember when planning and useful documents, websites.

Using children’s literature

Be aware of how texts used with children in the school

There are lots of very useful websites. text http://www.writeaway.org.uk/component/option,com_mtree/task,listcats/cat_id,108/Itemid,/  offers excellent ideas for using texts with childrenwww.janetevans.co.uk gives a range of excellent themed texts  

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PGCE

We aim to cover similar ground in less detail to the above. Due to time constraints there is more of an emphasis on the trainees updating their own subject knowledge.

Trainee centre based learning

Trainee school based learning

Trainee independent learning (additional activities to readings in handbook)

Centre based assessment

Introduction to English Language focus serial days

Component A (25%)A five-minute presentation of findings from an investigation into the nature and role of language in learning.

Reading - theory and pedagogy

Identify how the environment is used to support learning

Identify how children are taught to read in school. Look at the school policy and match to observed practice

Read Overview of Shared Reading http://nationalstrategies.standards.dcsf.gov.uk/node/47162 with beginning readers and reflect your practice in relation to the document.Use the shared and guided reading section of the Developing Literacy in Initial Teacher Training DVDReflect on the links between theory and practice. Identify any questions about theory you have that have been raised through your observation of practice. Make these a focus of your additional reading.Reflect on your understanding of language comprehension and reading comprehensionhttp://nationalstrategies.standards.dcsf.gov.uk/node/19362 http://nationalstrategies.standards.dcsf.gov.uk/node/18990

Phonics and early reading

Identify the links between theory (top down and bottom up approaches) and practice.Find out how reading is taught in the early

Read the Independent Review of Reading http://www.standards.dcsf.gov.uk/phonics/rosereview/Look at the Simple View of reading section of the Developing Literacy in Initial Teacher Training DVDEnsure you have a copy of Letters and SoundsRead the Notes of Guidance for Practitioners and Teachers Become familiar with the DVD and each of the phases of Letters

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years. Observe the teaching of a phonic session if possibleFind out how language comprehension is developed.

and Sounds Reflect on the similarities and differences of your school’s chosen phonic programme and Letters and SoundsPractise pronouncing the sounds correctly – use the Letters and Sounds DVD to support this or the Developing Literacy in Initial Teacher Training DVD

Component B (75%)An assessment of one child’s reading and writing, comprising annotated work samples accompanied by a report outlining next steps for learning and teaching to address needs identified through assessment (2250 words).

Assessing reading Identify how reading is assessed in school.If possible observe a teacher taking a running record.

Using the Professional Development Resources pack ensure you are confident in carrying out and using the information from a miscue analysisBe familiar with the National Curriculum and/or the EYFSEY – read guidance relating the EYFS profile at http://www.standards.dfes.gov.uk/eyfs/site/profile/index.htm EY and Primary – read and become familiar with APP guidance (begin by looking at reading) http://nationalstrategies.standards.dcsf.gov.uk/primary/assessment/assessingpupilsprogressapp

The reader in the writer -developing the notion of audience and purpose.

EY – identify opportunities inside and outside the classroom for early mark making including gross and fine motor skill activitiesEY – support trainees in using the environment to develop writing Primary – identify how the environment is used to celebrate, support and develop learning

EY – identify through reading pre writing skills and dispositions, early mark making and the use of the EY environment,Primary - Identify through reading key pedagogical approaches to the teaching and learning of writing e.g. shared writing, guided writing, collaborative writing

Read the Mark making Matters document http://nationalstrategies.standards.dcsf.gov.uk/primary/publications/foundation_stage/ey_making_mark_matters76708

Revisit Letters and Sounds in particular reflect on the application across the curriculum of phonic skills and knowledge http://nationalstrategies.standards.dcsf.gov.uk/node/172002

Look at the progression papers for each genre http://nationalstrategies.standards.dcsf.gov.uk/search/primary/res

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ults/nav:45784 The Lancs website provides useful guidance for the teaching of different genre

The development of writers and writing

Trainee to observe shared writing Trainee to plan and teach a shared writing session as part of a learning sequence Encourage trainee to use shared writing as a cross curricular tool.

Find out how the school teaches grammar, spelling, handwriting and punctuation

Look at the CLLD section of the national strategies website and in particular the examples of 4 children’s early writing development.

Read and reflect on the Talk for Writing materials Look at the Year 4 shared writing clip http://nationalstrategies.standards.dcsf.gov.uk/node/156173

Look at Developing Early Writing – pages 13 to 17 for guidance on shared writing http://nationalstrategies.standards.dcsf.gov.uk/node/47342

Identify the key elements that make shared writing successful and the possible difficulties that may be encountered

Use the Developing Literacy in Initial Teacher Training DVD – shared and guided reading and writing section to support your understandingLook at the guidance for guided writing. Consider the key differences and similarities between guided and shared writing. Consider when you would use each. http://nationalstrategies.standards.dcsf.gov.uk/node/64780

Look at the teachers TV guided writing clips http://www.teachers.tv/video/27406 to reflect on your own planning and practice

Use the Developing Literacy in Initial Teacher Training DVD – shared and guided reading and writing section to support your understanding

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Using APP for assessment and planning in English

Share school practice including making judgments, next steps in learning and statutory requirements

Contribute to/attend planning meetings.

Plan for a series of lesson – focus on building learning over a sequence of teaching based on the needs of the children

Primary – Look at the standards files for APP http://nationalstrategies.standards.dcsf.gov.uk/primary/assessment/assessingpupilsprogressapp The Lancs website provides a useful glossary of APP terms http://www.lancsngfl.ac.uk/nationalstrategy/literacy/index.php?category_id=415 Gloucestershire provides useful child friendly APP statements http://www.glosenglish.org/ EY – Be familiar with the guidance relating to the EYFS Profile http://nationalstrategies.standards.dcsf.gov.uk/search/earlyyears/results/nav:49804 EY be familiar with the EYFS http://nationalstrategies.standards.dcsf.gov.uk/earlyyears/eyfs Primary - Look at the units of work on the Primary Framework site (not all schools use these) http://nationalstrategies.standards.dcsf.gov.uk/primary/primaryframework/literacyframework and the National Curriculum requirements Trainees to note key points to remember when planning and useful documents, websites.

Teaching reading: exploring children’s literature

Look at the range and uses of children’s literature in your school.Select a text or texts to share with children. This could be linked to a cross curricular theme or to a literacy unit of work or as a reading for pleasure focus

Read a range of children’s books over the year – classic children’s fiction, significant authors, non-fiction and poetry.

Using drama to If possible observe Order copies of the speaking and listening and drama leaflets

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support learning drama being used as a learning and teaching strategy

If possible use plan a cross curricular or poetry based drama session

http://nationalstrategies.standards.dcsf.gov.uk/node/154603

Reflect on the cross curricular uses of drama. http://www.history.org.uk/resources/resources.php?ks=&s=1&st=drama

Reflect on the use of drama as a form of representation in language and the arts

Language teaching strategies – interactive approaches to the teaching and learning of phonics, spelling, punctuation and grammar

Primary - Identify and observe the teaching of key skills and reflect on how the teachers ensures children apply these across the curriculum

Be familiar with the National Curriculum objectives that relate to spelling and those within the Primary framework.

Look at the spelling guidance http://nationalstrategies.standards.dcsf.gov.uk/node/183127 ensure you have ordered your hard copy of this document

Review the handwriting guidance given in Developing Early Writing pages 156 to 164 http://nationalstrategies.standards.dcsf.gov.uk/node/47342

Review the research posted on the National Literacy Trust Website http://www.literacytrust.org.uk/Database/writing/spelling.html

Look at the quick fire games on the Everybody Writes website and reflect on how these can be used to develop grammar, vocabulary and punctuation. http://www.everybodywrites.org.uk/writing-games/

Watch the Teacher TV programme with an EAL focus and reflect on the strategies used http://www.teachers.tv/video/30990 and Grammar Dance http://www.teachers.tv/video/1430

Also useful is the Teaching Effective Vocabulary document http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=DCSF-00376-2008&

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Non-fiction textsDevelopment of children’s research and enquiry skills

Is there a non-fiction library in school? How are books used and borrowed? How are children taught to use non-fiction texts i.e. when and how are they taught how to identify a question for enquiry, how to use an index, contexts, take notes etc

Look at the progression papers for each non-fiction genre http://nationalstrategies.standards.dcsf.gov.uk/search/primary/results/nav:45784 The Lancs website provides useful guidance for the teaching of different genreRead ‘More than words Multi modal texts in the classroom’ (2004) Eve Bearne UKLA and QCA Have a look at some web quests http://www.webquestuk.org.uk/ – reflect how these may support children in their independent enquiries

Intervention programmes

Find out how children are indentified for intervention, how the schools maps its provision, what programmes are used and how they are organised.How does the school monitor progress of children involved in the programmes?

The Inclusion Development Programme may support further study. http://nationalstrategies.standards.dcsf.gov.uk/primary/features/inclusion/sen/idp

Reading Recovery is part of the Every Child a Reader programme. Details of the programme can be found at http://nationalstrategies.standards.dcsf.gov.uk/node/88927

Year 3 Literacy Support is one intervention that can be used with Year 3 children. Have a look at the programme and begin to reflect on its usefulness. http://nationalstrategies.standards.dcsf.gov.uk/node/48116

Different genres and film making

EY – Talk and Multi Literacies

Look at the different starting points for writing teachers use – in particular how writing is taught both discreetly and through cross curricular opportunities.

Look at Story Starts – a series of film clips that can be used in a variety of ways to support and generate ideas for writing http://www.teachers.tv/search/node/story+starts

Reflect on the use of the British Film Institute Resources for schools http://www.bfi.org.uk/education/teaching/primary.html

Access the National Literacy Trust website and look at some of the research available http://www.literacytrust.org.uk/Research/popularindex.html

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Planning units of work using quality texts

If possible plan a sequence of lessons based on a text.

There are lots of websites and resources that promote the use of quality children’s literature. The Power of Reading Project run with CLPE is a good project to look at. The National Strategies site contains some text based units of work as does the Write Away website http://www.writeaway.org.uk/component/option,com_mtree/task,listcats/cat_id,105/Itemid,/ Have a look at the www.janetevans.co.uk site for book suggestions.

English Section 2 – Supporting your trainee’s English during Professional Practice

Teachers have indicated that it would be useful to have exemplars of observations of trainees in English and target setting and activities to challenge your trainee’s teaching. Here are some we hope you will find useful. The Partnership Development Group will be collecting further examples.

Subject Specific Weekly Targets

There is a great deal to concentrate when on when learning to teach. It is probably wise to keep weekly targets small and achievable. Here are some examples of English specific weekly targets agreed by teachers and trainees:

Examples of Weekly Targets

1. Q14 Research explanation texts: ensure you know and understand the grammatical features and applications of this form of writing2. Q30 Create an interactive display for word investigations3. Q12 Discuss your planning with the English coordinator: identify opportunities and strategies for assessment for learning4. Q25 a Make sure your resources for teaching are sufficiently varied to involve and stimulate all children during whole class teaching5. Q25 a, Q14 Research strategies for interactive whole class teaching of grammar6. Q14 Research and plan guided reading sessions for all groups in the class7. Q14, Q25 b Plan and teach a speaking and listening activity in the context of another curriculum area8. Q25 d Make strong links between learning in shared work and independent activity9. Q14 Provide opportunities for children to browse and discuss books10. Q5 Research home school links for English11. Q24 Prepare some homework for English building on current learning and involving parents12. Q19 Discuss intervention programmes with class teacher and teaching assistants; find ways of making links between learning in intervention sessions and

other aspects of literacy and language learning

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13. Q19 Q20 Discuss the additional literacy and language needs for identified children with SENCO/EMAG advisory teacher. 14. Q19 Plan ways of meeting additional needs of identified children in learning to read and discuss these with class teacher15. Q26 b Assess a sample the children’s writing; moderate your judgements with the class teacher16. Q14 Q15 Identify how you can develop the role play in the classroom 17. Q14 Q15 Q22 Research the subject knowledge relating to long vowel phonemes and use this to support and inform your planning18. 25a Make effective use of the interactive whiteboard in shared writing

The following targets relate specifically to Early Years trainees however they can also be useful for all trainees.19. Q14 Observe and plan responsively to children’s needs.20. Q11, Q12 Use the ‘Look, listen and note’ sections of the EYFS to support observations/assessment and planning.21. Q14 Q30 Review indoor and outdoor environments in the light of children’s interests and plan, develop and establish its use to promote Communication,

Language and Literacy. 22. Q23 Understand how to provide purposeful contexts and stimulus for learning e.g. visits, visitors, use of the environment, teacher in role etc.23. Q14, Q 25 Consider the differences between child initiated and adult led activities and their contribution to children’s literacy development.24. Q15, Q12 Understand the rationale for the observation of child initiated play and how this informs future learning.

Targets need to respond to individual training need. Refer to the trainee’s PPAF for information on subject knowledge achievement at University and on previous professional practices

Suggestions of Ways to Challenge your Trainee in the Teaching of English: communication, language and literacy

Your trainee may have significant weaknesses in English or may have had English highlighted as an area for development; from their work in faculty, and, or, from previous professional practice. On the other hand, they may show particular strength in English and you want to develop them further. Here are some ideas for activities to help your trainee develop their teaching and subject knowledge in English.

A. Show trainee around the English/CLL resources. Explain how a range of resources can be used flexibly by staff and children to support and enhance teaching and learning across the curriculum

B. Arrange for trainee to observe English/CLL teaching and learning in a different phase/Key Stage. Ask trainee to identify two phase specific issues they noticed.

C. Arrange for trainee to be observed by the English/CLL coordinator when teaching English/CLL for subject specific feedback: this may be in the context of a focused literacy session or in the teaching of English/CLL across the curriculum.

D. Arrange for trainee to watch the English/CLL coordinator or a teacher with expertise in English/CLL. Ask them to make notes and feedback what they observed.

E. Ask trainee to elicit ideas relating to reading, writing, speaking and listening with a small group of children. Question the trainee: how would they make use of this information for future teaching and learning?

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F. Encourage trainees to attend English/CLL specific staff meetings, INSET, year group meetings etc

G. Discuss the ways the school is responding to initiatives in relation to the teaching and learning of English and/or Communication, Language and Literacy in the Foundation Stage in particular, how the school has responded to the Independent Review of Reading (the Rose Review) and the Curriculum review.

H. Verbalise your process of planning English/CLL demonstrating how you choose your teaching strategies and how you take individuals and groups into consideration.

I. Make trainees aware of initiatives involving parents, carers and the wider community in children’s language and literacy development

J. Get confident trainees to plan a literacy session for a different age group

K. Involve trainee in moderating children’s reading and writing with a group of teachers or moderating the EYFS Profile in relation to CLL and be able to discuss the next steps in learning for children

L. Preview and review trainees planning, evaluation an assessment of English/CLL. Challenge trainees to identify their own strengths, weaknesses and targets for future development.

M. Encourage trainees to identify appropriate strategies and resources for addressing subject or pedagogical needs in English/CLL.

N. Allow trainees to observe parents evenings or discussions with parents

O. Observe the SENCO/LSA/teacher engaged in intervention and targeted support for indentified groups e.g. specific EAL support, ECAR, precision teaching

English Specific Observation Feedback form

See the three examples attached – Early years nursery, Key Stage 1 and Key Stage 2 examples.

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English Section 3 Assessment of Trainee in English

There is plenty of guidance in the level descriptions in the PPAF of what general teaching skills, knowledge and attitudes might look like in a trainee. As these are general level descriptions sometimes a teacher may need more support in identifying what subject specific expertise might look like. We have attempted to come up with what we think a trainee’s levels of confidence in English might look like in the classroom. Again, all feedback gratefully received.

Trainee with Very Good Subject Knowledge in English/CLLTrainees demonstrate a high level of confidence in their English/CLL subject knowledge. Their explanations are accurate and indicate a wider understanding than the remit of the primary and/or Early Years curriculum. They are aware of current initiatives, research and guidance in English and CLL education and make use of this information to inform their planning and teaching. They demonstrate high levels of enthusiasm for English/CLL and easily motivate children. They use their subject knowledge to extend and consolidate children’s learning in English/CLL. They are competent in applying ICT to support their teaching and children’s learning in English/CLL. They have an in-depth knowledge of the National Curriculum and, if relevant, The Early Years Foundation Stage. Their planning in English/CLL is of a consistently high standard with clear relevant objectives both within focused literacy sessions and across the curriculum, teaching strategies which take into account the needs of the children as well as the nature of the learning. The trainee’s evaluation of their own teaching and the children’s learning is rigorous. They have developed assessment and recording system’s which support the raising of achievement in English/CLL. They are successful in eliciting children’s responses to their learning English/CLL and use these to inform future teaching and learning.

Trainee with Good Subject Knowledge in English/CLLTrainees are confident with their subject knowledge. They demonstrate a good ability to explain the concepts to children. They demonstrate positive attitudes to the teaching of English: communication language and literacy in focused literacy sessions and across the curriculum. They have a growing awareness of current initiatives, research and initiatives and a sound knowledge of the National Curriculum and, if relevant, The Early Year Foundation Stage. They plan coherent differentiated lessons that address the needs of the class. They can thoughtfully apply relevant ICT applications to their teaching. Concepts and skills are well matched to the abilities of children. They suggest positive ways forward for their own development in English/CLL through their evaluations and carefully consider the children’s responses to the content of the lesson. They have developed systems of recording progress in English/CLL which informs their planning. They are using strategies to elicit children’s responses to their learning English/CLL and use these to inform future teaching and learning.

Trainees with Satisfactory Subject Knowledge in English/CLLTrainees demonstrate a dependable level of English/CLL subject knowledge. They can communicate their understanding to the children. They have a working knowledge of the National Curriculum for English and, if relevant, The Early Year Foundation Stage. They plan relevant lessons which aim to meet the needs of all pupils in English. They may need some support from an experienced teacher to be effective at differentiating the activities. Trainees draw on relevant teaching strategies but could extend their range. They can apply ICT applications to English/CLL teaching and learning. They evaluate their own practice in English/CLL and are aware of way to progress their professional development. They are beginning to use strategies to elicit children’s responses to their learning English/CLL and to identify ways of using this knowledge to inform future teaching and learning.

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Trainees with Unsatisfactory Subject Knowledge in English/CLLTrainees have a growing understanding of the relevant subject knowledge but this may be incomplete. They may also have a fragmentary understanding of the National Curriculum for English and, if relevant, The Early Year Foundation Stage. They plan lessons which may not reach the needs of all the class, may lack in relevance or structure, or have indistinct learning intentions. They may make use of ICT in English/CLL but the application may not be relevant to support the children’s learning. They draw on a limited range of teaching strategies and tend toward the didactic. They show little awareness of own limitations in evaluations and make unsystematic use of assessment information.

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PROFESSIONAL PRACTICE FEEDBACK FORM: PRIMARY and EARLY YEARS PROGRAMMES

UG Year 1, Year 2, Year 3, PGCE

NAME: ..XXXXXXXXXXXXXXXXXXXXX SCHOOL: ..XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx. YEARGROUP: Year 1

AWARD ROUTE: UG Yr1 Yr2 Yr3 PGCE (please circle relevant year/programme) SPECIALISM: . XXXXXXXXXXXXXXXXXXXXXXXXXXXx SCHOOL BASED MENTOR:XXXXXXXXXXXXXXXXXXXXXX... CLASS TEACHER: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXx

VISITING TUTOR:XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx. DATE: ...00/00/00

Context of the observation (time, group size, venue, curriculum area etc):Literacy focus Whole class Shared Reading Polar Bear Polar Bear, What do you hear? By Bill Martin and Eric Carle followed by group work

Standards

Reference to previous targets set Plan for the other adults you will be working with ensuring planning and objectives are shared and discussed. Q6

Q33

Please refer to individual standards in your feedback (eg Q1, Q2 .....)Your learning objectives were clear in your planning and were well matched to the learning needs of the class. You followed a clear sequence, revisit and review, teach, practise and apply for you phonic focussed lesson. Whole class teaching You managed the transition well from playing a phonics game and settled the children well on the carpet –good use of time management by using a nursery song. You shared the learning intention clearly. Good link drawn from previous activity as you directly referred to the phonemes from the earlier game and had the cards that you used available as a prompt. Your choice of book was a good one which engaged their interest and you were able to draw on their new knowledge as you read together. In reviewing the book, you used some good questions to elicit thinking about the character of the animals as displayed by the way they sounded. In applying word level work you were clear when relating the phonemes taught to the text. You may have missed an opportunity when a child showed interest in the spelling of ‘bear’ and ‘hear’. How could you have developed that discussion? You demonstrated a fair level of subject knowledge through your response to children but need to be quite clear that the grapheme ‘ear’ is a trigraph which has more than one pronunciation.

Your group tasks were well prepared. The two adults supporting their groups were clear about the learning intentions and activities. Yellow group were working without support in the role play area and engaged constructively with the task set. They recognised that the animal characters they chose to portray could respond with different voices. The group you supported were writing their own versions of the story. Did you notice how some were unsure of the meaning of the words like ‘braying’ and ‘bellowing’ and J. was unsure what a boa constrictor was? .. Perhaps the class need to discuss this further Plenary was managed well and the children enjoyed sharing their work. More focus on the learning gained during the session would have been useful: how could you have developed or consolidated the children’s learning, what questions could you have asked?

In your teaching file, make sure you have clear learning outcomes for your lessons- what do you expect the children to know or have achieved. Plan carefully for the plenary – it is more than just showing good work

Q14, Q 15

Q25 b

Q33Q25 d

Future developments and agreed targets1. Plan key questions and/or activities for plenaries to provide opportunities for reflecting, reporting

and representing learning 2. Make sure you consider the ‘what next’ in assessment for future planning3. Discuss assessment for learning strategies and plenaries with classteacher/English subject leader

Q12Q26 b

Signed:…………………………………………………………………........................................……….........……School Based Mentor/Class Teacher/Visiting Tutor

PROFESSIONAL PRACTICE FEEDBACK FORM: PRIMARY and EARLY YEARS PROGRAMMES

UG Year 1, Year 2, Year 3, PGCE

NAME: ..XXXXXXXXXXXXXXXXXXXXX SCHOOL: ..XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx. YEARGROUP: Year 4

AWARD ROUTE: UG Yr1 Yr2 Yr3 PGCE (please circle relevant year/programme) SPECIALISM: . XXXXXXXXXXXXXXXXXXXXXXXXXXXx SCHOOL BASED MENTOR:XXXXXXXXXXXXXXXXXXXXXX... CLASS TEACHER: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXx

VISITING TUTOR:XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXx. DATE: ...00/00/00

Context of the observation (time, group size, venue, curriculum area etc):Year 4 whole class literacy focus lesson. Part of a unit of work and sequence of teaching on play scripts Q22

Standards

Reference to previous targets set Establish clear expectations for behaviour and the use of modelled strategies to support behaviour

management Be clear about the learning outcomes of a session and a series of sessions, planning for progression

and development

Q31

Q22, Q25 b

Please refer to individual standards in your feedback (eg Q1, Q2 .....)You introduced the learning well, linking it to previous learning. The literacy ‘warm up’ activity was engaging and the children clearly consolidated their learning about adverbs. How can you ensure this learning is captured and so explicitly applied in learning across the curriculum? Also, how can you link the different elements of your lesson in a meaningful way for the children? You established your expectations for behaviour for learning at the start of your lesson both through your body language and through the strategies you adopted as the lesson progressed. The use of the rain stick to get children’s attention worked very effectively. You shared the lesson’s main objective with the children and now reflect on how you express this – be careful not to muddle the learning with the context for the learning. Think about how children will be able to take this learning and apply it to different contexts. Children were actively engaged through the short drama and use of mini white boards through the whole class teaching. You introduced the task to the class – how would modelling have supported children’s understanding? Think about giving children time to share initial ideas possibly through talking partners and then as a whole group to ensure all children have a clear idea of how to embark on the learning task.You managed the move from carpet to tables well. Differentiation was clear, with differing resources for groups and differing challenges set. Children had a good understanding of what they had to do but were less sure of what they were learning and how they could use this as they progresses through the unit of work. How could you share the ‘big picture’ of a unit of work with the children? What are the advantages and possible disadvantages of doing this? Guided work.You had identified a particular need for this group of children and brought them together for a guided session. This demonstrates good use of on going assessment information feeding in to planning and teaching. Again, how would teacher modelling and demonstration support the learning of this group? When you stopped the class your instructions were clear and you ensured all children were listening before you spoke. Children responded well to your positive reinforcements of good behaviour and you dealt quickly and with a minimum of fuss, with a child behaving inappropriately. Plenary Remember to keep a focus on the learning linked to the success criteria you had established at the start. It is often helpful to return to these throughout a lesson rather than only at the end. How could you introduce mini-plenaries through a lesson and why might this be useful?

Q 14Q15Q31

Q25 a

Q12, Q25 dQ27Q22

Q23

You included an interesting and engaging activity at the end of the session – the game really moved children on in their learning as well as clearly really enjoying themselves!

Future developments and agreed targets Think about how to use modelling and demonstration as key approaches to learning and teaching Be clear about the learning for each lesson and ensure children are aware how this fits with the big

picture of their learning

Q25 c