How to get more pupils from level 3 to level 5 in...

How to get more pupils fromlevel 3 to level 5 in English

Part 1

Course handbook

DisclaimerThe Department of Education and Skills wishes to make it clear that theDepartment, and its agents, accept no responsibility for the actualcontent of any of the materials suggested as information sources withinthis document, whether these are in the form of printed publications oron a website.

Inclusion of or references to icons, logos or products including software,in these materials, as exemplars or for contextual or practical reasons,should not be interpreted as an endorsement of such companies or theirproducts.

Contents

Page

Overall aims of the course 1Aims 1The context for this training 1

Pre-course tasks 2Pre-course task 1: Reviewing the school intervention plan 2Pre-course task 2: Pupil profiles 2

Session 1 Identifying target pupils 5

Session 2 Inclusive teaching strategies to raise 21pupils’ performance

Session 3 Tracking and securing pupils’ progress 39

Overall aims of the course

This is Part 1 of a two-part course which focuses on helping Englishteachers to raise the performance of pupils working at level 3 and thosewho find difficulty in progressing beyond level 4 in mainstreamclassrooms.

Aims

To help teachers to:

• develop consistent approaches within the department to secureprogress from Year 7 to Year 9;

• understand progression in reading and writing from levels 3 to 5;

• build on prior attainment to boost the performance of pupils enteringat level 3;

• use guided group work to address the specific needs of pupils;

• diagnose the needs of pupils and design the most appropriateintervention programme;

• track and secure pupils’ progress;

• understand the place of this training as part of a whole-schoolapproach to supporting under-performing and lower-attaining pupils.

The context for this training

The Key Stage 3 Strategy is producing training in English, mathematicsand science which is designed to support pupils and promote theexpectation that more pupils can make two levels of progress during Key Stage 3.

This training is part of a suite of training which consists of:

• How to get more pupils from level 3 to level 5 in English Part 1 (halfday, Summer term 2004)

• Increasing pupils’ rates of progress in English (1 day Autumn term2004)

• How to get more pupils from level 3 to level 5 in English Part 2 (halfday Spring term 2005)

This particular training includes a pre-course task and a post-course gaptask for teachers to work on between the two half-day sessions (Part 1and Part 2) of ‘How to get more pupils from level 3 to level 5 in English’.

How to get more pupils from level 3 to level 5 in English Part 1 © Crown copyright 2004Course handbook DfES 0264–2004 G

1

Pre-course tasks

The following pages give details of the pre-course tasks which were sentout to participants before this training took place.

The tasks consisted of seeking information about the school’s plan forintervention and identifying and profiling three individual pupils.

Pre-course task 1: Reviewing the schoolintervention plan

In 2003-4 all schools were asked to plan for spending Standards Fundmoney designated for intervention to support lower-attaining pupils inKey Stage 3. Find out about the intervention plan in your school inrelation to English.

You should seek to inform yourself on these points:

• Which interventions are used with each year group?

• How is this organised?

• How have pupils been selected for intervention?

• How will the progress of these pupils be tracked?

You can make notes on the pre-course task sheet. A handout which givesdetails of the intervention toolkit in English is also enclosed to give youinformation about the range of intervention available.

Pre-course task 2: Pupil profiles

Consider three pupils from the Year 7 and Year 8 classes you currentlyteach (at least one pupil from each year) who entered Year 7 below level 4and needed extra support. Complete the profile on the pre-course tasksheet. You will need to refer to these pupils during the training day and inthe following gap task. They should, of course, remain anonymous.


2

Pre-course task sheet

Interventions for English

(Note arrangements in your school here.)

Reading Writing Interventions Key curricularlevel Key level Key e.g. LPU, target(s) Stage 2 Stage 2 Reading and raw and & Challenge, score raw score booster,

other

Pupil AYear

Pupil BYear

Pupil CYear

Handout 1.2 which gave information about the English toolkit andwhich appears later in this handbook was also sent out for information.


3


4

Session 1

Identifying target pupils (50 minutes)

This session focuses on helping you to:

• understand progression in reading and writing from levels 3 to 5;

• build on prior attainment to boost the performance of pupils entering at level 3;

• track and secure pupils’ progress.

ACTIVITY 1 WHAT ARE THE CHARACTERISTICS OF LOWER-ATTAINING PUPILS

AND WHAT CAN YOU DO TO HELP THEM? (20 MINUTES)

First read the three sheets of handout 1.1 (findings from a small but detailed researchproject conducted by the KS3 Strategy in 2003).

Table 1 Characteristics and learning needs Table 2 What pupils have difficulty with across the core subjectsTable 3 What pupils like and dislike and what helps them learn

Now take 10 minutes to discuss the following questions in small groups:

What learning needs are common across the core subjects?What is the best way to provide for these needs?

Your group should be prepared to give feedback.


5

Teachers’ responses about thecharacteristics, behaviour, needs andlearning styles of pupils working at orbelow level 3

Characteristics and behaviour Needs and learning styles

Unable to apply what has previously been learnt

Avoidance of writing

Fear of risk taking when reading

Poor handwriting to disguise poor spelling

Weak organisational skills

Unable to make links between topics

Poor conceptual grasp of big ideas

Have difficulty being aware of and explaining their reasoning

Do not self-check and know when they have made errors

Tend to copy and take the lead from others

Are easily distracted

Not good at listening or following instructions

Lack confidence and self-esteem

Lack of knowledge about the world around them

Lack of perseverance - work is often left unfinished

Attendance is often poor


1.1HANDOUT

Need more time for working

Need for constant reinforcement of basic skills

Need regular prompts to stay on task

Need a range of teaching styles and avariety of structured tasks

Kinaesthetic, visual and spatial learningstyles seem to predominate

Motivated through competition –respond well to rewards

Like repetition and reinforcement

Like visual examples, e.g. number lines,writing frames

Practical activities appeal

(Table 1)

Teachers’ responses about what pupilsworking at or below level 3 find difficultin the core subjects

What pupils have What pupils have What pupils have difficulty with in difficulty with in difficulty with in English mathematics science

Developing ideas beyondthe literal

Recognising and applyingspelling rules

Handwriting

Basic punctuation

Understanding aboutgrammar

Paragraphing

Proof-reading workcarefully

Varying styles for differentpurposes and audiences

Writing formally

Generating ideas forwriting

Using a variety ofsentence structures

Extended writing

Working within a specifictimeframe

Accessing texts (in allcurriculum areas)

Decoding unfamiliarwords

Reading for meaning –inference and deduction

Reading non-fiction texts


1.1HANDOUT

Abstracting / generalisingfrom examples

Using and applying

Time tables particularly 8and 9

Negative numbers

Unlearning - taking analternative approachwhen methods areresulting in errors

Decimals and fractions

Measuring accurately

Some aspects of datahandling – analysis andinterpretation

Large numbers

Mental calculation

Scientific concepts thatthey cannot see, e.g.electric current

Dealing with informationpresented in texts, charts,tables

Sequential learning

Explaining, thinking andreasoning

Attention to detail evenwhen labelling anddescribing

Data handling

Holding a number ofvariables in mindsimultaneously

Interpreting and makinginformation their own -going beyond factualcopying

Expression - in writingand, in some casesspeaking

Awareness of timeconstraints

Accessing text

Comprehension

(Table 2)

Pupils’ interview responses about the core subjects

What pupils like and What pupils like and What pupils like anddislike in English dislike in mathematics dislike in science

Reading preferred to writing

Writing seen as “hard”

Writing is better when working with another pupil

Boys like writing action stories

Talking and listening to discussion

Poetry (but cited as a dislike by another pupil)

What helps pupils learn What helps pupils learn What helps pupils learnin English in mathematics in science

Using a picture to generate ideas for writing

Writing frames to structure writing

Use of white-boards especially when writing

Teachers showing pupils how to write (modelling)

Small group work and supportive teachers


1.1HANDOUT

Like games, e.g. numberBingo

Like card sorts at thebeginning and end oflessons

Number sequencesenjoyed

Working with shapes

All like science practicals

Some dislike writing inscience as it involved justcopying from the board

Using match sticks tohelp with shape andspace work

Worksheets which savetime on writing

“Show me” boards

Objects from real life

Computer based tests likeSuccess-maker

Practical activitiesrelevant to real life

Tricky questions thatmake them think

(Table 3)

Notes on the intervention toolkit for English

Title of intervention Year group Further detailsprogramme

Literacy Progress Units Y7PhonicsSpellingSentences Writing OrganisationReading for informationReading between the lines

Targeting Level 4 units Y7Preparing for the progress test Teaching Reading Teaching Writing

Reading Challenge Y7 or Y8

Writing Challenge Y7 or Y8

Targeting Level 5 Y9

Y9 Booster lessons Y9


1.2HANDOUT

Six units of approximately 16 lessons,designed to be taught to smallgroups of 6 pupils working at L3 in 3twenty-minute sessions weekly. Teachers or teaching assistants (TAs)can teach the programmes.

Three units of 12 lessons each,designed to be taught to wholeclasses of pupils working at L3 toboost pupils’ performance to L4. Tobe taught by Y7 teachers.

Programme of one-to-one coachingto improve reading skills. TAs,volunteers or older pupils can betrained to be the coaches.

Programme of one-to-one coachingto address weaknesses in writing.Programme consists of mini-lessons.TAs, volunteers or older pupils can betrained to be coaches.

Three units of 6 lessons each,designed to be taught to wholeclasses of pupils working at L4/5 toboost pupils’ performance to L5. To be taught by Y9 teachers.

12 lessons designed to be taught toY9 pupils working at L4/5 to preparethem for the NC tests in English.Includes sections on reading, writingand Shakespeare. Also includesguidance for teachers, a pupil leafletand a leaflet for parents.

ACTIVITY 2 WHAT DOES PROGRESSION IN ENGLISH

LOOK LIKE FROM LEVEL 3 TO LEVEL 5? (20 MINUTES)

This activity asks you to focus on the key markers for writing.

First look at handout 1.3, a partially completed grid on key aspects ofprogression in writing across Year 7, Year 8, and Year 9 from level 3 tolevel 5. Take five minutes to complete the grid by filling in the gaps.

Now look at handouts 1.4a and 1.4b and, working in pairs, discuss thefollowing question:

How might you use these grids to help focus your teaching?

Session 1


14

Tra

inin

g s

ess

ion

ta

sk:

Key m

ark

ers

fo

r p

rog

ress

ion

in

wri

tin

g:

lev

el

3 t

o l

ev

el

5

Focu

s Sta

rt o

f Yea

r 7

Mid

dle

of

Yea

r 8

En

d o

f Yea

r 9

Wri

tin

g im

ag

ina

tive

a

nd

inte

rest

ing

tex

t

Ma

tch

ing

sty

le o

f w

riti

ng

to

pu

rpo

se a

nd

in

ten

ded

rea

der

Org

an

isa

tio

n o

f th

e w

ho

le t

ext

Pa

rag

rap

hs

Sen

ten

ces

Vo

cab

ula

ry

Pu

nct

ua

tio

n

Spel

ling


1.3HANDOUT

Beg

inn

ing

to

ad

d d

eta

il b

eyo

nd

the

sim

ple

ba

ld f

act

s, f

or

exa

mp

le, n

ou

ns

exp

an

ded

by

sim

ple

ad

ject

ives

.

Som

e a

wa

ren

ess

of

pu

rpo

se a

nd

ap

pro

pri

ate

sty

le b

ut

this

ma

y b

ein

con

sist

ent

or

no

t su

sta

ined

.

Idea

s m

ay

be

dis

org

an

ised

. Th

ere

ma

y b

e lit

tle

or

no

log

ic b

ehin

dp

ara

gra

ph

s.

Pa

rag

rap

hs

ma

y n

ot

be

use

d, o

r if

they

are

, th

e m

ate

ria

l wit

hin

do

es n

ot

alw

ays

bel

on

g t

og

eth

er.

Mo

st s

ente

nce

s a

re s

imp

le o

rco

mp

ou

nd

. A

nd

, b

ut,

so

are

th

e m

ost

com

mo

n c

on

jun

ctio

ns.

Sim

ple

vo

cab

ula

ry is

use

d, w

ith

som

e a

wa

ren

ess

of

the

effe

ct,

bu

t ve

ry f

ew if

an

y ex

am

ple

s o

fch

oic

es t

ha

t h

ave

imp

act

.

Sen

ten

ces

are

mo

stly

dem

arc

ate

da

ccu

rate

ly.

Co

mm

as

ma

y b

e u

sed

inco

rrec

tly

to jo

in s

ente

nce

s (c

om

ma

splic

e).

Co

mm

on

ly u

sed

wo

rds

–in

clu

din

g p

oly

sylla

bic

wo

rds

– a

reu

sua

lly a

ccu

rate

.

Som

e d

escr

ipti

on

s m

ay

be

dev

elo

ped

in d

eta

il, e

.g. b

yex

pa

nd

ed n

ou

n a

nd

ad

verb

ial

ph

rase

s.

Idea

s a

re o

rga

nis

ed b

y cl

ust

erin

gre

late

d p

oin

ts o

r b

y ti

me

seq

uen

ce.

Pa

rag

rap

hin

g is

evi

den

t b

ut

no

ta

lwa

ys f

ully

eff

ecti

ve.

Pa

rag

rap

hs

are

oft

en in

tro

du

ced

by

top

ic s

ente

nce

s w

hic

h a

resu

ppor

ted

or e

labo

rate

db

y th

efo

llow

ing

sen

ten

ces.

Ther

e is

so

me

evid

ence

of

delib

erat

evo

cabu

lary

ch

oic

es t

hat

hav

e im

pact

on

th

e re

ad

er. Ch

oic

es m

ay

be

ad

ven

turo

us

rath

er t

ha

n p

reci

se.

In a

dd

itio

n t

o c

om

mo

nly

use

dw

ord

s, r

egu

lar

po

lysy

llab

ic w

ord

sa

re u

sua

lly a

ccu

rate

.

Idea

s a

re d

evel

op

ed in

su

ffic

ien

td

eta

il to

ma

inta

in t

he

rea

der

’sin

tere

st t

hro

ug

ho

ut,

fo

r ex

am

ple

,b

y th

e va

ried

pla

cin

g o

f cl

ause

san

d p

hra

ses

for

effe

ct.

The

wri

tin

g is

str

uct

ure

d c

lea

rly

wit

h s

ente

nce

s o

rga

nis

ed in

toa

pp

rop

ria

te p

ara

gra

ph

s.

Wit

hin

pa

rag

rap

hs

the

ma

in id

eais

dev

elo

ped

cle

arl

y, u

sin

gco

nn

ecti

ng

dev

ices

an

d s

up

po

rtin

gd

eta

il.

Vo

cab

ula

ry is

use

d f

or

its

effe

ct o

nth

e re

ad

er a

nd

ch

oic

es a

reso

met

imes

ima

gin

ati

ve o

r a

dd

det

ail

an

d p

reci

sio

n.

The

full

ran

ge

of

ba

sic

pu

nct

ua

tio

nis

alm

ost

alw

ays

acc

ura

tely

emp

loye

d, th

ou

gh

th

ere

are

so

me

erro

rs w

her

e a

mb

itio

us

sen

ten

ces

are

att

emp

ted

.

Mo

st s

pel

ling

is a

ccu

rate

. Er

rors

occ

ur

wit

h le

ss c

om

mo

n,

irre

gu

larl

y sp

elle

d w

ord

s.

L3

L5

key

ma

rker

s o

f p

rog

ress

Pro

gre

ssio

n i

n W

riti

ng

: K

ey m

ark

ers

of

pro

gre

ss l

ev

el

3 t

o l

ev

el

5

Focu

s S

tart

of

Yea

r 7

ob

ject

ives

Mid

dle

of

Yea

r 8

ob

ject

ives

En

d o

f Ye

ar

9

Wri

tin

g im

ag

ina

tive

an

d in

tere

stin

g t

ext

AF1

Ma

tch

ing

sty

le o

f w

riti

ng

to

pu

rpo

se

an

d in

ten

ded

rea

der

AF2

Org

an

isa

tio

n o

f th

e w

ho

le t

ext

AF3

, 4

Pa

rag

rap

hs

AF3

, 4

Sen

ten

ces

AF5

, 6

Vo

cab

ula

ryA

F7

Pu

nct

ua

tio

nA

F6

Spel

ling

AF8


1.4aHANDOUT

Beg

inn

ing

to

ad

d d

eta

ilb

eyo

nd

th

e si

mp

le b

ald

fa

cts,

for

exa

mp

le, n

ou

ns

exp

an

ded

by

sim

ple

ad

ject

ives

.

Som

e a

wa

ren

ess

of

pu

rpo

sea

nd

ap

pro

pri

ate

sty

le b

ut

this

ma

y b

e in

con

sist

ent

or

no

tsu

sta

ined

.

Idea

s m

ay

be

dis

org

an

ised

.Th

ere

ma

y b

e lit

tle

or

no

log

icb

ehin

d p

ara

gra

ph

s.

Pa

rag

rap

hs

ma

y n

ot

be

use

d,

or

if t

hey

are

, th

e m

ate

ria

lw

ith

in d

oes

no

t a

lwa

ys b

elo

ng

tog

eth

er.

Mo

st s

ente

nce

s a

re s

imp

le o

rco

mp

ou

nd

. A

nd

, b

ut,

so

are

th

e m

ost

com

mo

n c

on

jun

ctio

ns.

Sim

ple

vo

cab

ula

ry is

use

d,

wit

h s

om

e a

wa

ren

ess

of

the

effe

ct, b

ut

very

few

if a

ny

exa

mp

les

of

cho

ices

th

at

ha

veim

pa

ct.

Sen

ten

ces

are

mo

stly

dem

arc

ate

d a

ccu

rate

ly.

Co

mm

as

ma

y b

e u

sed

inco

rrec

tly

to jo

in s

ente

nce

s(c

om

ma

sp

lice)

.

Co

mm

on

ly u

sed

wo

rds

–in

clu

din

g p

oly

sylla

bic

wo

rds

–a

re u

sua

lly a

ccu

rate

.

7W

14,7

S27W

R5

,68W

R5

,11

7S1

3,1

57W

R1,1

7,1

98S8

, 10

8W

R2,1

2

7S8

,12

7W

R2

8S7

8W

R1,1

0

7S9

,10

8S6

7W

20,7

S18W

10,8

S1

7W

14,1

5,2

18W

9

7S3

8S3

7W

1,2

,3,5

8W

1,2

Som

e d

escr

ipti

on

s m

ay

be

dev

elo

ped

in d

eta

il, e

.g. b

yex

pa

nd

ed n

ou

n a

nd

ad

verb

ial

ph

rase

s.

The

wri

tin

g e

sta

blis

hes

a s

tyle

wh

ich

gen

era

lly f

its

the

task

bu

t m

ay

take

insu

ffic

ien

t n

ote

of

the

inte

nd

ed r

ead

ersh

ip.

Idea

s a

re o

rga

nis

ed b

ycl

ust

erin

g r

ela

ted

po

ints

or

by

tim

e se

qu

ence

.P

ara

gra

ph

ing

is e

vid

ent

bu

t n

ot

alw

ays

fu

lly e

ffec

tive

.

Par

agra

ph

s ar

e o

ften

intr

odu

ced

by

top

ic s

ente

nce

s w

hic

h a

resu

pp

ort

ed o

r el

ab

ora

ted

by

the

follo

win

g s

ente

nce

s.

Som

e va

ria

tio

n in

sen

ten

cele

ng

th a

nd

str

uct

ure

. U

se o

fw

ider

ra

ng

e o

f co

nju

nct

ion

s,e.

g. if

, w

hen

, b

eca

use

.

Ther

e is

so

me

evid

ence

of

del

iber

ate

vo

cab

ula

ry c

ho

ices

tha

t h

ave

imp

act

on

th

e re

ad

er.

Ch

oic

es m

ay

be

ad

ven

turo

us

rath

er t

ha

n p

reci

se.

Sen

ten

ces

are

dem

arc

ate

da

ccu

rate

ly a

nd

pu

pils

are

beg

inn

ing

to

use

pu

nct

ua

tio

nw

ith

in t

he

sen

ten

ce.

In a

dd

itio

n t

o c

om

mo

nly

use

dw

ord

s, r

egu

lar

po

lysy

llab

icw

ord

s a

re u

sua

lly a

ccu

rate

.

8S2

,68W

R6,7

,13,1

69S6

,9W

R6,1

1,1

3

8S9

,12

8W

R2,1

89S3

,7,9

9W

R3,6

,10

8S7

8W

R14,1

79S6

9W

R5

,9

8S6

9S5

,6

8S1

,29S1

8W

7,1

29W

7

8S3

9S2

8W

4,5

9W

1,2

,3

Idea

s a

re d

evel

op

ed in

su

ffic

ien

td

eta

il to

ma

inta

in t

he

rea

der

’sin

tere

st t

hro

ug

ho

ut,

fo

r ex

am

ple

,th

e va

ried

pla

cin

g o

f cl

au

ses

an

dp

hra

ses

for

effe

ct.

A s

tyle

th

at

is a

pp

rop

ria

te t

o t

he

task

an

d t

he

inte

nd

ed r

ead

er is

esta

blis

hed

an

d g

ener

ally

su

sta

ined

.

The

wri

tin

g is

str

uct

ure

d c

lea

rly

wit

hse

nte

nce

s o

rga

nis

ed in

to a

pp

rop

ria

tep

ara

gra

ph

s.

Wit

hin

pa

rag

rap

hs

the

ma

in id

ea is

dev

elo

ped

cle

arl

y, u

sin

g c

on

nec

tin

gd

evic

es a

nd

su

pp

ort

ing

det

ail.

The

len

gth

an

d s

tru

ctu

re o

fse

nte

nce

s a

re v

ari

ed f

or

effe

ct.

A r

ange

of

con

jun

ctio

ns

is u

sed

to m

ake

clea

r co

nn

ecti

on

s be

twee

n c

lau

ses.

Vo

cab

ula

ry is

use

d f

or

its

effe

ct o

nth

e re

ad

er a

nd

ch

oic

es a

reso

met

imes

ima

gin

ati

ve o

r a

dd

det

ail

an

d p

reci

sio

n.

The

full

ran

ge

of

ba

sic

pu

nct

ua

tio

n is

alm

ost

alw

ays

acc

ura

tely

em

plo

yed

,th

ou

gh

th

ere

are

so

me

erro

rs w

her

ea

mb

itio

us

sen

ten

ces

are

att

emp

ted

.

Mo

st s

pel

ling

is a

ccu

rate

. Er

rors

occ

ur

wit

h le

ss-c

om

mo

n, ir

reg

ula

rly

spel

led

wo

rds.

35

Pro

gre

ssio

n i

n R

ea

din

g:

Key m

ark

ers

of

pro

gre

ss l

ev

el

3 t

o l

ev

el

5

Focu

s S

tart

of

Yea

r 7

ob

ject

ives

Mid

dle

of

Yea

r 8

ob

ject

ives

En

d o

f Ye

ar

9

Un

der

sta

nd

ing

, d

escr

ibin

g,

sele

ctin

g o

r re

trie

vin

g

info

rma

tio

n, ev

ents

or

idea

s fr

om

tex

ts a

nd

u

sin

g q

uo

tati

on

an

d

refe

ren

ce t

o t

ext

AF2

Ded

uci

ng

, in

ferr

ing

or

inte

rpre

tin

g in

form

ati

on

, ev

ents

or

idea

s fr

om

tex

tsA

F3

Iden

tify

ing

an

d

com

men

tin

g o

n t

he

stru

ctu

re a

nd

org

anis

atio

no

f te

xts,

incl

ud

ing

g

ram

ma

tica

l an

d li

tera

ry

fea

ture

s a

t te

xt le

vel

AF4

Exp

lain

ing

an

d

com

men

tin

g o

n w

rite

rs’

use

s o

f la

ng

ua

ge,

in

clu

din

g g

ram

ma

tica

l a

nd

lite

rary

fea

ture

s a

t w

ord

an

d s

ente

nce

leve

l A

F5

Iden

tify

ing

an

d

com

men

tin

g o

n w

rite

rs’

pu

rpo

ses

an

d v

iew

po

ints

a

nd

th

e o

vera

ll ef

fect

of

the

text

on

th

e re

ad

er

AF6


1.4bHANDOUT

Pro

gre

ssio

n in

rea

din

g d

epen

ds

on

pu

pils

rea

din

g a

ra

ng

e o

f te

xts

tha

t o

ffer

a g

rad

ua

lly in

crea

sin

g le

vel o

f ch

alle

ng

e.

Wh

en d

escr

ibin

g o

r re

trie

vin

gin

form

ati

on

fro

m t

exts

, ev

iden

ce o

fu

nd

erst

an

din

g t

end

s to

be

exp

ress

edin

str

aig

htf

orw

ard

co

mm

ents

. S

om

ere

leva

nt

po

ints

are

sel

ecte

d a

nd

idea

sa

re il

lust

rate

d b

y re

fere

nce

to

th

ete

xt. T

he

pu

pil

is a

ble

to

sel

ect

rele

van

t q

uo

tati

on

s.

Ca

n u

se in

fere

nce

an

d d

edu

ctio

nw

hen

co

min

g t

o a

n u

nd

erst

an

din

g o

fa

tex

t.

The

pu

pil

go

es b

eyo

nd

rec

ou

nti

ng

th

eco

nte

nt

an

d in

to in

terp

reta

tio

n.

Ca

n id

enti

fy s

om

e fe

atu

res

rela

tin

g t

oo

rga

nis

ati

on

at

text

leve

l. C

om

men

tsa

re li

kely

to

be

stra

igh

tfo

rwa

rd a

nd

sho

w g

ener

al u

nd

erst

an

din

g r

ath

erth

an

a c

lea

r a

pp

reci

ati

on

of

the

au

tho

r’s

cra

ft.

Ca

n id

enti

fy s

om

e fe

atu

res

at

wo

rda

nd

sen

ten

ce le

vel.

Co

mm

ents

sh

ow

som

e a

wa

ren

ess

of

the

wri

ter’

sch

oic

e o

f w

ord

s a

nd

so

me

aw

are

nes

so

f th

e ef

fect

of

oth

er a

uth

ori

al

cho

ices

.

Wh

en c

om

men

tin

g o

n t

he

wri

ter’

sp

urp

ose

s a

nd

vie

wp

oin

ts a

nd

th

eo

vera

ll ef

fect

of

the

text

, th

e re

spo

nse

ten

ds

to b

e in

th

e fo

rm o

f an

ove

rvie

wsh

ow

ing

gen

era

l un

der

sta

nd

ing

of

ma

in t

hem

es/p

oin

ts. Co

mm

ents

imp

ly a

n a

wa

ren

ess

of

the

effe

ct o

nth

e re

ad

er; th

ey m

ay

no

t ex

plic

itly

exp

lain

it.

8R

49S4

9R

19W

R17

8R

69SL

13

9R

7,1

0

8R

14

9S7

,89R

14

8W

11,1

28S1

19W

6,7

9R

12,1

6

8R

6,8

,11,

8R

16

9SL

15

9R

9,1

0,1

1,

9R

17,1

8

Wh

en d

escr

ibin

g o

r re

trie

vin

gin

form

atio

n f

rom

tex

ts,

resp

on

ses

still

ten

d t

o b

e lim

ited

in s

cop

e, i.

e. s

om

e re

leva

nt

po

ints

ma

y b

e m

isse

d. Si

mp

lere

fere

nce

s te

nd

to

rep

eat

wh

at

is in

th

e te

xt. Th

e se

lect

ion

of

det

ail

is g

ener

ally

rel

eva

nt.

Beg

inn

ing

to

use

infe

ren

ce a

nd

ded

uct

ion

wh

en c

om

ing

to

an

un

der

sta

nd

ing

of

a t

ext.

Exa

mp

les

of

this

kin

d o

fth

inki

ng

ma

y st

ill b

e ve

rylim

ited

in n

um

ber

or

per

ha

ps

infe

ren

ces

an

d d

edu

ctio

ns

are

no

t ro

ote

d s

ecu

rely

in e

vid

ence

.

Ca

n id

enti

fy s

om

e b

asi

cfe

atu

res

of

the

org

an

isa

tio

n o

fth

e te

xt b

ut

the

ab

ility

to

lin

ka

ny

exp

lan

ati

on

to

th

isid

enti

fica

tio

n is

lim

ited

.R

esp

on

ses

ten

d t

o r

eco

un

t a

nd

des

crib

e ra

ther

th

an

exp

lain

.

Can

iden

tify

so

me

bas

ic f

eatu

res

at w

ord

an

d s

ente

nce

leve

l. Th

eab

ility

to

co

mm

ent

on

au

tho

rial

cho

ices

may

be

limit

ed t

o s

imple

eval

uat

ion

. U

nder

stan

din

g t

hat

wri

ters

mak

e ch

oic

es t

o a

chie

vean

eff

ect

on

th

eir

read

ers

is ju

stbeg

inn

ing t

o d

evel

op.

Wh

en c

om

men

tin

g o

n t

he

wri

ter’

s p

urp

ose

s a

nd

view

po

ints

an

d t

he

ove

rall

effe

ct o

f th

e te

xt, th

e re

spo

nse

reco

gn

ises

so

me

of

the

ma

inth

emes

/po

ints

. T

he

resp

on

sem

ay

ten

d t

o r

eco

un

t o

rd

escr

ibe

rath

er t

ha

n e

xpla

in o

rco

mm

ent.

7R

1,2

,58R

1,2

7R

6,8

8R

7

7S1

37R

7,1

3,

7R

15

,19

8S8

8R

8,1

0

7S1

37R

12,1

48W

8,1

3

7R

3,1

7,1

88R

5

Wh

en d

escr

ibin

g o

r re

trie

vin

gin

form

ati

on

fro

m t

exts

,re

spo

nse

s o

nly

incl

ud

e th

em

ost

ob

vio

us

refe

ren

ces

an

dth

ere

ma

y b

e so

me

evid

ence

o

f m

isu

nd

erst

an

din

g. S

om

ese

lect

ed d

etai

ls w

ill b

e re

leva

nt

bu

t o

ther

s m

ay

seem

ra

nd

om

.

Mea

nin

g is

est

ab

lish

ed a

t a

liter

al l

evel

bu

t re

spo

nse

sre

qu

irin

g in

fere

nce

an

dd

edu

ctio

n a

re e

ith

er m

issi

ng

o

r a

re b

ase

d m

ore

on

per

son

al

spec

ula

tio

n t

ha

n o

n w

ha

t is

sug

ges

ted

by

the

text

.

Ca

n id

enti

fy s

om

e b

asi

cfe

atu

res

of

the

org

an

isa

tio

n o

fth

e te

xt b

ut

ther

e is

litt

le o

r n

olin

ked

exp

lan

ati

on

.

Fin

ds

it d

iffi

cult

to

ma

ke a

ny

com

men

ts o

n t

he

au

tho

r’s

use

of

lan

gu

ag

e a

t w

ord

an

dse

nte

nce

leve

l un

less

str

on

gly

sup

po

rted

by

the

qu

esti

on

.

Ca

n id

enti

fy w

ord

s in

a

pa

ssa

ge

tha

t h

ave

a c

lea

r ro

le.

Wh

en c

om

men

tin

g o

n t

he

wri

ter’

s p

urp

ose

s a

nd

vie

w-

po

ints

an

d t

he

ove

rall

effe

ct

of

the

text

, th

e re

spo

nse

ha

sso

me

refe

ren

ce t

o m

ain

them

es o

r p

oin

ts b

ut

the

un

der

sta

nd

ing

ma

y b

esu

perf

icia

l or

mis

un

ders

tan

din

gsm

ay

be

ap

pa

ren

t.

35

Session 2

Inclusive teaching strategies to raise pupils’ performance (70 minutes)

This session focuses on helping you to:

• employ interactive and inclusive strategies to support these pupils in whole-classsituations;

• use guided group work to address pupils’ specific needs.

Look at handout 2.1 which shows how teachers can use inclusive strategies in themainstream classroom and, by doing so, contribute to raising the performance of allpupils. Spend 5 minutes, in pairs, discussing how far, and in what ways, you use theseelements already with the pupils you have identified in the pre-course task. Decide ifthere are any elements you need to discuss further with your department when youare back in school.


21


Raising pupil performance through the key elements of inclusion

Key elements of inclusive teaching Achieved through:

Learning objectives maintaining high expectations

planning and teaching key objectives in the Key Stage 3 Framework

sharing objectives with pupils

promoting self-assessment for learning

setting challenging and achievable targets

Teaching styles using varied teaching styles and addressing pupils’ learning styles

using a teaching sequence to scaffold the learning

promoting independent learning

modelling reading, writing, speaking and listening explicitly

targeting questions

engaging pupils through interactivity

well-paced teaching

encouraging reflection

guided teaching, focusing on specific pupil targets

Access use of additional adults

guided group work

using well-matched resources

using response partners for oral rehearsal

2.1HANDOUT


2.2HANDOUT

Checklist for notes on teaching strategies

Teachers’ notes on video Inclusive teaching strategies

Maintaining high expectations.

Planning and teaching key objectives in the Key Stage 3 Framework.

Sharing objectives with pupils.

Promoting self-assessment for learning.

Setting challenging and achievable targets.

Using varied teaching styles and addressing pupils’ learning styles.

Using a teaching sequence to scaffold the learning.

Promoting independent learning.

Modelling reading, writing, speaking and listening explicitly.

Targeting questions.

Engaging pupils through interactivity.

Well-paced teaching.

Encouraging reflection.

Guided teaching focusing on specific pupil targets.

Use of additional adults.

Guided group work.

Using well-matched resources.

Using response partners for oral rehearsal.


2.3HANDOUT

Characteristics of preferred learning styles

A visual learner:

• prefers to read, to see words, illustrations and diagrams

• may talk quite fast, using lots of images

• memorises by writing repeatedly

• when inactive may doodle, look around or watch something

• when starting to comprehend or correct, may say ‘that looks right’

• is most distracted by untidiness

An auditory learner:

• likes to listen, be told or talk ideas through

• may talk fluently and logically with few hesitations

• memorises by repeating words aloud

• when inactive, may talk to self or others

• when starting to comprehend or correct, may say ‘that sounds right’

• is most distracted by noises

A kinaesthetic learner:

• likes to get involved, hands on, to move things, to try out alternatives

• may use lots of hand movements

• talks about actions and feelings; may speak more slowly

• memorises by doing something repeatedly

• when inactive may fidget or walk around

• when starting to comprehend or correct may say, ‘that feels right’

• is most distracted by movement or physical disturbance


Sequence for teaching guided writing: 1

Planning to writeContext: Pupils are supported as they gather ideas and plan what they will include in their writing

Year 9 objective W3: Pupils should be taught to produce formal essays in standard English within a specifiedtime, writing fluently and legibly and maintaining technical accuracy when writing at speed

Sequence Activity Types of questions and constructive comments

Clarify task and Outline focus and remind pupils of the In the next 20 minutes we shall…Framework objective(s) objective for the writing What are we aiming for?

Revise text type Highlight the conventions and language What do we know about writing textsfeatures of the text type under like this?discussion, placing particular emphasis What have we seen that works well inon word and sentence level features similar texts?

Who is this for?What is its function?What do I need to include?

Strategies check Check pupils know which strategies Is everyone clear about the strategies will help them undertake this task, we can use to help us when we aree.g. the planning techniques and planning to write?formats they can draw on: explosion chart, tree diagram, flow diagram, time line, retrieval chart, structure map, numbered points, etc. (see Literacy across the curriculum training folder, module 10 for examples)

Planning together Teacher uses one pupil’s title/topic/ What format will suit this writing best?subject and one of the chosen strategies Which planning strategies are most likely and leads a shared planning session to help us plan this type of writing?

Think ahead and see the whole piece rather than just ‘what’s next?’Think now about how you will end this writing

Try it out Pupils plan independently or in pairs Teacher either supports individuals/pairs as Pupils select a planning format and have they plan or observes them to 5 minutes to plan their piece of writing diagnose any problems they may be having

Review and feedback Share results You now understand…/can…Praise efforts and point out specific Are you clear about the order?progress made Where will you find the information

you’ll need?Will you know what to do next time?

Next steps Confirm strategies pupils have used in Tell me how this session will help your the session and which they now need to writing in the future?apply independently What might you do differently as

you write?

2.4HANDOUT


2.5HANDOUT


Composing Context: Pupils are supported as they make a start with their writing

Year 9 objective S9: Pupils should be taught to write sustained standard English with the formality suited toreader and purpose


Clarify task and check Outline focus and remind pupils of the In the next 20 minutes we shall…Framework objectives objective for the writing

Revise text type Review the conventions and language What do we already know about this kind features of the text type of writing?

What did we discover when we read examples of similar texts?

Strategies check Check pupils know which strategies make Which will be the best register for this for effective writing: piece?– stick to the objective What is the main effect I want to achieve? – have a reader in mind What is the main point I want to make?– visualise the whole piece (the big picture)– rehearse sentences in head Who am I writing for? What do they need – consider effect on reader to know?– reread Show me on your plan where your writing – ask questions will start and end– check against plan and notes What am I aiming for in this writing?– select techniques, vocabulary, etc. How will I know if it’s successful?

from reading

Marshal the material Refer to plan written earlier What will be the main points?(select–shape– Generate headline content How can I group these points together?sequence) Think about how to begin What order should they go in?

What will be a strong opening sentence?

Try it out Write first paragraph(s), in pairs or Teacher either supports individuals orindividually observes pupils as they write to

record skills and diagnose any problems they may be having

Feedback and reflection Pupils share their work with the group; I like the way…teacher leads discussion whereby pupils That should work well because…note similarities and differences and make Which techniques and language features brief suggestions for improvement. Refer have been used?back to the objective and reflect on how I noticed you…well writers achieved this. Pupils take more control of the discussion after a few such sessions

Next steps Confirm the writing strategies pupils have How has this helped you to make a start used in this session and which they now on your writing in the future?need to apply independently


2.6HANDOUT


ImprovingContext: Pupils bring writing for consideration by the teacher and the group

Year 9 objective S1: Pupils should be taught to review and develop the meaning, clarity, organisation and impact of complex sentences in their own writing


Clarify task and Outline focus and remind pupils of the In the next 20 minutes we shall…Framework objective(s) objective for the writing What are we aiming for in this writing?

What job does this writing need to do?

Revise text type Highlight the conventions and language What do we know about texts like this?features of the text type, placing What techniques have we seen that work particular emphasis on word and well in similar texts?sentence level features What types of words/sentences work best?

Strategies check Check that pupils know what they can Is everyone clear about what we can do todo to improve writing style: improve the writing?Add a comment or parenthesis to What can we add that would help strengthen a point being made the reader?Delete – reduce or rewrite the points What can we get rid of?so use fewer, more telling words What is not working for us? Can we Substitute – vary sentence or paragraph cut it out?openings, vary words, e.g. pronouns and What can we replace that with, to make nouns for characters the point stronger/have a greater effect on Change the order of words, phrases, the reader?paragraphs to improve effect and coherence

Shared review Teacher selects a particular pupil’s I like the way you have…writing for the group to review in That word/phrase is brilliant the session. Teacher models comments there because…or questions on the piece of writing. I noticed…Ask pupils to identify two strong points Is there anything we should add to help in the piece(s) of writing under review the reader?and any areas for improvement Does that word do what you want?

Should we replace that to make the point stronger/have a greater effect on the reader?I am a bit confused about…Can you think of another way of saying…?

Editing and improving Pairs edit and improve their own piece Teacher prompts or observes pupils as they of writing in the light of the discussion write to diagnose any problems they may and the language features identified earlier be having

Review and feedback Pairs exemplify changes they have made That part works well now because…to a piece of writing in the light of the I like the way you have added/expanded earlier discussion on/substituted…Review improvements in pupils’ work Why did you add/delete/substitute…?Share results in turn, praise improvements I decided to…because…

I took out…and added…so that…

Next steps Confirm strategies pupils have used in Tell me how this session might help you this session and which they now need review your writing in the future?to apply independently What might you do differently as Set or remind pupils of future targets you write?


2.7HANDOUT


Reviewing and target-settingContext: Review of completed writing; targets for future work identified and agreed

Year 9 objective S6: Pupils should be taught to evaluate their ability to shape ideas rapidly intocohesive paragraphs

Sequence Activity Types of questions

Clarify task and Outline focus and remind pupils of the In the next 20 minutes we shall…Framework objective(s) objective for the session What are we aiming for in this session?

What do you want to know or learn?

Revise text type Remind pupils of the conventions and What are we aiming for when writing language features of the text type texts like this?being reviewed; place an emphasis on What have we seen that works well in the word and sentence level features similar texts?which are likely to be challenging

Strategies check Check with pupils that they know which Is everyone clear about the strategies we strategies will help them undertake can use to help us review and evaluate our this task: writing?1 Check the writing against the original Try WOLF as a mnemonic (or make up

objectives/title a better one for yourself) when you are 2 Ask themselves questions: writing: who for/objective/links/function

– Is the function/role played by each paragraph clear?

– Is it clear what or who the writing is for?

– Are effective links made between sentences and paragraphs, or introduction and conclusion?

– Are there strong topic sentences?– Are the paragraphs in the most

effective order?

Review Teacher choses one pupil’s final piece I really like the way you have…to discuss with the group. Leads discussion You have worked hard on…by praising strengths, noting progress I notice you have improved your…made on past writing and identifies Next time you do this type of writing a target for the future aim to…

A good target for you now will be…

Try it out Pupils work independently on evaluation Teacher supports pairs or observes pupils of their own or a partner’s piece of as they work to note skills which can writing, applying the strategies be shared, or diagnose problemsoutlined above

Review and feedback Share results (particularly any changes) That’s good, why did you change…?from pairs or individuals Congratulations, you now understand…Praise efforts and point out specific can do…progress made on a previous target Next target for you is to…Identify target for next similar piece What do you think your next target of writing should be?

Next steps Briefly confirm strategies pupils have How has this session helped you with your used in the session and which they now writing in the future?need to apply independently

Curricular targets for guided writinggroup

7S4A Class target

To write reflectively about a text and how it has been constructed so that otherpupils will be able to construct a similar text of their own.

Writing targets

1 Make sure your reader can understand what you write by checking the placing ofcapital letters and full stops.

2 Use connectives to explain how the text has been constructed, e.g. because,therefore and consequently.

3 Use commas within sentences to separate items in a list.


2.8HANDOUT

Session 3

Tracking and securing pupils’progress (30 minutes)

The focus of this session is to help you:

• diagnose the needs of pupils and select the most appropriate interventionprogramme;

• track and monitor pupils’ progress.

ACTIVITY

Working in groups of 3 or 4, look at handout 3.1. The tutor will allocate you twoprofiles to discuss. Groups should discuss the following questions:

What are the issues about why the pupil is not making progress towards his/hertargets? What might be done to help the pupil make progress?

Each group should be prepared to give feedback on the two profiles they have beenallocated.


39

Pupil profiles

Do you recognise these learners?

Pupil A: Shahida Year 8

Having difficulty progressing beyond level 4

Shahida is a quiet, compliant pupil who rarely contributes to whole-classdiscussion and who is reluctant to say when she doesn’t understand. She isable and capable of making better progress than she has done during Year 7but seems to have become more withdrawn.

She speaks English as an additional language, Gujarati and some English at home,but has been educated at an English primary school since Year 2.

Superficially, she reads well but is not thinking about the meaning or significanceof texts or really engaging with the writer’s intentions and inferences. Her writingis limited by lack of formality. Tense and voice are not consistent and she is notusing or linking ideas within complex sentence structures.

What are the issues here?

What interventions might you suggest to move her work forward?

Pupil B: Sean Year 7

Working at a high level 3

Sean’s reading (level 4) is much stronger than his writing. Although he hasmuch to say and plenty of ideas and contributions to make to shared work inclass, he is a reluctant writer who avoids written work whenever possible.

He has been part of a Literacy Progress Unit group who have worked on theReading between the lines and Information retrieval units but he does not seem tobe making much progress towards level 4.


What interventions might you suggest to move his work forward?


3.1HANDOUT


Pupil C: John Year 7 Working at a low level 3

John lacks confidence in his learning ability and has low self-esteem. He doesnot make friends easily.

He has had considerable intervention and additional support at his primary schooland is very dependent on the one-to-one help from his learning mentor andteaching assistants in class.

He is withdrawn for basic skills work using ‘Success–maker’ in two out of the fourEnglish lessons each week.

Initially, he was part of a small group working with the Literacy Progress UnitWriting organisation but it was felt that he was not coping with the pace or levelof reading skills needed to keep up with the others in the group.

He has been referred to the school’s learning support department for additionalhelp.



Pupil D: Flynn Year 9 Having difficulty progressing beyond level 4

Flynn arrived in Y7 at level 4 in both reading and writing in the Key Stage 2tests, but has made almost no progress since.

He attends well but is rapidly becoming disaffected and is a bit of a ring-leader in agrowing culture of disaffection and disinterest amongst the boys.

His writing in English and other subjects is particularly weak and seems to be indecline.



3.1 cont.

HANDOUT


Pupil E: Jamie Year 9 Working at level 4

Jamie lacks confidence in his own abilities and has become a fairlydependent, though willing, learner.

He enjoys writing tasks but his work is often poorly structured and overlong,despite the writing frames given to support him.



3.1 cont.

HANDOUT

Issues and solutions for pupil profile task

Pupil A Shahida: Year 8 Having difficulty progressing beyond level 4


• Pupil learning EAL.

• Difficulties with tense and formal impersonal register are typical for such pupils.

• Because she’s quiet and well-behaved, she may not receive sufficient attentionfrom the teacher.

• She may be held back by a lack of opportunities for oral rehearsal in English.

What the school did

• The department looked at raw score Key Stage 2 test data and realised that sheattained level 4 in her writing by only one mark.

• They planned support on sentence-level writing in a small guided group with theteacher.

• The EMA teacher worked with Shahida and other pupils learning EAL in a guidedgroup using ‘Grammar for writing’ materials to focus on redrafting somewritten work.

• The English teacher paired Shahida with a sympathetic response partner withgood English to develop her oracy, and also ensured opportunities for oralrehearsal were then built upon, enabling her to report back.

• Focused targets were set to support her reading for meaning.

• She was given support through Reading Challenge with a Year 12 Asian girl – toptargets: reading for meaning, this also helped build her confidence.

• Her teacher took specific steps to develop her oracy through group support,preparing for feedback to the whole class.


3.2HANDOUT


Pupil B Sean: Year 7 Working at a high level 3


• His writing is weaker than his reading, so Literacy Progress Units may have beenan inappropriate choice for him.

• Inappropriate Literacy Progress Units were selected – he needs to do newSentences and Writing organisation Literacy Progress Units.

• What is the pattern of his writing across the curriculum?

What the school did

• The school looked at its provision for Literacy Progress Units and realised thatsome pupils were not appropriately placed within groups and that Sean wouldbenefit more from Sentences and Writing organisation Literacy Progress Units.

• In whole-class session, the teacher set smaller steps and rewards for achievingtargets, e.g. two paragraphs by the end of the lesson.

• In guided writing, the teacher agreed to focus on specific curricular targets, re-organising and extending writing for Sean and a small group.

• The department asked his form tutor to look at Sean’s writing books across thecurriculum to check motivation and positive points to build upon.

3.2 cont.

HANDOUT


Pupil C John: Year 7Working at a low level 3


• Missing so much English teaching in lessons is an issue for John.

• The dependency culture needs to be broken and John gradually weaned off one-to-one support.

• There is too much inappropriate intervention outside the main lessons.

• John needs to be included and participate with others as part of a group.

What the school did

• They found a ‘challenge partner’ (a Y10 boy) to act as a reading buddy to buildJohn’s confidence.

• They suggested to the Learning Support department that intervention be givenas part of a supportive group within class, e.g. guided work.

• The learning support assistant was helped to work with John as part of a group.Less attention was focused solely on him in order to help him to take moreresponsibility for his own work and to foster independence.

• In class, the teacher engineered the make up of working groups so that John hada clear role and opportunities to be more successful.

• The department suggested that any individual support should focus on primingfor subsequent lessons. This built his confidence and enabled him to participatemore successfully.

• John was ‘invited’ to join a lunchtime library ‘board games’ club to improve hissocial skills and relationships with other pupils.

3.2 cont.

HANDOUT


Pupil D Flynn: Year 9Having difficulty progressing beyond level 4


• Is his lack of motivation subject-specific to English or across the whole curriculum?

• Flynn needs to be re-engaged and challenged – but is he the only one?

• Given what research says about boys and writing, are there enough activestrategies being used with this class?

What the school did

• Peer teacher observation suggested to the department that boys were not wellcatered for in terms of engagement with writing.

• Short-term plans were reviewed to ensure challenging, motivating and activestrategies were used.

• Some short-burst writing using white-boards was built into lessons.

• An academic learning mentor was assigned to Flynn.

3.2 cont.

HANDOUT


Pupil E Jamie: Year 9Working at level 4


• The English department may be over-reliant on writing frames rather thanactive teaching of writing.

• The department needs to focus Y9 teaching on planning for writing, preferredstyle and editing.

• There is a lack of internal structuring and planning of writing.

What the school did

• The department realised that Jamie was not alone and devised some specificlessons in the writing units around planning and structuring writing (see‘Improving writing’ materials).

• They set up opportunities for timed, short-focused bursts of writing, e.g.openings, endings.

• They set some well-defined tasks giving clear criteria to pupils for self and peermarking.

• They decided on more active teaching of planning and text organisation tosupport pupils prior to them writing.

• Pupils were provided with material so that they focused on structure ratherthan content.

• Whole-class shared work on editing over-long texts (not Jamie’s) was planned tobuild up confidence around things he does well.

• More use was made of a writing partner to develop structure and planning andediting aspects.

3.2 cont.

HANDOUT

Gap task for supporting pupils level 3 tolevel 5

Task 1

Choose one or more of the target pupils who you have already identified and:

• select a sample of each pupil’s writing and, using the progression grid, decide on akey area for improvement, e.g. sentences;

• decide on and implement the appropriate teaching and support that will lead toimprovement in this area;

• monitor the progress of each pupil as you teach them for the next two terms andtake another work sample when you feel there is evidence of progress. If thesepupils are taught by another teacher in the next two terms it will be necessary toliaise with that teacher about the pupils’ progress;

• complete the table on handout 3.4 with some brief notes about how and why thepupil(s) have made progress;

• bring the work sample(s) and this completed gap task sheet to the second part ofthe training and be prepared to discuss it with colleagues.

Task 2

Your head of department will attend the day’s training on “Increasing pupils’ rates ofprogress” in the Autumn term. What you have learned from this training cancontribute to the department’s response to targeting two levels of progress for mostpupils. This task is to:

• share the messages from the training with your department and encourage theuse of the additional support material which accompanies this year’s coretraining;

• ensure that your colleagues pay sufficient attention to the needs of lower-attaining pupils in their planning for the above training.


3.3HANDOUT


Gap task table

Pupil 1 Pupil 2

Based on the first work sample, which aspectfrom the Progression in Writing grid is the pupil weakest at?

What kind of teaching and support was given to the pupil after the weakness was identified?

Based on the second writing sample, what evidence is there of progress?

3.4HANDOUT


Aims


• develop consistent approaches within the departmentto secure progress from Year 7 to Year 9

• understand progression in reading and writing fromlevel 3 to level 5

• build on prior attainment to boost the performance ofpupils entering at level 3

• use guided group work to address the specific needsof pupils

• diagnose the needs of pupils and design the mostappropriate intervention programme

• track and secure pupils’ progress

• understand the place of this training as part of awhole-school approach to supporting under-performing and lower-attaining pupils

How to get more pupils from level 3 to level 5 in English Part 1 © Crown copyright 2004Course tutor’s notes DfES 0265–2004G

1.1OHT

National data on pupil progression inEnglish 2000–2003

At least two levels of progress26% of pupils entering at L3 achieved L5 or better by theend of the key stage27% of pupils entering at L4 achieved L6 or better by theend of the key stage

At least one level of progress68% entering at L3 achieved L4 or better by the end ofthe key stage79% entering at L4 achieved L5 or better by the end ofthe key stage

Pupils not achieving one level of progress 23% of pupils entering at L3 remained at L3 or below bythe end of the key stage (24,000 pupils)17% of pupils entering at L4 remained at L4 or below(46,000 pupils) (2% regressed to L3 or below)


1.2OHT

Variation in progress between schools in one LEA

In school A, 44% of L3 pupils progressed to L5 in 2003

In school B, 25% of L3 pupils progressed to L5 in 2003

In school C, 3.5% of L3 pupils progressed to L5 in 2003


1.3OHT

Actions to take if your department isbelow the national rate of progress

• Look at the other core subjects to see if there is adifference in performance of the same cohort ofpupils.

• Look at the number of pupils who entered Year 7already on level 4 and see how many remained atthis level.

• Compare the analysis of test papers with a worksample to see if the same issues emerge.

• Review schemes of work to ensure these aspects aretaught and consolidated.

• Target pupils who need extra support and design asuitable intervention programme for them.

• Analyse the test papers, using the Pupil achievementtracker (PAT) software sent to schools by the DfES, tosee which aspects of English pupils were weakest at.

• Set curricular targets and track pupils’ progresstowards these targets across Years 7 to 9.


1.4OHT


Key ingredients of effective intervention

• Rapid analysis of Key Stage 2 data and informationfrom feeder schools, progress and optional tests

• Accurate completion of intervention audit

• Careful identification of pupils’ specific strengths andneeds

• Appropriately targeted support

• Links with the mainstream curriculum

• Making intervention systemic, rather than bolt-on


1.5OHT

Key messages of Session 1

Teachers will need to:

• be able to identify the learning needs of those pupilsworking at level 3 who need to make progress and todesign a suitable intervention programme for them

• be aware of the key markers for progression in Englishfrom level 3 to level 5

• know how to use the progression grids to help plantheir teaching of appropriate Framework objectivesand to assess pupils’ progress against the key markers


1.6OHT

Aims of the session


• employ interactive and inclusive strategies to supportthese pupils in whole-class situations

• use guided group work to address pupils’ specificneeds


2.1OHT

Three principles for inclusion

Setting suitable learning challenges

Responding to pupils’ diverse needs

Overcoming potential barriers to learning andassessment for individuals and groups of pupils


2.2OHT


Inclusion: lesson design


2.3OHT

Learningobjectives

Teachingstyles

Access

Inclusion

Using shared work with pupils working atlevel 3

• Pitch questioning appropriately for individual pupils

• Use follow-up questions to build confidence andcompetence

• Use a range of interactive strategies to suit a range oflearning styles

• Model – think aloud to make explicit the choices madeby readers and writers and the skills they apply


2.4OHT

Implications for teaching pupils workingat level 3 to reach level 4 in reading

Help children to:

• use evidence from texts rather than from their ownexperience (AF2)

• identify key events and ideas in a text and explainthem clearly (AF2)

• trace development through texts to deduce reasons,motive, cause and effect (AF3)

• infer meaning from a paragraph or section of a text aswell as from key words and phrases (AF3)


2.5OHT

The benefits of guided group work

Pupils can:

• take more responsibility for improving their readingand writing

• obtain instant feedback on successes and how toimprove

• share their learning with the group

• evaluate their work and that of others

• have other audiences for their reading and writing

• explain the choices they are making – part of theprocess of moving a skill from something ‘taught’ tosomething ‘learned’

Teachers can:

• intervene positively at the point of learning

• group pupils to address common areas of need

• reinforce and extend teaching points made in sharedreading and writing

• make informed formative assessments of pupils


2.6OHT


Implications for teaching pupils workingat level 3 to gain level 4 in writing

Help children to:

• add interest to narrative by the addition of detail thatportrays, e.g. the feelings or intentions of the maincharacter(s) (AF1)

• maintain focus on purpose and reader when selectingand organising material (AF2)

• structure narrative writing into paragraphs, e.g.indicating shifts in time and place (AF3)

• use a range of connectives to vary the organisation ofcomplex sentences (because, which, where) (AF5)

• use capital letters and full stops to mark sentenceboundaries (AF6)

• add detail to their writing through the use of well-placed adjectives and adverbials, and by expandingnoun and verb phrases to enhance meaning (AF7)


2.7OHT

Key messages about using curriculartargets

Curricular targets:

• express in words a specific focus for improvement

• are derived from detailed analysis of pupils’attainment

• detail specific groups of pupils who need moreeffective provision in a given area

• are matched to year groups and classes to ensureprogression towards planned improvement


3.1aOHT

Key messages about using curriculartargets (cont.)

Curricular targets:

• are addressed through teaching objectives in teachingplans

• are supplemented by targets addressing the needs ofparticular groups or individuals

• are intended to be time-limited and checked regularlyto ascertain progress

• are recognised as achievements once pupils havemastered them and are then replaced with the nextsteps


3.1bOHT

The purpose of the gap task

The purpose of the task is to:

• make a link with the second part of this training inthe Spring term 2005

• track the progress of target pupils through the nexttwo terms

• reflect on and evaluate the impact of their ownteaching on lower-attaining pupils

• share messages from this training as part of adepartmental initiative which targets two levels ofprogress for most pupils through the key stage

• encourage the use of the additional support materialsdesigned to help English departments to supportpupils from level 3 to level 5


3.2OHT


Making the most of core training 2004-2005

Participants should:

• plan follow-up with senior leaders

• take action to ensure direct impact in classrooms

• monitor and evaluate the outcomes


3.3OHT

How to get more pupils from level 3 to level 5 in...

Documents

Transcript of How to get more pupils from level 3 to level 5 in...