P. 1
Primary Literacy Newsletter - Spring 2010

Primary Literacy Newsletter - Spring 2010

|Views: 1,123|Likes:
Published by lancashireliteracy

More info:

Published by: lancashireliteracy on Jan 11, 2010
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





The Lancashire School Effectiveness Service

Literacy Newsletter

Spring 2010

“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.” Happy New Year! It seems unbelievable that it is 10 years since the Millennium. The start of this term can be the most difficult one. Going to school in the dark and coming home in the dark makes life seem all work and no play. The days are short, The sun a spark Hung thin between The dark and dark. John Updike from ‘January’ However, the longest day is well behind us and the days are getting longer – really! Apparently, in Lancashire by Easter, sunrise will be at 6.42 a.m. and sunset at 7.48 p.m. Let’s hope there’s some sunshine between the two! So, let’s Spring into action with this term’s newsletter! First of all a big welcome to Claire Speakman from Leyland St Mary’s, who is joining the team as a new consultant from January. We are really looking forward to her joining the team and working with us to support Lancashire schools. Once more, we have included a wide range of information and support for teaching literacy. We are really pleased to include book reviews from three teachers for our regular ‘Have you Read?’ section. Don’t forget to submit one of your own if you come across a book that goes down a storm in your class; especially in KS1. If you are a Reception or KS1 teacher, you will have great fun trying out the drama activities using Billy Bucket – take pictures! Our CLLD consultant has written a really useful and practical guide for developing CLL during outdoor learning. Thankyou, too, to Rachel Hall from Stoneyholme for her case study of a project, Talk Power, to get boys talking outside. For those of you who might be struggling to write a brief Literacy policy, we have included a ‘potted policy’ created in one of our schools. It should be adapted to suit your own particular needs and could form the basis of a more detailed policy. We hope you have an enjoyable and productive term.

• APP - Gathering and Using Evidence in Writing • Renewed Framework for Literacy • Every Child a Reader in Lancashire • Using Support for Writing and Talk for Writing • BBC Learning in the North Project • The Little Book of Literacy Essentials • Burnley Transition Project • SEN News - New Resources and Network • Are You Ready for APP in Reading? • Have You Read? • Spring Term Twilight Flyer - Writer Talk • Developing CLLD During Outdoor Learning • Talk Power: A Project to Get Boys Talking • Preston Museums and Schools in Partnership • Storytelling and Storymaking for EAL Children • Drama Activities Using Billy’s Bucket • Literacy - The Essentials • LE Consultancy and Courses • One to One Tuition in Lancashire

Cover photo: jenny downing @ flickr.com
The Lancashire School Effectiveness Service

Literacy Newsletter

Spring 2010

“Promoting excellence, creativity and enjoyment in English and literacy through partnership with schools.” Happy New Year! It seems unbelievable that it is 10 years since the Millennium. The start of this term can be the most difficult one. Going to school in the dark and coming home in the dark makes life seem all work and no play. The days are short, The sun a spark Hung thin between The dark and dark. John Updike from ‘January’ However, the longest day is well behind us and the days are getting longer – really! Apparently, in Lancashire by Easter, sunrise will be at 6.42 a.m. and sunset at 7.48 p.m. Let’s hope there’s some sunshine between the two! So, let’s Spring into action with this term’s newsletter! First of all a big welcome to Claire Speakman from Leyland St Mary’s, who is joining the team as a new consultant from January. We are really looking forward to her joining the team and working with us to support Lancashire schools. Once more, we have included a wide range of information and support for teaching literacy. We are really pleased to include book reviews from three teachers for our regular ‘Have you Read?’ section. Don’t forget to submit one of your own if you come across a book that goes down a storm in your class; especially in KS1. If you are a Reception or KS1 teacher, you will have great fun trying out the drama activities using Billy Bucket – take pictures! Our CLLD consultant has written a really useful and practical guide for developing CLL during outdoor learning. Thankyou, too, to Rachel Hall from Stoneyholme for her case study of a project, Talk Power, to get boys talking outside. For those of you who might be struggling to write a brief Literacy policy, we have included a ‘potted policy’ created in one of our schools. It should be adapted to suit your own particular needs and could form the basis of a more detailed policy. We hope you have an enjoyable and productive term.

We are unfortunately unable to provide additional copies of this newsletter but you can download the file from our website and, if you don’t have a colour printer, commercial printers will be able to print any or all of the pages for you.

Senior Adviser / Team Leader Principal Consultant Literacy Consultants

Lyn Ranson Sarah Watson Sue Dean (Senior Consultant), Helen Atkinson, Julie Clack, Marie Feathers, Edwina Maskell, Janet Pay, Claire Speakman, Nicola Tomlinson, Anita Yearsley, Louise Young Vanessa Andrews, Lesley Dodd Shirley Gott, Jayne Nicholas Julia Page - Admin Manager, Alison Kenyon - Deputy Admin Manager, Daniel Hayes - Admin Assistant, Angela Jamieson - Admin Assistant, Lynn Smith Admin Assistant

CLLD Consultants ECaR Consultants Administrative Staff

You can contact us by… Phone: Fax: E-Mail: Website: Post: 01257 516160 01257 516103 english.literacy@lancashire.gov.uk www.lancsngfl.ac.uk/nationalstrategy/literacy LPDS Centre, Southport Road, Chorley, PR7 1NG

APP - Gathering and Using Evidence to Assess Pupils’ Progress in Writing To scaffold or not to scaffold?
• With the increased use APP approaches and materials to support teacher assessment in writing, questions are frequently asked about evidence and the place of supported and unsupported tasks. • When assessing pupils using the APP approach, it is important to remember that we are looking for what a pupil can do confidently, consistently and independently. • To help make those judgements in writing, it is recommended that the teacher draws on a range of evidence – what they know about the child, observations of them working, the pupil’s responses to questioning and discussion, and a range of samples of their writing. • It is recommended that this range of writing comes from a variety of sources – from work in Literacy, other subjects and wider writing opportunities such as pieces for assembly etc. This provides the teacher with greater opportunity to find evidence of the skills which have become embedded, in other words those which they apply confidently, consistently and independently. • Scaffolded tasks, use of success criteria, reminders about targets and so on are all vital elements of Assessment for Learning and good teaching – hang on to those! It is just important to keep in mind that where specific scaffolding has been given, credit cannot be given for that aspect. The same piece may however provide evidence for several other assessment focuses. Similarly, if the child shows in other pieces that they can indeed demonstrate their ability to apply that particular skill which was scaffolded elsewhere, then they should be given credit. APP is designed to draw on normal teaching approaches and additional ‘cold’ writing tasks are neither necessary nor desirable. On rare occasions, a teacher may find they simply do not know how embedded certain skills are because all the writing opportunities being offered to children are so heavily scaffolded. In such instances, pupils simply do not have chance to show what they can do by themselves and consequently these opportunities need to be planned in by the teacher. • It all comes back to the teacher’s knowledge of the child and what they can do. APP is designed to support teachers in gaining that knowledge. There are no hard and fast rules as such – it’s about teachers reflecting on ‘where is this child with their writing?’, making a judgement and using a range of evidence to ensure that they are secure in that judgement.

Renewed Framework for Literacy
In late June last year, the government published the white paper entitled “Your child, your schools, our future – building a 21st century schools system”. Just prior to this being published, it was incorrectly reported that schools would no longer have to plan and teach from the National Strategy Renewed Frameworks for Mathematics and Literacy. The white paper actually states that successful schools have “taken on teaching frameworks developed by The National Strategies, including for the daily literacy and numeracy hours, and used them with enthusiasm… and we expect every school to continue with this practice.” Download the full report from www.dcsf.gov.uk/21stcenturyschoolssystem.

Every Child a Reader in Lancashire Burnley Express
Tuesday, October 27 2009, p.10

The Mayor and Mayoress of Burnley, Councillor John and Mrs. Gillian Harbour, cut the ribbon to officially mark the opening of the Every Child a Reader training centre at Springfield Primary School, which is one of only two in Lancashire (the other being St Maria Gorretti RC Primary in Preston). The programme aims to reach those pupils most in need of help to boost the standard of literacy in the area. The Reading Recovery scheme will help children

around the age of six who are struggling with learning to read and write. The lowest attaining pupils will get five 30-minute reading sessions a week. The programme creates a personalised plan for each pupil, assessing their needs and building upon what the child is already able to do. The centre will also be used to train other Reading Recovery teachers, with 37 teachers from across the region having signed up for the year-long training course.

Using Support for Writing and Talk for Writing
Two new fliers have recently been sent into school giving a very useful overview of the Support for Writing and Talk for Writing materials. The Support for Writing poster gives information around how to use the Support for Writing materials when planning. These materials consist of: • • • • • Additional guidance on text types Progression statements Steps in learning Pupil writing targets Examples of Pedagogy

The Talk for writing poster shows how to incorporate aspects of talk into the assess, plan, teach, review sequence. The key aspects of talk for writing are: • • • • • • Book Talk Writer Talk (reading as a writer and writing as a reader) Story telling and story making Word and language games Role play and drama. Further copies and more information can be downloaded from the national strategies website.

BBC Learning in the North Project
Lancashire has been lucky to be invited to work with the BBC to evaluate suitable material for use in schools. A website, with a wealth of resources, is in the process of development. Have a look for yourselves: www.bbc.co.uk/learningzone/clips Lots of clips are available from well known TV programmes such as Top Gear, Newsround, CBeebies, BBC News, Blue Peter and Jackanory. In addition, many narrative clips and short films are available, for example, George’s Marvellous Medicine, The Iron Man, Rumpelstiltskin, The Town Rat and the Country Rat, This is the Bear and the Scary Night, Hacker, Good Night Owl, The Hare and the Tortoise, to name just a few. Nicola Tomlinson, Literacy Consultant and Caroline Garland, Deputy Headteacher in Leyland (and ex-Literacy Consultant) are to attend workshops in the Spring term to provide advice and ideas for the use of further audio visual material and BBC archive material for literacy and the creative curriculum. Watch this space for developments and updates!

The Little Book of Literacy Essentials
The Little Book of Literacy Essentials is an introduction to literacy teaching in primary schools. It outlines the basic principles and practice of the different elements of the literacy lesson. It has been written to support NQTs, teachers returning to teaching since the Literacy Framework was renewed and anyone wishing to update their knowledge of current practice. Download it from our website today!

Burnley Transition Project
An exciting new project is being piloted this year to develop the transition between primary and secondary schools in Burnley. This follows the successful introduction of a transition project in the Wyre where high schools and their feeder primary schools attend a conference in the Spring term hosted by one of the high schools in the area. The schools develop the transfer of assessment information in the form of APP judgements so that high schools have detailed assessment profiles to inform teaching and learning of the new Year 7 pupils. A Y6 transition unit of work for the summer term is provided, complete with access to moodle resources. Y6 teachers use some of the tasks from the transition unit to inform their APP judgements which are passed on to Y7 colleagues and secondary Heads of English. The Burnley Transition Project will follow a similar model with APP training provided as required. Two Burnley secondary schools, Sir John Thursby and Blessed Trinity and their feeder primary schools are taking part in this pilot. We hope to extend the project further in the future in order to continue strengthening the smooth transfer of information between Year 6 and Year 7 teachers.

SEN NEWS...SEN NEWS... New Resources
Please look out for two new booklets that came into all schools earlier this term entitled ‘Resources for teachers working with children with speech, language and communication difficulties’ and ‘Resources for teachers working with children with dyslexia’. The resources in these booklets have been presented in 3 sections. The first is for teachers working in the Early Years Foundation Stage, the next for teachers working in KS1 and 2 and the last for those working in KS3 and 4. However some of the resources are not exclusive to these age ranges and teachers may find suggestions from outside their age group useful. There are a variety of resources listed, including teacher books and manuals, intervention programmes and activities, practical equipment and web based resources. It is not suggested that these are the only helpful resources to support teachers but are a collection of those suggested by teachers and specialists in Lancashire LA. Within in each group there are ideas for the 3 waves of support. Wave 1: listed here are resources that will support the class teacher with providing good quality inclusive education for all pupils. Wave 2: these are resources to support pupils who are working just below age range expectations and are aimed at enabling these pupils to accelerate progress to

meet national expectations. These pupils are likely to be working in a small group, often with an adult to supervise their learning. Wave 3: on this page are resources that will be useful to support the lowest attaining pupils who often need specialist one-to-one support to tackle fundamental difficulties. Additional copies can be ordered by emailing lses. courses@lancashire.gov.uk.

The Special Schools’ Network
At the last meeting on 20th November most people braved the walk form Woodlands to Lancashire College; despite all my arrangements, the flier still went out with Woodlands on it!! Spring and Summer meetings are in Woodlands, though. We enjoyed a range of teaching and learning activities using ICT and the evaluations were universally appreciative. Thanks to all the presenters, Sue Eaves, Nicky and Louise and especially Lynne who conducted a hilarious and fascinating ‘hands-on’ session using Dinosaurs as a stimulus. The usual suspects degenerated into near vulgarity at times! [They know who they are!] Careful reading of the suggestions from you for the Spring Session resulted in a session from Lynne on Dyslexia, a session from Liz that will take the approaches and strategies that Lynne examined through Dinosaurs to a more suitable content for KS4; she is going to look at a Shakespeare text. I will approach practitioners who can talk about the benefits and issues resulting from their new school build on different campuses and we are inviting Anne Conroy, from the EYFS team, to do a session on planning. We will include the Libraries suggestion in the Summer Next date is February 5th 2010, Woodlands. See you there. Hilary King.

Are You Ready for APP in Reading?
Most schools are well on the way to adopting Assessing Pupils’ Progress (APP) as their termly assessment tool. Many have started with APP in writing or in maths with the intention of introducing the guidelines for reading when the first two are established. The expectation is that APP should be introduced and implemented by 2011. Assessing Pupils’ Progress is a straightforward approach to making secure judgements about the standard of pupils’ work and what they need to do next. However, making judgements about children’s writing is perhaps more straightforward than reading. In writing, the evidence is there on the page. In reading, much of the evidence is inside the child’s head! So, how do you access that evidence in order to inform APP judgements and plan next steps in reading? What are you looking for? Whatever the age of the child, or the complexity of the text, the statements below summarise what a reader is doing when developing each assessment focus. What schools need to do is provide a wide range of reading opportunities to both develop reading and generate evidence to inform assessment, teaching and learning.

The Assessment Focuses - What the Reader is Doing
AF1: I can blend phonemes to read and understand words. I know my high frequency words. I know how to help myself when I’m stuck. AF7: I can explain how this text relates to others I have read or to the place or time in which it was written.

AF2: I can find information and ideas in the text and quote them in my answer.

AF6: I can explain how the author feels about the text and how he wants the reader to feel or to think.

AF3: I can find the author’s clues about what is happening or how characters are feeling.

AF4: I can explain why the writer has organised the text in the way she or he has.

AF5: I can explain the meaning of words and phrases and the intended effect of the language chosen by the author.


use a range of strategies, including accurate decoding of text, to read for meaning understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text deduce, infer or interpret information, events or ideas from texts identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader relate texts to their social, cultural and historical traditions

The prompts below are to help you evaluate the range and quality of opportunities for reading in your school.
Reading Opportunity APP in Reading Areas for Development Are the following elements included in your class? A wide range of texts; engagement and enjoyment; teaching of reading strategies at the age expected level; lots of Book Talk; open questions that require thought; modelling of extended oral responses; the teaching of the range of AFs; a balance of teacher/child talk; reading as a writer – identifying the structures and language features of texts to inform own writing; gathering content for writing. As above but at the ability level of the children; pre-planned, key questions about texts to develop AFs; extra sessions for children who need it; guided reading records and observations. Opportunities for children to prepare for, and then respond to, their guided reading sessions using the strategies and activities in the table below – a five day rota of purposeful reading activities. Opportunities for children to listen to high quality classic and modern texts, non-fiction and poetry and respond in a wide range of creative ways; texts to enhance children’s language development. Library use included in planning; themed library events; easy access; comfy and inviting. Comfy, attractive book corners; book displays; book boards. (see Spring 2009 Newsletter); reading gardens; easy access to books and other reading material; book fairs. A wide range of books chosen for interest as well as progression; parents who know how to share a book with their child; in-school, ‘home-reading’ for children who are not read with at home; parents’ reading workshops. Books and other reading material chosen to engage boys; respect for boys’ reading choices; male role models. Good quality books and other reading material kept in good condition, refreshed and updated as often as finances allow; the School Library Service and available resources are fully accessed and utilised. Inspirational writers providing role models and workshops.

Shared Reading

Guided Reading Guided Reading Workshops Daily read-aloud Using the Library The Reading Environment

Home reading

Boys Reading

Resources Visiting authors

What types of evidence could these reading opportunities generate?
Reading aloud Book Talk Drama Locating information Extended Reading Visualisation Translation Writing in role Language development Comparing texts Reading Journals Fluency. The children’s ability to read with expression and appropriate tone to reflect meaning and character. Using decoding strategies for tackling unfamiliar words. Dialogue between the teacher and the children and between the children themselves. Dialogue which will reveal skills and understanding across the full range of Assessment Focuses and reading opportunities. The ways in which children interpret and respond to texts reveals their depth of understanding and insight. The accuracy and relevance of the information and ideas that children retrieve from texts. Stamina and pace. How quickly children can skim texts for gist or scan for specific information. How much children can read independently and remain engaged. Children’s images of characters and settings; representations of information in pictorial form. Children’s representations of text in different forms. The children’s ability to empathise and understand viewpoint. The children’s vocabulary and knowledge of a wide range of topics; the children’s ability to articulate their responses to and interpretation of what they read. Children state reading preferences and make links between different texts and between texts and life. Children’s personal responses and interpretations of what they read.

Independent The children’s willingness to read without instruction to do so; the range of texts chosen; reading behaviours the engagement and enjoyment experienced. Response outcomes Character webs; focus boxes; zone of relevance; role-on-the-wall; sequencing activities; question hands; KWL and QUAD grids . . . . . . . . . . . .

Spilled Water by Sally Grindley
‘Today is a big day for you. From today, you must learn to find your own way in the muddy whirlpool of life.’
This is the day in which everything changes for 11 year old Lu Si-Yan, a day in which she truly learns what it means to be born a girl in China. Spilled Water tells the story of 11-year-old Lu SiYan, who is forced to leave her village by her uncle, following her father’s death and mother’s illness. Kept inside a smog-wrapped tower block like a prisoner, she is made to work as a slave to a rich couple who intend to marry her to their simpleminded son. With the help of the grandmother of the family, Lu Si-Yan tries to return home to her village but along the route of escape, has no choice but to accept the ‘charity’ of factory owners the Wangs. But the factory is no place for an 11-year-old girl so, despite the support and friendship of fellow worker Li Mei, she vows to return to help her mother take care of her younger brother and begin her life again. Spilled Water provides a fascinating insight into another culture and world. Children will enjoy reading about the hurdles a young Chinese girl faces due to the ‘single child’ policy and its implications. The agricultural life Lu Si-Yan leads at the start of the text and the finely drawn pictures of the industrialised world she encounters later, provide opportunities to explore description, setting and mood. Recommended for Year Six as a class read and described by my class as an ‘emotional roller coaster’, Spilled Water is an extremely powerful and thought-provoking novel that kept the children hooked page to page and chapter to chapter. My class burst into spontaneous applause at the end and some needed a tissue! Reviewed by Louise Carbert, Mayfield Primary School, St Annes-on-Sea

the Victorian era. This story has an ‘Oliver Twist’ feel to it and soon has you hooked on the adventures of these likeable characters. The three brothers are from the slums of London, stealing money and food for their family to survive. The parents of a rich family from Kensington meet the brothers and take a shine to Billy who they proceed to adopt on the promise that Billy can have as much to eat as he wants. At first Billy enjoys the high life but soon finds himself the chief suspect in the theft of ‘The Star of India’, the expensive heirloom belonging to the mother of his new family. Jem and Ned decide to try and save Billy from being shipped off to Australia as a punishment for his crime and turn detectives to uncover the real criminal. Although it is quite a long novel, this book has fitted in perfectly with our Victorian theme in Y6. There are references to Victorian lives of the rich and poor and the children have been excited to hear some of the facts and

information they have learnt throughout the book. The language is quite mature but the children have been hooked on the plot and have enjoyed writing character descriptions of their favourite character and predicting the next part of the plot. A book I would definitely recommend to complement a Victorian topic or as an alternative and more modern version of Oliver Twist. Reviewed by Sarah Lee, Literacy Subject Leader, Deepdale Junior School, Preston

Cosmic by Frank Cottrell Jammy Dodgers get Filthy Rich by Bowering Boyce Liam is a really tall boy for Sivers his age and despite being
This is one of the books in a series of four based on the adventures of three brothers: Jem, Ned and Billy, set in eleven years old, he is often mistaken for an adult. This means he has disasters and

adventures in equal measure, the biggest resulting in him finding himself accidentally aboard a space rocket. This is compounded by the fact that his parents think he’s on a residential visit to the Lake District! Frank Cottrell Boyce has an incredible talent for getting into a child’s thoughts and feelings, and making them come to life on the page. This is a fabulous class novel for upper KS2 – funny and moving – allowing both children and adults a useful glimpse into each other’s world.

book. It certainly is engaging for anyone in their 50s! The humour is subtle in places and there for the adult reading to the child, rather than the child. It would certainly be an advantage to have read the originals so that the style, humour and characterisation are already familiar. Some of the writing does slip into a more modern style from tome to time which jars a little and the book itself does not have that evocative musty smell of long treasured books. It is a gentle read that would suit bedtime perhaps better than school story time.

The Return to the Hundred Acre Wood by Class Two at the Zoo by Julia Jarman and Lynne David Benedictus If you are a child of the Fifties, you may only just be Chapman
recovering from the aberration that was the Disney version of Winnie the Pooh. The news that someone had had the audacity to write a sequel to The House at Pooh Corner by AA Milne could not be possible - or be endured! This is a real cautionary tale of what happens when you visit the zoo and don’t pay enough attention to the hungry anaconda. Class Two are having a wonderful time at the zoo until one child notices the snake that is gradually devouring her classmates. Although this story embodies every teacher’s nightmare, everyone is saved and the snake slithers off to fight another day. The story has a fabulous rhythm and rhyme to it that cannot fail to have your children joining in.

We all have a book that dominates our reading memories. For some it is Beatrix Potter’s Peter Rabbit, Enid Blyton’s The Wishing Tree, The Famous Five or Secret Seven, Reverend Awdry’s Thomas the Tank Engine, and for others, Winnie the Pooh.

The Return to the Hundred Acre Wood is a sequel to The House at Pooh Corner. Christopher Robin has been away at school and has returned for further adventures. Well, reluctantly…it has to be said…all is nearly well! The author has maintained AA Milne’s style and humour. The characters have remained true to type in the intervening eighty years. Pooh is still obsessed with honey and hums; Piglet is still highly strung; Tigger still needs Ritalin, Eeyore continues his weary resignation that if things can go wrong, they will, and Owl remains an intellectual snob. A new resident of the Hundred Acre Wood is introduced in this book – Lottie the Ottie. It is difficult to recommend an age-group for this

The Shrinking of Treehorn by Florence Parry Heide
‘We don’t shrink in this class,’ said Treehorn’s teacher firmly. But Treehorn was shrinking, and very inconvenient it was.
First published in the early 1970s, The Shrinking of Treehorn has become an old favourite for many readers. No one knows exactly why Treehorn is shrinking – least of all Treehorn himself. However it is the reactions of the various adult characters within the story which provide greatest amusement. These include Treehorn’s self obsessed parents (somewhat reminiscent of those in David McKee’s Not Now Bernard), his teacher who is concerned only with school rules and the ineffective school principal who talks about solving problems but offers nothing

The terrors came fast, one upon another. The lights of the Peggy Sue went away into the dark of the night, leaving me alone in the ocean, alone with the certainty that they were already too far away, that my cries for help could not possibly be heard. I thought then of the sharks cruising the black water beneath me - scenting me, already searching me out, homing in on me - and I knew there could be no hope. I would be eaten alive. Either that or I would drown slowly.
emergency, from being faced with a crocodile, to swimming in a shark infested ocean. He also has an eccentric habit of writing notes everywhere and anywhere. This eventually leads him into trouble with the great, feared bully, Marv Hammerman and his evil gang. The plot follows Mouse through very humorous and emotional times and includes a lot of introspection. His nickname ‘Mouse’ comes from his ability to dodge situations and the climax of the story is when Mouse eventually confronts the bully. Here are a couple of quotes from the boys in my class; Saved by his football, which kept him afloat, Michael awakes to find himself washed up on a desert island. He is tired, hungry and thirsty… However, as he slowly regains consciousness and fears for his survival, he finds a bowl of fresh water, fish and fruit laid out on palm leaves. Michael is not alone!!!

by way of solution. Edward Gorey’s illustrations also contribute to the warmth and humour of the story. Part of the Young Puffin series, this book will appeal to many children in lower Key Stage 2. Most will be able to identify with Treehorn’s unsuccessful attempts to get adults to listen to him and they will love the twist at the end…

Kensuke’s Kingdom by Michael Morpurgo

This is a wonderful book to read with Year 6 children. It forms the basis of an English transition unit for Years 6 and 7. Planning exemplification can be found on the Primary Framework website.

‘It is a tension-filled, action packed story about a boy called Mouse who has dreamed up a list of what to do in emergencies, but realises he is the greatest emergency of all.....’ (Ben Eccleston, Year 6)

The story is an exciting and contemporary modern day Robinson Crusoe, set on a desert island. There is plenty of action and drama!

The Eighteenth Emergency by Betsy Byars
The Eighteenth Emergency is a book I especially chose to appeal to the boys in my Year 6 class. This humorous story is based around a young American High School student, ‘Mouse’. Mouse is a great character with the ability to dream of what he would do in any

‘All the characters are great with your typical personalities, just like a real school. Mouse is particularly funny with his quirky habits.’ (John Hooson, Year 6)
Reviewed by Liz Robinson, Bryning with Warton St Paul’s CE Primary, Warton

Michael’s father loses his job and the family decide to have an adventure and sail around the world in the Peggy Sue, a yacht for which all other possessions have been sold. Mum is the skipper, Michael is the ship’s boy and Stella Artois (the dog) is the ships cat! They visit Africa, South America and Australia but as they leave the Great Barrier Reef disaster befalls them and Michael is washed overboard…

Please submit your own book reviews to literacyconsultants@lancashire.gov.uk and we will feature them in future newsletters.

Lancashire Leading Literacy Teachers Present...

“Writer Talk”
There will be 25 twilights happening in schools across the County. Please look out for your flyer arriving in school. Aims of the course: - To explore ideas and strategies from Pie Corbett’s ‘Talk for Writing’ Who should attend? - Subject Leaders, Key Stage 2 and Year 2 Teachers and Teaching Assistants

Developing Communication, Language an
‘An appropriate physical environment offers access to an outdoor as well as an indoor space and should provide a place where children have opportunities to explore, learn and develop with the support of sensitive, knowledgeable adults.’ The Early Years Foundation Stage Effective practice: The Learning Environment Children’s outdoor learning is enhanced by an environment that is richly resourced with exciting play materials and open-ended flexible resources that can be adapted and used in different ways, according to the needs and interests of individual children. Outdoor learning is more effective when adults focus on what children need to be able to do there rather than identifying what children need to have. An approach that considers experiences rather than equipment places children at the centre of the provision for outdoor learning and ensures that individual children’s learning and developmental needs are taken account of and met effectively. Effective practice outdoors involves providing opportunities for children in meaningful, engaging experiences that support their development in all areas of the curriculum. This will include opportunities for children to: • • • • • • • • • • • • be excited, energetic, adventurous, noisy, messy; talk, listen, interact, make friends; imagine, dream, invent, fantasise; create, invent, construct, deconstruct; investigate, explore, discover, experiment with their own ideas and theories; make sounds and music, express ideas and feelings; find patterns, make marks, explore different media and materials; investigate concepts and ideas; be active, run, climb, pedal, jump, throw; dig, grow, nurture, cultivate; hide, relax, find calm, reflect; have responsibility, be independent, and collaborate with others.

Outdoor play within the context of developing Communication, Language and Literacy
‘Outdoors, children can hear and respond to a different range of sounds, beginning to recognise and distinguish between noises in the outdoor environment.’ The Early Years Foundation Stage Effective practice: Outdoor Learning Some suggestions… Go on a listening walk and record the sounds the children can hear. List the sounds in words and/or pictures for children to identify, when replaying the sounds. Let them sort their favourite sounds/sounds they do not like using the pictures.

Provide some natural materials e.g. sand, pebbles, shells, feathers and leaves and let the children make their own shakers using plastic bottles or tins with lids. Encourage the children to talk about the sounds made by the different materials and containers. Provide drumsticks or chopsticks. The children can explore the different sounds they make by tapping or stroking e.g. the fence, upturned plant pots etc. Let them splash in man-made puddles… what sounds can they hear? Provide autumn leaves for the children to crunch or shake or toss into the air. Talk about the sounds and the movement of the leaves. Fill an old sheet with autumn leaves – let them use the sheet to toss the leaves…what sounds are they making? What do the leaves look like, feel like? Let them look for natural things around them to tap, rattle or shake… Set up a collection of saucepans, saucepan lids, plastic bottles, plastic plates etc. Encourage the children to make sounds/create ‘music’. Provide home-made megaphones so that children

nd Literacy during outdoor learning…
long wavy grass, deep cold river, thick oozy mud etc looking for hidden bears or teddy bears… A ‘grab and go’ story chest (or a backpack) of story based materials could be placed outside for children to use to reread/retell a story.

Provide pictorial story-maps with the stories so that favourite stories can be retold.

can experiment with speech sounds and volume! ‘They can use action and movement alongside words and sounds to convey their ideas and meanings. The outdoors is a place where stories, songs and poems can be shared and enacted.‘ The Early Years Foundation Stage Effective practice: Outdoor Learning Some suggestions… • Teach action songs or put actions to nursery rhymes. Place the rhymes and pictures outside (they could be tied to the fence) and encourage the children to re-enact/ innovate the actions. • Place the rhyme cards with musical instruments and observe the outcome! Place pictures of musical instruments with a picture of an action e.g. clap – initiate simple repeated sequences of movement e.g. skip, jump, hop as the instruments are played. The children could make up their own sequences for others to copy. Stories such as, We are going on a bear hunt by Michael Rosen and Helen Oxenbury can be reenacted and shared outside. The children could move through the (imaginary, home made or real!) Percy the Park Keeper Hang them on fences or railings… Set up a storytelling area in a pop-up tent. Include a story tellers chair, hat, mat, cloak, books, story maps etc. Use a pop-up tent for: • • • • Grandmother’s house in Little Red Riding Hood; The bear’s house in Goldilocks; The Giant’s castle in Jack and The Beanstalk; The witches house in Hansel and Gretel.

Set up a phoneme hunt, or a CVC word hunt, and hide plastic letters/gold coins with phonemes or words on for the children to find.

‘When children have opportunities for spontaneous mark making, drawing and writing in both the indoor and outdoor environment, the communication process supports their learning across all six areas of learning and development.’ Mark Making Matters, DCSF

Some suggestions… A mark making trolley, containing lots of different writing/mark-making tools, can easily be taken outside. Include an assortment of paper, cardboard, pads, envelopes, sticky notes and labels, address books, diaries etc. The list is endless! Provide ribbons, streamers and scarves to create zigzags, straight and curved lines, sharp turns, high and low levels etc. Map making and route finding in the outdoor area e.g. Where did we go on our bikes? Resources for outside experiences • Big chalks on the floor • Mud and twigs of different lengths and sizes • Sensory play – making marks on builders trays in different textures • Playhouse with pads, paper, books • Gazebo – clipboards and paper, envelopes • Fabric sheets – paint or fabric pens • Maps – huge sheets, fat felt pens • Spray painting – water sprayers • Picnic table covered in large sheets of paper • Rolls of paper on the floor • Forest area – sticks and mud • Garage area – filling in slips, recording findings • Watering cans • Buckets of water and a range of tools, including paint brushes, rollers, artists’ brushes, sponges and dish mops • Blackboards and whiteboards and assorted chalks, paints, felt and dry wipe pens • Portable writing toolkit – filled with resources such as sticky notes, masking tape, selection of pens and pencils, selection of paper and envelopes • Large rolls of wallpaper or lining paper • Clipboards – with writing tools attached These resources can be used independently by the children and can enhance the experiences we provide for them in an outdoor environment. The outdoors offers children exciting opportunities for developing upper body and limb strength through physical activity and movement. These experiences will have a positive impact on the development of control and coordination of small muscles needed later for successful handwriting. The Early Years Foundation Stage Effective practice: Outdoor Learning

Outdoor ICT
ICT equipment can be used to enhance the experiences we provide for children in the outdoor environment. Placing tuff-cams, easi-speak microphones, talking tins, voice recorders, cameras etc in role-play areas will encourage speaking and listening skills and can be used to record activities.

The 2009 TES catalogue (www.tts-shopping.com) provides an overview of the above ICT resources as well as ideas for outdoor equipment. The Literacy Outdoors section shows giant letters for phonics games, grab and go kits, alphabet activity balls, alphabet beads, playground pictures and a wall mountable blackboard.

And finally, lest we should forget! Being outdoors…
• Has a positive impact on children’s sense of well being and helps all aspects of development. • Offers opportunities for doing things in different ways and on different scales than when indoors. • Provides first-hand contact with weather, seasons, and the natural world. • Offers children the freedom to explore, use their senses and be physically active and exuberant.

Useful publications
• www.standards.dfes.gov.uk/clld for EYFS information re Enabling Environments. • Mark Making Matters DCSF ref 00767-2008BKTEN • Environments for Outdoor Play A practical guide to making space for children, Theresa Casey, Paul Chapman Publishing ISBN 781412929370 • The Little Book of Outdoor Play ISBN 1-90223374-3 www.featherstone.uk.com Photographs kindly provided by Natalie Yeoman CLLD Lead Teacher – Brunshaw Primary School, Burnley

Talk Power: a project to get boys talking
Rachel Hall, Foundation Stage Year Leader and CLLD Lead, from Stoneyholme Primary school describes a successful Talk Power project to get the boys talking outside!

Description of our setting…
• • • • • 2 Foundation Stage classes 56 children 100% EAL, E* Deprivation Extremely low baseline across the board on entry • Our pupils generally have very little experience of imaginary play before they come to school.

What the data said ...
None of our boys had achieved 6+ in CLLD and PSED in the last 2 years. The problem strand was Language for Communication and Thinking and in particular, Point 3 (talks activities through,

reflecting on and modifying actions) and point 5 (uses language to imagine and recreate roles and experiences). There were boys who had scored 6+ on all CLLD strands except these and this was clearly linked to lower PSED scores and confidence, so we were looking for a way to get our more able boys talking.

Power Ranger small world to develop oral story telling, books in the book corner to use for story ideas and themed paper in the writing area to write messages/letters to the Power Rangers and mission reports.

Our intention was to finish with creating a photostory and recording of some of the role play situations, however we had forgotten to take into account the weekly nursery visits during the last half term and so we ran out of time. Nursery staff did tell us that the new intake were really excited about coming to school as they had seen the Power Ranger resources and wanted to play with them. So the positive effect on transition was an unexpected bonus. The other surprising outcome was that the girls loved it too. Parents noticed that the children were excited and wanted to tell them about what had happened in the world of Power Rangers that day! A word of warning though – we did need to adapt some of the make-believe scenarios so that children did not become too anxious, for instance, about “the Baddies”. At this age they are not always able to distinguish the real from the unreal and we had to be careful to balance the benefits of creating an imaginary world with the ethics involved and the need for the children to feel safe. One practitioner found that imaginary inoculations against the evil opponents worked well!

What we did
Evidence suggests that boys talk more freely when outdoors, so we chose to base our project outside and used ICT and a Power Rangers theme to engage them. Like many FY teams we are an all-female group, so we “borrowed” a man from elsewhere in school to provide a role model for “male talk”. The project was planned as a series of activities and also became part of our outdoor continuous provision. We played it as if it were real.

Our outdoor hut became “mission control” and we received a recording from “the baddie” who was coming to take control of the school. We wrote letters to the Power Rangers asking them to help and instructions for working the machines in mission control. A variety of resources were added to our outdoor play including masks, tabards and walkie talkies. We used a large outdoor construction kit (Alti) to design an exercise course with simple, easily decodable instructions (hop, jump, skip etc). After designing our own Power Ranger uniform and morphing movements we acted out a variety of role play situations over many weeks.

More data
Analysis of our EYFS profile scores for the end of the year showed that 13% of children achieved 6+ in every strand of CLLD and PSED (an increase of 7%) and 11% of boys achieved 6+ in every strand of CLLD and PSED (an increase of 11%). It was very clear that the girls’ attainment improved as well as the boys. As the project was so successful, we have incorporated the ideas into cross curricular planning for a full half term on the theme “superheroes”. Many thanks to Rachel for sharing this successful outdoor Talk Power theme with us!

And indoors
The Power Rangers theme was incorporated into some of the indoor areas of provision, such as

Preston Museums and Schools in Partnership
Since May 2007 primary and secondary schools in Preston have been working with the following four museums: • Harris Museum and Art Gallery • Queen’s Lancashire Regimental Museum • National Football Museum • Museum of Lancashire We are moving away from the traditional oneoff school visit to a museum towards structuring the visit into a half-term scheme of work for English. Together, schools, museums and creative practitioners (artists specialising in arts, crafts, “The Lancashire School Effectiveness Service has been working in partnership with museums and schools in Preston on developing creative approaches to teaching and learning. There is a real ‘buzz’ in the participating schools and the programme is showing how museums can be used to stimulate children’s use of language and build self confidence as they share their work with a wide range of audiences. It is proving a great success for all involved.” Jonathan Hewitt Head of Lancashire School Effectiveness Service drama, dance and movement, ICT, etc.) have developed a creative programme of new activities for schools which can help raise pupils’ attainment in English. Preston’s museums and galleries are working with schools to create exciting opportunities to deliver the Key Stage 2 and Key Stage 3 curriculum. The sessions fulfil many of the key features of the national curriculum, and encourage young people to use what they learn through museums in their wider world. Ongoing training and development opportunities for teachers have supported their teaching of literacy through museums and galleries. Preston Museums and Schools in Partnership is coordinated by a specialist consultant and is funded by Renaissance in the Regions, a national funding programme for regional museums. If you would like to find out more about the project please contact the co-ordinator, Lesley Parkinson, Tel: 07906 746193 Email: parkmedia@ hotmail.com.

Storytelling and storymaking for children learning English as an additional language

The Storytelling and Storymaking aspect of Talk for Writing involves the learning and repeating of oral stories, building children’s confidence to develop them through telling and then extending that stories development into writing; later creating ‘new’ stories • Provide opportunities to tell to draw in their first language to enable children and build on orally as a preparation and rehearsal for writing. prior learning. • Provide support from peers and adults who share It has a strong contribution to make to the learning their first language and show how the children and writing development of all children including can draw on this to enrich their writing in children from diverse cultural backgrounds and English. those for whom English is an additional language. • Facilitate appropriate exploration of the difference between informal conversational Children in any of these groups are likely to language and writer’s language, including benefit considerably from the same strategies grammatical structures. and approaches introduced in this booklet and exemplified on the DVDs. However, this learning can • Provide opportunities to explore and use vocabulary and language, including idioms and best be enhanced where teachers make appropriate expressions, in the children’s first and additional provision. languages. • Model and scaffold talk, particularly in English, through a range of strategies including speaking frames.

For EAL children:

For children from diverse cultural backgrounds:

Useful resources
• Talk for Writing DCSF Publications Tel: 0845 60 222 60, Booklet: 00467-2008BKT-EN, DVD: 00761-2008DVD-EN. • Mantra Lingua (www.mantralingua.com) has dual language books, CD Roms and props for traditional tales. • Storyteller: Traditional tales to read, tell and write compiled by Pie Corbett from Scholastic.

Use stories and experiences from the children’s cultural heritage to engage and motivate them and thus support their writing. Remember that many communities (including Gypsy, Roma and Traveller communities and many Black and Asian communities) have a strong culture of oral storytelling that needs to be harnessed and built on in the classroom.

Drama Activities Using Billy’s Bucket
‘Book Talk’ in Reception and KS1 can often be achieved through the use of drama activities to elicit and extend responses to text. Here are a few suggestions to get you started, using a fantastic story called Billy’s Bucket by Kes Gray and Garry Parsons.

Preparing for reading
Place a large empty box in the middle of the floor. Sit in a circle around it. Ask one child, or another adult in the classroom (or do it yourself!), to mime opening and playing with the best present they have ever received. Can the children guess what it is? Ask each child to find a space and mime playing with their favourite toy. Improve the mime by stopping the children and asking them to make the movements bigger and slower. Stop children and interview individual children about what they are playing with. Make headbands with a drawing of the favourite toy on the front for the children to use later.

children to imagine that they are Billy peering into the bucket. What might they see? Ask each group to draw a communal picture of what might be inside Billy’s bucket. When the drawings are complete, ask the children to sit around the bucket and imagine that they are Billy. Ask each child in turn to make a comment, in role as Billy, as they peer into the bucket. No-one believes Billy

Use three children to freeze frame the action from the story when Billy is peering into the bucket and his parents are on the settee making fun of him. Ask the other children to make a circle around the tableau. Ask each character what they are thinking and feeling, and what they might say. Take suggestions from the children in the circle as to what might happen next. There’s a whale on the car!

Introducing the story
Explain to the children that you know a story about a little boy that wants a very unusual present for his birthday. Will he get what he wants? Read the story of Billy’s Bucket.

Arrange the children into a large circle. Provide props to suggest different roles, e.g. vet, police officer, builder, shopkeeper, motorist, mum and baby, etc. Work in role yourself as a health and safety officer trying to organise the safe removal of the whale from dad’s car. Role-play the meeting that might take place. Can the children suggest ways of removing the whale? Once an agreement is reached, mime the rescue operation.

In the toy shop
Ask the children to wear their toy headbands and line up as if they are standing on the shelf in the toy shop. How do they feel as they wait for the children to come into the shop? Ask the children to imagine that they have been standing in the shop for an hour and no-one has come in. How would their bodies change? How would they be feeling? Move along the line asking each child what their toy might say.

How do we feel about dad?

Place an empty chair at the front of the room. Place a newspaper on the chair to signify that dad is sitting there. Ask the children to think about what they might like to say to Billy’s dad, if he were there. Allow the children to take turns to speak to dad.

How does dad feel?

What’s in the bucket?
Put the children into small groups. Give each group a large piece of cloth (bed sheet) with a circle drawn in it. Provide each group with washable felt tipped pens. Ask the

Put the children into pairs. Ask them to work in role, one as dad and one as his friend. With the children sitting back to back, ask them to role-play the telephone conversation that dad and his friend might have at the end of the day’s exciting events.

Lancashire consultants have drawn inspiration recently from a fabulous drama specialist called Rebecca Bell. Rebecca is director of ‘Integrate Education’, whose website can be found at www.integrate-education.co.uk

Learning Objectives: • Each lesson must have a stated learning objective/s achievable in that lesson. The children should be told how this objective fits into the unit learning outcome – the ‘big picture’. • The learning objective should be unpicked from the age-appropriate framework strand/s. • The success criteria for the learning objective should be shared/ generated with the children, using Marking Ladders where appropriate.

Anytown Primary School Literacy - The Essentials
Speaking and Listening: • There should be a balance between teacher and child talk. • There must be planned opportunities for speaking and listening in all lessons. • Speaking and listening skills should be taught as explicitly as other skills. • There should be high expectations about the quality and standard of talk. • There should be opportunities for talk-partners to respond to focused questions with specific guidance on what has to be discussed and what the outcome of the discussion should be. • Drama techniques should be specified in most unit plans. • Drama should be used effectively to respond to and explore texts and to gather content for writing.

Spelling and Phonics: • A structured and systematic phonics programme is taught every day in KS1 and, for those who need to continue, in KS2. • A structured and systematic spelling programme should be included throughout each unit – little and often – in KS2. • Spellings are explicitly taught through investigation of rules, conventions and strategies before lists are sent home. Handwriting: • All demonstration writing, display and marking should reflect the school’s agreed style. • Teachers to discuss and agree upon a style and when cursive is taught. • Pens to be used when a child’s writing is uniform in size, orientation and is cursive. • School style is: < > Marking: • Marking should respond to the learning objective. • Where the objective has been met this should be acknowledged. • Next steps must be indicated. • Time must be given for children to respond to marking. • Thorough and focused marking should be done at least once per week per group – (i.e. that day’s Guided Writing group). • Frequent, Independent application of skills should be identified to inform APP – observations; writing; reading responses; talk.

Planning: • To be submitted to < > at the start of each new unit. • To state unit outcomes – both learning and written. • To reflect a clear teaching sequence from Reading to Analysis to Gathering Content to Writing. • To state skills to be taught and applied in each lesson; • Include success criteria for those skills. • Include differentiation – (start at age-related and differentiate down). • Include references to teacher demonstration. • To be annotated with evaluation notes and modifications arising from AfL. Writing: • Writing must be valued with high expectations for both content and presentation. • Age-related writing skills must be demonstrated and modelled by the teacher. • There must be an expectation that the skills demonstrated are applied by the children to their writing. • Writing outcomes should be creative and reflect purpose and audience. • Key Stage One: Exercise books for practice and preparation. Writing outcomes into topic books. • Key Stage Two: Writers’ Journals for the writing process from analysis to gathering content to skills practice. Punch-pocket presentation wallets. • High expectations and standards in writing must be maintained across the curriculum. • Cross-curricular links for reading and writing should be made wherever appropriate. • Incidental writing opportunities should be planned throughout a unit of work in addition to the unit outcome. These can arise from reading as well as writing sessions. • Wherever possible, explicit skills teaching should occur within the context of real writing rather than discrete grammar exercises. • Guided Writing – children should be grouped according to next steps and areas for development. • Guided writing should happen in most literacy lessons. • Each guided writing session must have a specific focus and learning outcome.

Reading: • The children must be read to every day. • Stories in both Key Stages, and novels in Key Stage Two. • Shared Reading – to be used to teach age-related reading comprehension skills. • A substantial amount of time must be spent in immersion in texts; for interpretation, response and enjoyment. • Reading to inform writing should take place after, not instead of, the above. • Guided Reading – all classes must have groups of readers grouped by reading level. • Children should be taught how to respond orally using Book Talk, teacher modelling and response hooks, as well as in writing. • The Assessment and Progression document to be used to inform teaching, monitoring and assessment. • APP to be used termly to assess a range of evidence. • This document to be annotated to show each group’s progress and next steps. • The Reading Workshop model to be adopted in Key Stage Two: A: Guided Reading B: Preparing for Guided Reading C: Responding to Guided Reading D: Library reading/activities E: Personal Reading • Children must take their reading book and reading record home every day.

The Working Wall: • All classes must have a working wall – a display which reflects the writing process from analysis to outcome. • The working wall should show work-in-progress and should support independent work. • The wall should be interactive and be contributed to, and accessible by the children. • Book boards should provide opportunities for children to interpret and respond to what they read/have read to them in a variety of creative ways.

This checklist was created for one particular school and will need adapting to suit the needs and priorities of different schools.

How Can the Literacy Team Support Your Professional Development?
We are able to support professional development in a variety of ways: • Guided Reading - many schools are reviewing reading provision and revisiting Guided Reading Marketed Consultancies: as a means of providing targeted teaching of reading at all levels of We are able to provide consultancies ability. for individual teachers, schools or • APP and Literacy - This session has local networks which can be tailorbeen requested by schools who made to suit your needs. These can wanted to specifically focus on the take place during the school day, after types of evidence that could be school or during INSET days. They used to support APP. can be booked through Learning Excellence www.learningexcellence. Why not ring Helen Atkinson or Anita net or could be provided as subsidised Yearsley on 01257 516100 to discuss training through the TDA (Training your needs or email us at helen. and Development Agency) – contact atkinson@le.lancsngfl.ac.uk or anita. Kathy Bigio on 01257 516100 for yearsley@le.lancsngfl.ac.uk? further information. Some of the consultancies which have been provided recently include: • Early Reading and Phonics – this continues to be a popular consultancy particularly to train groups of teaching assistants during their working day • Support for Spelling – an introduction to the new materials and practical ideas for implementation • Writing across the Curriculum – an area of focus for many schools as they develop their ‘creative curriculum’. Courses: In addition to providing Strategy Courses we also provide a wide range of marketed courses. Why not take a look at the Learning Excellence Site to see if we are running a course which would benefit the professional development of a member of your staff? You can access the Learning Excellence site directly www. learningexcellence.net or via a link on our own website www.lancsngfl. ac.uk/nationalstrategy/literacy.

Courses 2010
Spring Term 2010
ENG138a ENG142a ENG141a ENG129b ENG129a ENG137a ENG140a ENG109b ENG132a ENG104a ENG154a ENG103b ENG136a ENG131a ENG108c ENG146 ENG139a SEN101c ENG122b ABL112g ENG135a ENG144a ENG134a ENG151b ENG155a ENG133a ENG143a/b ENG147a ENG143c/d ENG145 ENG143e ENG106b 14/01/2010 14/01/2010 15/01/2010 19/01/2010 20/01/2010 21/01/2010 22/01/2010 28/01/2010 28/01/2010 29/01/2010 29/01/2010 03/02/2010 04/02/2010 05/02/2010 10/02/2010 11/02/2010 12/02/2010 23/02/2010 25/02/2010 25/02/2010 26/02/2010 04/03/2010 05/03/2010 10/03/2010 11/03/2010 11/03/2010 12/03/2010 17/03/2010 19/03/2010 24/03/2010 26/03/2010 31/03/2010 Woodlands Woodlands Woodlands LPDS, Chorley Woodlands Woodlands Woodlands Woodlands Woodlands Alston Hall Woodlands LPDS, Chorley Woodlands Woodlands Woodlands Woodlands Woodlands St Maria Goretti LPDS, Chorley Woodlands Woodlands Woodlands Woodlands Woodlands LPDS, Chorley Woodlands Woodlands Woodlands Clayton Park Woodlands Garstang Golf Woodlands Support for Writing: Moving through the levels in Year 2 Support for Writing: Moving through the levels in Year 6 Support for Writing: Moving through the levels in Year 5 Year 6 SATs Revision - Literacy Year 6 SATs Revision - Literacy Support for Writing: Moving through the levels in Year 1 Support for Writing: Moving through the levels in Year 4 New to Subject Leader Day 2 Support for Reading: Moving through the levels in Year 2 Guided Reading Improving Phonic Subject Knowledge Support for Spelling Support for Reading: Moving through the levels in Year 6 Support for Reading: Moving through the levels in Year 1 Super Sentences Planning for the Non-Exemplified Literacy Units in Year 4 Support for Writing: Moving through the levels in Year 3 Acceleread and Accelewrite Delivering Letters and Sounds at Year 2 Literacy for the More Able: Ensuring Progress from L3 KS1 to L5 KS2 Support for Reading: Moving through the levels in Year 5 Planning for the Non-Exemplified Literacy Units in Year 2 Support for Reading: Moving through the levels in Year 4 Moving to Learn: Linking PE and Literacy Delivering Letters and Sounds at Year 1 Support for Reading: Moving through the levels in Year 3 Subject Leader Network – Central Planning for the Non-Exemplified Literacy Units in Year 5 Subject Leader Network – East Planning for the Non-Exemplified Literacy Units in Year 3 Subject Leader Network – North Assessment and Target Setting in Literacy

Summer Term 2010
15/04/2010 21/04/2010 22/04/2010 27/04/2010 29/04/2010 13/05/2010 20/05/2010 27/05/2010 10/06/2010 11/06/2010 17/06/2010 18/06/2010 24/06/2010 25/06/2010 29/06/2010 02/07/2010 ENG153a ENG104b ENG102b ENG103c ENG153a ENG116a ENG117c ENG113c ENG118c ENG151c ENG119c ENG130a/b ENG120c ENG130c/d ENG101b ENG130e/f Woodlands TBC TBC Woodlands Woodlands Woodlands Woodlands TBC Woodlands Woodlands Woodlands Lancs College Woodlands Clayton Park Woodlands Garstang Golf Phase One Phonics Day 1 Guided Reading Monitoring the teaching of Literacy for Subject Leaders Support for Spelling Phase One Phonics Day 2 Using ICT to Support Literacy in Year 1 Using ICT to Support Literacy in Year 2 Using ICT to Support Literacy in Year 3 Using ICT to Support Literacy in Year 4 ‘Moving to Learn’ - PE and Literacy Using ICT to Support Literacy in Year 5 Literacy Subject Leader Network – South Using ICT to Support Literacy in Year 6 Literacy Subject Leader Network – East Big Write Day Two Literacy Subject Leader Network – North

One to One Tuition in Lancashire
Approaching the end of term means that all primary and secondary schools and most special schools in Lancashire know their allocation of One to One Tuition places. These numbers range from a minimum of 2 places in primary to a maximum of 135 in one of our large secondary schools. We have allocated 6,500 places this year which is set to rise to 13,000 next year. The budget of £2.8 million will double to £5.6 million in 2010-11. The budget is ring-fenced. These places are to be used over the year and schools will be in the process of selecting the students to receive the tuition and in employing tutors. The places are to tutor students in English/ Literacy and mathematics and are aimed in KS2, 3 and, in National Challenge schools, in KS4. As far as Subject Leaders are concerned you should be involved in the identification of the students who you feel will benefit from the opportunity of 10 hours individual tuition. You will want to be involved in supporting your staff in setting tight targets for the tuition and in facilitating discussions between your staff and the tutors. There is funding in the budget for this and the funding is ring-fenced. You will ideally want to know who the tutors are and would want to be involved in the monitoring and evaluation processes, especially the observation of tuition to ensure quality. Mathematics and English/Literacy teachers will be involved in setting targets for the tutees and in ongoing discussions, especially with the student about the impact of their tuition. You may wish to be tutors yourselves. Tuition can take place within and without the school day and your tuition leads in school will be planning models of delivery as you read. If you are interested, you should talk to them about how this is going and express your interest in tutoring. There is already a large database of trained tutors on the website. There is a massive amount to take in about One To One and all the information to date can be found at our website. For more detailed information you can contact us through the site. www.lancsngfl.ac.uk/1to1tuition Hilary King One to One Project Lead, Lancashire

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->