Gweithgor Arfer Dda 31.10.11 Plas Menai Ffocws – Hyrwyddo dysgu ac addysgu effeithiol ar draws y cwricwlwm yn CA3 – Blaenoriaethu Llythrennedd Focus – Promoting effective teaching and learning across the curriculum at KS3: Prioritising Literacy

Agenda: 9.15 – 9.15 Arrival and coffee 9.15 - 9.30 Welcome and overview of the day 9.30 - 11.00 Session 1: Setting a Context 1 – Estyn’s Strategy and Guidance on Inspecting Literacy and implications for schools [Elan Davies, Cynnal] 11.00 – 11.15 Coffee 11.15 - 12.30 Session 2: Setting a Context 2 – YSGOGI Dysgu ac Addysgu / Activating Teaching and Learning – A framework for effective teaching and learning to develop skills, thinking and pedagogy [Bethan James, Elan Davies, Cynnal] 12.30 – 1.30 Lunch 1.30 – 2.30 Session 3: Presentations from schools – Whole School Self Evaluation of Literacy/Communication (lesson observation and sampling learners’ work) Ysgol Eifionydd, Alwen Watkin/Gwyn Owen Ysgol Syr Thomas Jones, Rhian Mair Jones 2.30 - 3.00 Key Messages for Whole School Literacy. Next steps – Planning for action back in school. 3.00 – 3.15 Plenary and evaluation

Arweiniad Cenedlaethol 2010 National Guidance:

Iaith i Feddwl a Dysgu / Language for Thinking and Learning

Estyn and Literacy – Some key points ... Literacy is a line of enquiry in all primary and secondary inspections; There are two routes for inspection – Red (close focus on literacy) and Green (‘light touch’); Both routes are decided on from looking at a school’s data – this now includes Core Data Sets and Reading Age Data; Estyn has recently released a guidance document for inspecting literacy in schools:

Literacy in Estyn Inspections 2011+

RED APPROACH – where literacy is a MAJOR line of enquiry – is triggered when: GREEN APPROACH – where literacy is a STANDARD line of enquiry – is triggered when: • data suggests learners have weak literacy skills – lower outcomes in English/Welsh compared with family and FSM benchmarks (quartiles); • reading age scores show a high percentage (40%+) of learners six months+ below their chronological age and/or a high % (20%+) below the age of functional literacy (9.5 yrs); • outcomes from Essential Skills Wales qualifications in Communication show a large proportion of learners gaining levels 1 or 2, in contrast with the lower performance at key stage 4 in the English/L2 threshold including English/Welsh and Mathematics. • there is a lack of evidence of progress, support, monitoring, tracking and analysis of literacy in the SER (Self Evaluation Report). • data suggests that learners have good/excellent literacy skills – higher outcomes in English/Welsh compared with family and FSM benchmarks; • reading age scores show a low percentage of learners (below 25%) of learners six months or more below their chronological age and/or a low percentage (below 10%) below the age of functional literacy (9.5 years); • outcomes from ESW qualifications in Communication show a large proportion of learners gaining levels 1-3; this could be excellent if key stage 3 learners gain level 2 Communication or key stage 4 learners gain level 3 Communication (and this is shown through pupils applying these literacy skills in lessons and in their written work); and/or • there is evidence of excellent, sustained progress in literacy intervention programmes or evidence of sector-leading practice in the provision and outcomes for literacy in the SER.

TASG 1 / TASK 1: Defnyddiwch yr arweiniad ar tudalennau 43, 44, 46 and 47 o’r ddogfen arolygu llythrennedd i benderfyny pa llwybr fyddai’r un mwyaf tebygol ar gyfer eich ysgol chi ar hyn o bryd. PAM? Use the guidance on pages 43, 44, 46 a 47 of the literacy inspection document to decide which route would be the most likely for your school at this point. WHY?

An overview of good practice in literacy across the curriculum in key stage 3 and key stage 4 There should be a balanced and progressively challenging approach to developing good literacy skills in every subject area, including: extending the range of opportunities for using oracy so that pupils rehearse their work before completing reading and writing tasks, as well as strategies such as ‘talk partners’ and role play; developing pupils’ fluency and accuracy in reading; developing complex comprehension skills, moving up from locating facts, using inference and deduction to evaluating and analysing the content and style in high-quality texts; using a wide range of information retrieval strategies, including ICT effectively to select and organise information; reading for different purposes through strategies such as skimming, scanning and marking the text, as well as making alternative interpretations and using note-making grids to research from different sources; using accurate punctuation and grammar, and developing a range of strategies for spelling; writing in an extended form for a range of purposes and audiences, such as to inform, explain, persuade, recount etc; writing accurately across the six main non-fiction text types (recount, instruction, non-chronological report, explanation, persuasion and discussion); and planning, drafting and editing of work, including the use of ICT as appropriate.

Schools may use a variety of methods, including: a range of approaches to improve pupils’ fluency and comprehension skills, such as shared and group reading; guided reading – where the teacher models ways of exploring texts to test pupils’ reading strategies by clarifying, predicting, asking open-ended questions and summarising; paired reading – working with a partner reading at a similar ability level or older child reading with a younger child; shared and guided writing – through teacher demonstration, and class discussion, to support pupils’ independent writing skills; choosing high-quality, interesting texts to encourage pupils’ personal response and extend their understanding; writing in response to a wide range of stimuli; using dictionaries, word walls and strategies to understand subject-specific vocabulary and extend pupils’ vocabulary; and the planning of extended writing, including drafting and reviewing writing.

What would you expect to see? A rich and dynamic literacy environment where speaking and listening, reading and writing are all given high status; Plenty of good-quality opportunities for pupils to show high-order reading skills and good quality writing in all areas of the curriculum; Good quality displays of a wide range of texts illustrating the forms and purposes of writing, and pupil-generated examples celebrating best work; The use of drama and role-play and approaches such as hot-seating; Practitioners who are good language role models for speaking and listening, reading and writing; and Practitioners who support the development of good literacy skills in all areas of the curriculum, for example by using a common vocabulary and marking policy consistently, and teaching the conventions of different kinds of writing used in their subjects

Polisiau / Policies A oes gan yr ysgol bolisi llythrennedd a strategaethau cynhwysfawr a chadarn? A yw datblygu llythrennedd/codi safonau llythrennedd yn cael blaenoriaeth uchel yn y cynllun gwella ysgol? Pa mor dda y mae’r ysgol wedi cynnwys monitro ac arfarnu lefelau llythrennedd dysgwyr, a’u datblygiad llwyddiannus gan staff, yn ei pholisïau a’i gweithdrefnau monitro a chynllunio ar gyfer gwella? A yw’r monitro a’r arfarnu hwn yn cynnwys dadansoddiad o safonau medrau llythrennedd dysgwyr mewn gwersi ac wrth graffu ar lyfrau? Pa mor dda y mae polisi a gweithdrefnau marcio ac asesu’r ysgol yn helpu dysgwyr i ddatblygu eu medrau darllen ac ysgrifennu, i fyfyrio ar eu gwaith a gwneud cynnydd? Does the school have a comprehensive and robust literacy policy and strategies? Is the development of literacy / raising literacy standards a high priority in the school improvement plan? How well has the school included the monitoring and evaluation of learners’ levels of literacy skills, and their successful development by staff, within its monitoring and planning for improvement policies and procedures? Does this monitoring and evaluation include an analysis of the standards of learners’ literacy skills in lessons and in book scrutiny? How well does the school’s marking and assessment policy and procedures help learners to develop their reading and writing skills, to reflect on their work and make progress?

Listening to specific learners:

TASG 2 / TASK 2: Defnyddiwch tudalen 57, 59, 60 ac Atodiad 3 ‘Mae cynllunio da ar gyfer ysgrifennu i’w weld mewn ysgolion lle ...’ i adnabod yr arferion da mewn ysgrifennu mae Estyn yn chwilio amdanynt wrth archwilio llyfrau ac arsylwi gwersi. Use pages 59, 60 and Appendix 3 ‘Good planning for writing is shown in schools where ...’ to identify the features of good practice in writing that Estyn is looking for during book scrutiny and lesson observation.

Book Scrutiny:

Lesson Observation:

YSGRIFENNU / WRITING: ESTYN Good planning for writing is shown in schools where: • at all stages, planning includes writing for in different forms and for purposes and audiences; • in key stages 2 and 3, work focuses on the stylistic features and characteristics of different kinds of writing, including informal and formal modes of writing; • there is progressive development of the skills pupils need to express and organise ideas, using different sentence structures, paragraphing and layout of texts from the Foundation Phase to key stage 3; • there is a focus on words and their meaning so that pupils learn to extend their vocabulary and to express themselves with increasing precision; • attention is given to strategies to help pupils spell and punctuate accurately; • there are opportunities for pupils to talk about their own and others’ writing and understand how language is used for effect; and • attention is given to planning, drafting, revising, proofreading and polishing pieces of written work, using ICT where appropriate.

Disgwyliadau: Ysgrifennu Expectations: Writing Rhoi’r tŷ mewn trefn Putting the house in order:

Modelling Effective Writing Pedagogy: THINKING PLAN DEVELOP REFLECT AfL Learning Intentions and Success Criteria Learner-focused learning and dialogic learning Self and Peer Assessment and Effective Teacher Feedback Planning opportunities for writing A purpose for writing (Why and What?) Modelling, identifying success criteria and building on prior learning and skills Oracy, reading and writing activities to develop language skills, understanding and ideas in order to: - Develop subject vocabulary, concepts and understanding - Develop text vocabulary and organisation e.g. Connectives, word walls/word mats, graphic organisers/Sue Palmer skeletons, speaking/writing frames ... Opportunities for self and peer assessment against the success criteria Assessment and feedback from the teacher (following school’s assessment policy)

YSGRIFENNU - Y ‘brics’ allweddol WRITING – The Essential ‘bricks’: Modelling good/poor examples or ready-made examples of work Understanding of the success criteria for the 6 non-literary text types/specific writing forms e.g. Explanation, persuasion / letter, information sheet ... Text Connectives e.g. On the other hand, firstly, in conclusion ... Planning frames e.g. Mind maps, QuADS grids, placemat, Sue Palmer writing skeletons ... Writing Frames / Speaking Frames Subject vocabulary – word walls, word mats, dictionaries, activities e.g. Terminology and definition cards ... Speaking and listening activities to develop understanding, language skills, ideas, shared writing ... Effective feedback according to task success criteria – self/peer-assessment and teacher feedback.

PWRPAS / PURPOSE: Y 6 Testun Anllenyddol / The 6 Text Types Dwyn i Gof/Traethu Recount Cyfarwyddo Instruct Gwybodaeth/Adrodd Information/Report Esbonio Explain Perswadio Persuade Trafod Discuss

Cysyllteiriau Testun / Text Connectives: TIME: first of all, then, before, next, gradually, in the meantime, once, after, when, while, lastly… CAUSE: as a result, so, therefore, as, as long as, whenever, because, ultimately… ADD: and, in addition to, also, on top of, again… COMPARE: similarly, compared to, like, however, despite this, apart from, nevertheless, rather ... PERSUASIVE: Clearly, evidently, unfortunately, naturally, not only, specifically, above all, especially, as a result, of course, because, it is likely, in other words, as shown by, in my opinion… DISCURSIVE: However, therefore, as a result, because, despite this, apart from, again, compared to, nevertheless, some people say, on the other hand, it is possible, to close, overall…

Trefnyddion Graffig / Graphic Organisers:

Speaking Frames: Useful speaking frames in science I think that (x will happen) because … If you (do x) then … Predicting I think (it happens/it’s like this) because … I think x is caused by … This shows that … relating cause and effect It is similar because … It is different because … - comparing and contrasting

Atalnodi / Punctuation: . .P[L2] .P?!, [L3] * .P?!,, “” ’[L4] .P?!,,”” ’() ... :; - [L5+] P = Priflythyren / Capital Letter *Atalnod mewn rhestr / comma in list

Strategaethau Sillafu / Spelling strategies : Oes gan eich athrawon ddealltwriaeth o ba strategaethau sillafu gellir eu defnyddio ar gyfer dysgu sut i sillafu geiriau allweddol a termau pwnc? Do your teachers have an understanding of the kinds of spelling strategies that can be used to help learn key words and subject terminology? e.e. Cofyddiaeth/Mnemonics, Look-Cover-Write-Check ... Beth am eich Polisi Marcio? What about your Marking Policy?

TASG 3 / TASK 3: Ystyriwch hyd at 5 strategaeth ddarllen byddwch chi’n disgwyl ei weld mewn gwersi ar draws y cwricwlwm? Ydych chi’n gweld rhain yn gyson wrth arsylwi gwersi? Pa gymorth ydych chi’n ei roi i athrawon pwnc wrth iddynt gynllunio i ddatblygu sgiliau darllen dysgwyr ar draws y cwricwlwm? Consider up to 5 reading strategies you would expect to see during lessons across the curriculum? Are these strategies that you see consistently when observing lessons? What support do you give subject teachers with their planning for developing learners’ reading skills across the curriculum? Use reading strategies sort cards. Defnyddio cardiau strategaethau darllen.

Disgwyliadau: Darllen ar draws y cwricwlwm Expectations: Reading across the curriculum Strategaethau allweddol: Sgimio a Sganio/llithrddarllen Craff Ddarllen Darllen ar y cyd (modelu testun) Darllen i gywain gwybodaeth (testunau print a TGCh) Offerynau nodiadau e.e. Grid CwAMFf, GEDS, Mapiau Meddwl ... Key strategies: Skimming and Scanning Close Reading Shared Reading (text modelling) Reading for information (print and ICT texts) Note making tools e.g. QuADS and KWL Grids, Mind Maps ...

Adnoddau / Resources:

Intervention:

Beth ydw i eisiau gwybod? Offerynnau i gefnogi darllen ffeithiol / Tools for supporting factual reading: Model EXIT model (darllen ymchwiliol / research reading)*Iaith i Feddwl / Language for Thinking Trefnyddion Graffig / Graphic Organisers: GRID GEDS / KWLHGRID Beth ydw i’n gwybod What do I Know? Beth ydw i eisiau gwybod? What do I Want to know? Beth wnes i ddysgu? What have I Learnt? Sut wnes i ddysgu? How did I learn? GRID CwAMFf / QuADS GRID Cwestiwn Question Ateb Answer Manylion Details Ffynhonnell Source

DARLLEN / READING: ESTYN Good planning for reading is shown in schools where: • planning ensures the progressive development of pupils’ reading skills; • there is a continuing focus on phonics in key stage 2, particularly in English, which helps to secure pupils’ knowledge of language and their ability to use this knowledge to decode words; • work encourages pupils’ personal response to a wide range of interesting and varied texts in poetry, prose and drama and non-literary and media texts; • staff provide reading lists and initiatives that encourage pupils to read independently and to explore a wide range of books beyond their favourite authors and kinds of texts; • pupils’ higher-order reading skills, including skimming, scanning, inference and deduction, are progressively developed; • there are progressively more challenging texts in key stages 2 and 3, which build on pupils’ prior reading experience and extend their reading skills; • there is a strong focus on pupils’ understanding and comprehension of what they read and opportunities for them to check their assumptions against the text; and • there is good attention made to the development of library and information retrieval skills and staff plan regular opportunities for pupils to use school and public libraries and the internet for pleasure and research.

TASG 4/ TASK 4: What strategies/good practice would you expect to see when observing oracy as part of lesson observation in your school? Organise your ideas according to the frequency with which you come across them. Beth fyddech chi’n ddisgwyl ei weld o ran strategaethau/arferion da mewn llafaredd wrth arsylwi gwersi yn eich hysgol? Trefnwch eich syniadau yn ôl amlder eu gweld.

Disgwyliadau: Llafaredd Expectations: Oracy Gwaith grŵp effeithiol: Tasg a deilliant priodol Natur a nifer yn y grŵp Amser penodol i’r weithgaredd Chwarae Rôl Adnoddau i gynorthwyo’r drafodaeth e.e. Offeryn meddwl, mat geirfa, fframweithiau llafar ... Effective Group work: Appropriate task and outcome Number and nature of the group Specific time frame for the activity Group Roles Resources to support the discussion e.g. Thinking Tool, vocabulary mat, speaking frames ...

Adnoddau / Resources: http://Moodle.cynnal.co.uk – Dysgu ac Addysgu / Teaching and Learning

Datblygiadau Cenedlaethol / National Developments: Prawf Darllen Cenedlaethol Blwyddyn 2-9; Fframwaith Llythrennedd ar draws y Cwricwlwm. National Reading Test – Years 2-9; National Literacy Framework – Literacy across the Curriculum.

Rôl yr UDRh/Cydlynydd Llythrennedd The Role of SMT/the Literacy Co-ordinator

Evaluate to what extent the features below reflect the role of the literacy co-ordinator in your school?

Rôl Rheolwyr Canol The Role of Middle Leaders Tudalen 66: Meddyliwch am eich tîm reolaeth ganol. Pa rai o’r cwestiynau fyddech chi’n disgwyl iddynt eu hateb yn rhwydd? Pa gwestiynau fydden nhw’n ei weld yn fwy heriol? Pam? Beth fyddech chi’n gallu ei wneud er mwyn datblygu eu ymatebion? Page 66: Think about your middle management team. Which of these questions would you Expect them to be able to answer with ease? Which ones would they find more challenging? Why? What could you do to develop their responses?

Good Practice in Planning for Literacy across the Curriculum [1]: • work is guided by a whole-school literacy policy that ensures coherence and makes developing pupils’ communication skills the responsibility of all staff; • the specific aspects of reading and writing to be developed progressively throughout the school are clearly identified so that staff know which skills are to be taught and when; • the development of reading and writing skills is strongly embedded in all areas of learning/subject schemes of work and lesson plans; • there are opportunities for pupils to use their developing reading and writing skills according to the nature of the subject, such as applying their higher-order reading and research skills to their studies in history and geography or writing up investigations in science; • all staff in secondary schools know the reading abilities of different pupils, so that reading materials and tasks studied in subjects are pitched at the right level, in terms of length and challenge;

Good Practice in Planning for Literacy across the Curriculum [2]: • staff teach and explain the meaning of subject terminology; • staff ensure that pupils read from a range of sources, including the internet, and carry out research independently; • staff discuss and develop ideas orally with pupils before asking them to write; • staff teach pupils directly the conventions of the kinds of writing that are used in their subjects; • staff help pupils to develop their ideas through judicious use of ‘writing/speaking frames’ or ‘scaffolds’ that help pupils structure and extend their writing and where they reduce this support as pupils are able to be independent; and • staff help pupils to write accurately by giving attention to spelling, punctuation, vocabulary, sentence structure and the expression of ideas relevant to writing in their subjects.

Arfarnu Arferion Cyfredol / Evaluating Current Practice: Defnyddiwch y grid goleuadau traffig i adnabod pa agweddau sydd yn eu lle, pa agweddau sydd angen peth datblygiad, a/neu pa agweddau sydd angen gwelliant sylweddol. Pa dystiolaeth sydd gennych i gefnogi eich barn? Beth fyddech chi’n ei weld fel y prif flaenoriaeth(au) er mwyn symud ymlaen?

Offerynau i hunan arfarnu yn erbyn disgwyliadau Estyn / Self Evaluation Tools

Literacy: Good practice in leadership

Evaluate to what extent the characteristics below reflect how you as a leadership team lead and manage literacy in your school?

Adnoddau Defnyddiol / Useful Resources: Moodle Cynnal: http://moodle.cynnal.co.uk Arfer Dda / Literacy / Teaching and Learning / Subjects DfES Cymru Guidance on Teaching Higher Order Literacy Skills: http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/higherorder/?lang=en Basic Skills Cymru Resources: http://wales.gov.uk/topics/educationandskills/allsectorpolicies/basicskillscymru/publications/?skip=1&lang=en

Unrhyw Gwestiwn? / Any Questions?