Geoff Barton Tuesday, October 20, 2015 Impact in iteracy: Download this presentation at (Presentation number 97) (inc. meeting the demands of Ofsted)

Today: Session 1: The new Ofsted framework and its implications Session 2: What we know about literacy impact: what works & doesn’t Session 3: From theory to practice

Approach:

Provocations: We haven’t done literacy It’s all about what teachers do in the classroom Knowledge and instruction may be more important than we realised Relentlessly focus on consistency Remember the “Matthew Effect”

Miranda: “O brave new world that has such people in't!” Prospero: “'Tis new to thee”.

Yogi Berra: “It’s like déjà vu all over again”

Ice-Breaker: Introductions & 3 uncomfortable questions

Q1: How many students at your school will be reading better today as a result of the work of a literacy working- party … ? or teacher?

Q2: What will teaching assistants do today that will help a student to read better or write better? Is it happening? How do you know?

Q3: If I walk into tutor time or look at a random student’s planner, what will I see to help the student’s learning? In every room and every planner? If not, why not?

Then & Now: Progress Report

English & Literacy Review 2005 Think about YOUR school

Key principles of literacy across the curriculum Literacy skills are taught consistently and systematically across the curriculum Expectation of standards of accuracy and presentation are similar in all classrooms Teachers are equipped to deal with literacy issues in their subject both generically and specifically The same strategies are used across the school: the teaching sequence for writing; active reading strategies; planning speaking and listening for learning Teachers use the same terminology to describe language.

Consistency in literacy is achieved when … Good literacy skills are a key factor in raising standards across all subjects Language is the main medium we use for teaching, learning and developing thinking, so it is at the heart of teaching and learning Literacy is best taught as part of the subject, not as an add-on All teachers need to give explicit attention to the literacy needed in their subject.

Literacy is most effective when … Senior managers are actively involved in the planning and monitoring Audits and action planning are rigorous Monitoring focuses on a range of approaches, e.g. classroom observation, work scrutiny as well as formal tests Time is given to training, its dissemination and embedding Schools work to identified priorities

Self-evaluation: So where are you up to in your school? NO PROGRESSGOOD PROGRESS 035

Literacy strategy: The next phase Key playerProgress ratingPriority Head You SENCO Teachers Teaching assistants Governors Librarian

035 NO PROGRESS GOOD PROGRESS Headteachers/Deputies have had direct personal involvement in the implementation of the Literacy and Numeracy Strategies; worked in partnership with local schools to share good practice given strong support for the literacy and mathematics coordinators including, where possible, providing non-contact time; worked with coordinators to establish curriculum targets; monitored directly (with colleagues in senior management teams in larger schools) the teaching of literacy and mathematics to gain an overview of strengths and weaknesses, to identify and address the continuing professional development needs of colleagues and to review the school’s success in achieving curriculum targets set.

035 NO PROGRESS GOOD PROGRESS Literacy Coordinators: supporting teachers in setting and focusing on a realistic number of curriculum targets; leading school-based training on how to judge and support progress through the effective use of plenaries in the literacy hour and daily mathematics lesson; working with colleagues on a shared understanding of progression in writing, in the application of reading skills, in mental and written calculation strategies and in problem solving; making clearer to parents school policies on writing and calculation.

035 NO PROGRESS GOOD PROGRESS SENCOs: supporting teachers build clear curriculum targets into any additional support provided to individuals and groups; ensuring targets in individual and group plans link closely to the objectives in the literacy and mathematics Frameworks for teaching; tracking the progress of children with SEN in reading, writing, mental and written calculation and problem solving; showing parents key aspects of what their children are being taught and associated resources that support children in their learning, such as writing on a computer screen and the use of empty number lines.

035 NO PROGRESS GOOD PROGRESS Teachers: talking with children about both the teacher’s and child’s assessment of how well curriculum targets are being met; including in their planning key questions that will be included in lessons; explaining to children the objectives for individual lessons and the expectations of their progress over each half-term; ensuring that homework provided is self-explanatory to parents.

035 NO PROGRESS GOOD PROGRESS Teaching assistants: attending training on supporting children with particular potential barriers to achievement and providing this support in school, including running ‘catch-up’ programmes; providing feedback to teachers on specific misunderstandings or strengths children demonstrate; joining discussions with teachers about expectations of children in different age groups; targeting for additional support children who have difficulties completing homework.

035 NO PROGRESS GOOD PROGRESS Teaching assistants: attending training on supporting children with particular potential barriers to achievement and providing this support in school, including running ‘catch-up’ programmes; providing feedback to teachers on specific misunderstandings or strengths children demonstrate; joining discussions with teachers about expectations of children in different age groups; targeting for additional support children who have difficulties completing homework.

035 NO PROGRESS GOOD PROGRESS Governors: working with the headteacher to set challenging performance targets; sampling the progress of a few particular pupils and comparing it with the progress expected nationally; monitoring and reviewing the impact of policies to ensure progression in writing, the application of reading skills, mental and written calculation strategies and problem solving; supporting staff by taking opportunities to talk with parents about the importance of homework and how they can help their own children.

035 NO PROGRESS GOOD PROGRESS Librarian: Part of the team Knows about literacy, not just books Promotes reading for pleasure actively, endlessly Also helps drive other literacy skills – eg quoting rather than quacking Library is a hub for learning, reading, research, not computer games Vibrant and welcoming – including ‘wet lunchtime’ support Subjects teach how to research: have a ‘library agreement’

So what have been the successes in your own school? What do you need to do next?  Talking Point 

Brave New World: The 2012 Schedule

It’s all about the classroom

Satisfactory is unsatisfactory Outstanding wasn’t always outstanding and will be subject to inspection No-notice from September (SEF? lesson plans? data?) It’s about teaching and marking It’s about literacy aka ‘communication’ (‘DCIL’) It’s about progress? BIG PICTURE

8 Key Expectations COMMUNICATION

1.Are key terms and vocabulary clear and explored with pupils to ensure that they recognise and understand them? Are they related to similar words or the root from which they are derived? 1.Do teachers identify any particular features of key terms and help pupils with strategies for remembering how to spell them or why they might be capitalised (e.g. ‘Parliament’ in history or citizenship)? 1.Do teachers remind pupils of important core skills – for example how to skim a text to extract the main elements of its content quickly or to scan a text for information about a key word or topic? 1.Do teachers make expectations clear before pupils begin a task – for example on the conventions of layout in a formal letter or on the main features of writing persuasively? COMMUNICATION

5.Do teachers reinforce the importance of accuracy in spoken or written language – for example, emphasising the need for correct sentence punctuation in one-sentence answers or correcting ‘we was...’ in pupils’ speech? 5.Do teachers identify when it is important to use standard English and when other registers or dialects may be used – for example, in a formal examination answer and when recreating dialogue as part of narrative writing? 5.Do teachers help pupils with key elements of literacy as they support them in lessons? Do they point out spelling, grammar or punctuation issues as they look at work around the class? 5.Does teachers’ marking support key literacy points? For example, are key subject terms always checked for correct spelling? Is sentence punctuation always corrected? COMMUNICATION

Explore the documents COMMUNICATION

Implications? COMMUNICATION For teachers and TAs? For performance management? For training, recruiting and – crucially – monitoring? For leadership, esp from September onwards?

So what – as a school – do you need to be doing more of and less of? COMMUNICATION

1: Beware of more ‘input’ 2: Look at more books; talk to more students 3: Make fewer excuses COMMUNICATION GB’s Thoughts ….

… and remember … Thought for the Day …

‘Standards are raised ONLY by changes which are put into direct effect by teachers and pupils in classrooms’ Black and Wiliam, ‘Inside the Black Box’ Thought for the Day …

Geoff Barton Tuesday, October 20, 2015 Impact in iteracy: Download this presentation at (Presentation number 97) (inc. meeting the demands of Ofsted)

The Matthew Effect (Robert K Merton)

The rich shall get richer and the poor shall get poorer Matthew 13:12

“The word-rich get richer while the word-poor get poorer” in their reading skills (CASL)

“While good readers gain new skills very rapidly, and quickly move from learning to read to reading to learn, poor readers become increasingly frustrated with the act of reading, and try to avoid reading where possible” The Matthew Effect Daniel Rigney

“Students who begin with high verbal aptitudes find themselves in verbally enriched social environments and have a double advantage.” The Matthew Effect Daniel Rigney

“Good readers may choose friends who also read avidly while poor readers seek friends with whom they share other enjoyments” The Matthew Effect Daniel Rigney

Stricht’s Law: “reading ability in children cannot exceed their listening ability …” E.D. Hirsch The Schools We Need

“Spoken language forms a constraint, a ceiling not only on the ability to comprehend but also on the ability to write, beyond which literacy cannot progress” Myhill and Fisher

“The children who possess intellectual capital when they first arrive at school have the mental scaffolding and Velcro to catch hold of what is going on, and they can turn the new knowledge into still more Velcro to gain still more knowledge”. E.D. Hirsch The Schools We Need

Aged 7: Children in the top quartile have 7100 words; children in the lowest have around The main influence is parents. DfE Research Unit

The Matthew Effect: The rich will get richer & the poor will get poorer

Every teacher in English is a teacher of English George Sampson, 1922

Guess the Text Type

1 - Where would you find this text? 2 - How do you know?

Proud mum in a million Natalie Brown hugged her beautiful baby daughter Casey yesterday and said: “She’s my double miracle.” 1

The blood vessels of the circulatory system, branching into multitudes of very fine tubes (capillaries), supply all parts of the muscles and organs with blood, which carries oxygen and food necessary for life. 2

Ensure that the electrical supply is turned off. Ensure the existing circuit to which the fitting is to be connected has been installed and fused in accordance with current L.L.L wiring regulations 3

A 1997 survey showed that of 12 European countries, only Poland and Ireland had lower levels of adult literacy 1-in-16 adults cannot identify a concert venue on a poster that contains name of band, price, date, time and venue 7 million UK adults cannot locate the page reference for plumbers in the Yellow Pages

BBC NEWS ONLINE: More than half of British motorists cannot interpret road signs properly, according to a survey by the Royal Automobile Club. The survey of 500 motorists highlighted just how many people are still grappling with it.

According to the survey, three in five motorists thought a "be aware of cattle" warning sign indicated … an area infected with foot- and-mouth disease.

Common mistakes: No motor vehicles - Beware of fast motorbikes Wild fowl - Puddles in the road Riding school close by - "Marlborough country" advert

1.Understand the significance of exploratory talk 2.Model good talk – eg connectives 3.Re-think questioning – ‘why & how’ – and hands-up 4.Vary groupings 5.Get conversations into the school culture

1: What type of talk characterises your classroom? How do you help students to talk like a scientist / historian / geographer..? 2: How do you ask questions? How do you receive answers? Do ‘why’ and ‘how’ questions happen other than by accident? Do the same students always answer? 3: How do groupings work in your classroom? Are they planned? Do the word-rich get richer? Is spoken vocabulary modelled? Team Implications …

READING

1.Teach reading – scanning, skimming, analysis 2.Read aloud and display 3.Teach key vocabulary 4.Demystify spelling 5.Teach research, not FOFO

SKIMMING

The climate of the Earth is always changing. In the past it has altered as a result of natural causes. Nowadays, however, the term climate change is generally used when referring to changes in our climate which have been identified since the early part of the 1900's. The changes we've seen over recent years and those which are predicted over the next 80 years are thought to be mainly as a result of human behaviour rather than due to natural changes in the atmosphere.

The best treatment for mouth ulcers. Gargle with salt water. You should find that it works a treat. Salt is cheap and easy to get hold of and we all have it at home, so no need to splash out and spend lots of money on expensive mouth ulcer creams.

Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th- century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.

SCANNING

1.Where did the first cell phones begin? 2.Name 2 other features that started to be included in phones 3.Why are cell phones especially useful in some countries?

Cellular telephones The first cellular telephone system began operation in Tokyo in 1979, and the first U.S. system began operation in 1983 in Chicago. A camera phone is a cellular phone that also has picture taking capabilities. Some camera phones have the capability to send these photos to another cellular phone or computer. Advances in digital technology and microelectronics has led to the inclusion of unrelated applications in cellular telephones, such as alarm clocks, calculators, Internet browsers, and voice memos for recording short verbal reminders, while at the same time making such telephones vulnerable to certain software viruses. In many countries with inadequate wire-based telephone networks, cellular telephone systems have provided a means of more quickly establishing a national telecommunications network. Where begin? Two features? Some countries?

Close Reading

RESEARCH SKILLS

Research the life of Martin Luther King

So how would you, a fully paid-up member of the literacy club, approach the task?

1.Teach reading – scanning, skimming, analysis 2.Read aloud and display 3.Teach key vocabulary 4.Demystify spelling 5.Teach research, not FOFO

DEMYSTIFYING SPELLING 3

1 - SOUNDS

Government

Happened

February

2 -VISUALS

Se-para-te Be-lie-ve

3 - MNEMONICS

necessary

accommodation

1.Teach reading – scanning, skimming, analysis 2.Read aloud and display 3.Teach key vocabulary 4.Demystify spelling 5.Teach research, not FOFO

1: What kinds of texts do students in your subject need to read? What are the barriers to understanding? How do you help them – eg with vocabulary? 2: What are the ‘power words’ in your subject? Where do students encounter them? Which are the troublesome spellings? How do you demystify them? 3: What’s your contribution to reading for pleasure? Do students see you reading and hear you talk about reading? Do you teach them research skills? Team Implications …

1.Demonstrate writing 2.Teach composition & planning 3.Allow oral rehearsal 4.Short & long sentences 5.Connectives

Know your connectives Adding: and, also, as well as, moreover, too Cause & effect: because, so, therefore, thus, consequently Sequencing: next, then, first, finally, meanwhile, before, after Qualifying: however, although, unless, except, if, as long as, apart from, yet Emphasising: above all, in particular, especially, significantly, indeed, notably Illustrating: for example, such as, for instance, as revealed by, in the case of Comparing: equally, in the same way, similarly, likewise, as with, like Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand

DEMO

Evaluate the product you have made

1: What kinds of writing do students need to do in your subject? Where do they see the process as well as the product? When do they see you writing and reflecting aloud on your writing? Team Implications … 2: What are the 4 essential ingredients in a text required in your subject: a)personal/impersonal? b)formal/informal? c)layout features? d)key vocabulary? 2: What are the 4 essential ingredients in a text required in your subject: a)personal/impersonal? b)formal/informal? c)layout features? d)key vocabulary?

1.Demonstrate writing 2.Teach composition & planning 3.Allow oral rehearsal 4.Short & long sentences 5.Connectives

SUMMARY

1: It’s not literacy

2: It’s making the implicit explicit – and modelling it

3: Without us, the rich will get richer & the poor will get poorer

Geoff Barton Tuesday, October 20, 2015 Impact in iteracy: Download this presentation at (Presentation number 97) (inc. meeting the demands of Ofsted)

Literacy in Practice

Watch this Year 11 RE lesson: Watch for student progress Watch for what the teacher does to help them read/write/speak better Decide what feedback you would give

Discuss!

Review: Session 1: The new Ofsted framework and its implications Session 2: What we know about literacy impact: what works & doesn’t Session 3: From theory to practice

Key Messages: The new Ofsted framework changes everything – possibly for the better 1

Key Messages: ‘Every teacher in English is a teacher of English’ is now placed centre-stage – with carrot and stick to help make it happen 2

Key Messages: Things need rethinking: Performance management Training Use of TAs Role of the Librarian 3

Key Messages: Teachers need to see how good and outstanding teachers make implicit skills explicit … and then practise … and then get feedback 4

Key Messages: Every school needs an astringent culture of evaluation that leads to action 5

Key Messages: Involve students more 6

Book sampling…

Key Messages: Turn fewer blind eyes 7

Key Messages: Look at more books and planners – at random 8

Key Messages: It’s a job, not a club 9

Key Messages: Remember the Matthew Effect: The ‘word poor’ need us 10

Geoff Barton Tuesday, October 20, 2015 Impact in iteracy: Download this presentation at (Presentation number 97) (inc. meeting the demands of Ofsted)