1. Minority Ethnic Achievement Children’s Services 1 Literacy across the curriculum network meeting 2 nd May 2012

2. Minority Ethnic Achievement Children’s Services 2 Aims of the network To share best practice in developing literacy across the curriculum To maximise the opportunities presented by the subject specific EAL/ Literacy training for teachers provided by the Federation To promote teaching strategies to support students with English as an additional language To respond to the new emphasis on literacy by Ofsted and the new standards for teaching which require all teachers to promote literacy

3. Minority Ethnic Achievement Children’s Services 3 Update on Federation EAL/ Literacy training programme The aim of the sessions: To develop teachers’ understanding of the role of language and literacy in their subject, the language demands of tasks, and strategies to explicitly teach and support students with the literacy skills required.

4. Minority Ethnic Achievement Children’s Services 4 Science training session Writing focus Exploring the features of different text types – audience, purpose, structure Helping pupils to notice how texts are structured e.g. use of connectives, topic sentences, use of pronouns – sequencing activities The teaching sequence for writing Dictogloss Disappearing cloze

5. Minority Ethnic Achievement Children’s Services 5 Explanation Text See also, technical terms Impersonal language

6. Minority Ethnic Achievement Children’s Services 6 Teaching Sequence for Writing Establish clear aims-what is the purpose? Provide examples of the text type Explore the features of the text Demonstrate how it is written Compose together Scaffold first attempts [Writing frames? Paired writing?] Develop independent writing

7. Minority Ethnic Achievement Children’s Services 7 Extinction Dictogloss A species becomes extinct when there are no more animals of that species left. An extinct animal has gone forever. There are several causes of species extinction. They may be affected by new diseases or new predators. Changes in the physical environment, such as temperature or rainfall can also lead to extinction. In addition, competition from another species that is better adapted, can cause extinction. Dinosaurs became extinct millions of years ago. This was probably due to changes in the environment. But more recently many other species have become extinct because of competition from humans.

8. Minority Ethnic Achievement Children’s Services 8 The water cycle has no starting point. But this explanation begins in the oceans, since that is where most of Earth's water exists. The sun, which drives the water cycle, heats water in the oceans. Some of it evaporates as vapour into the air. Ice and snow can sublimate directly into water vapour. Rising air currents take the vapour up into the atmosphere, along with water from evapotranspiration, which is water transpired from plants and evaporated from the soil. The vapour rises into the air where cooler temperatures cause it to condense into clouds. Air currents move clouds around the globe, cloud particles collide, grow, and fall out of the sky as precipitation. Some precipitation falls as snow and can accumulate as ice caps and glaciers, which can store frozen water for thousands of years. When spring arrives, the snow and ice thaw and the melted water flows overland as snowmelt.evaporatessublimateatmosphereevapotranspirationcondenseprecipitationice caps and glacierssnowmelt Disappearing Cloze

9. Minority Ethnic Achievement Children’s Services 9 Humanities training session Talk focus Oral language in different contexts will require students to make different language choices Features of oral and written texts in different contexts: exploratory talk - reporting back – report writing How can teachers scaffold the shift from the informal to the formal? - modelling; success criteria; talk frames; key vocabulary; talking like an expert Exploratory talk activities: Mystery cards; concept cartoons Formal talk activities: Dictogloss; Socratic talk Encouraging productive talk: rules for talk; group roles; preparation; cognitive conflict

10. Minority Ethnic Achievement Children’s Services 10 The register continuum informal (often spoken) formal (usually written) (here and now language accompanying tasks/action) (more abstract language) Chatting with friends Describing a science experiment while watching Writing an exam question Reporting back on a science experiment

11. Minority Ethnic Achievement Children’s Services 11 A teaching and learning sequence Exploratory talk Report back to class Write recount text Active reading Speaking as an expert (formal) Analytical or discursive text

12. Minority Ethnic Achievement Children’s Services 12 Socratic talk observation cards Note down every occasion on which the participants use evidence from the sources to back up their arguments. What language do they use to do this? (e.g. …'as shown by…') Note down all the ways in which participants disagree with each other. Note particularly the ways in which people disagree without causing offence.

13. Minority Ethnic Achievement Children’s Services 13 Technology training session Why can’t they write what they can say? Inappropriate language in written tasks Literacy objectives in technology lessons Scaffolding writing – series of steps: set context – focussed listening and note taking while watching demonstration; model texts; features of text type – sequencing activity?; joint construction; independent writing ‘Warming up the text’ – pre–reading activities Talking like an expert – acts as a bridge into writing

14. Minority Ethnic Achievement Children’s Services 14 Recipe First what you do is you get the chicken, chop it up and pop it in a bowl. Then we mixed everything else in and then tell miss you are done.

15. Minority Ethnic Achievement Children’s Services 15 Developing Literacy across the curriculum – sharing progress What has been achieved? What has worked well? What difficulties have you experienced? What are your next steps?

16. Minority Ethnic Achievement Children’s Services 16 Teachers’ standards A teacher must: demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject

17. Minority Ethnic Achievement Children’s Services 17 Ofsted publications Evaluation Schedule Reading, Writing and Communication (Oct 2011) - learning materials for inspectors Moving English Forward (March 2012) - English subject report Removing Barriers to Literacy (Jan 2011) - good practice for pupils from disadvantaged backgrounds - Independent learning, curriculum, AfL - Literacy across the curriculum, meeting individual needs - Reading, Transition - Writing, Speaking and Listening

18. Minority Ethnic Achievement Children’s Services 18 Moving English Forward Key messages: The lack of regular communication and exchange of ideas between primary and secondary schools created problems for continuity in teaching and assessment. There was similar evidence about whole-school literacy. Secondary schools should: strengthen whole-school literacy work across all departments to ensure that students extend and consolidate their literacy skills in all appropriate contexts.

19. Minority Ethnic Achievement Children’s Services 19 AOB Training 23 rd May 9 – 3.30: Breaking through the barriers: raising boys’ achievement NCLL University of Reading, London Road Reading £30 Session 1: Achievement - setting the context Session 2: Breaking through the barriers to boys' achievement in literacy Session 3: Effective strategies for breaking through other barriers to boys' achievement For more details, go to www.ncll.org.uk/courseswww.ncll.org.uk/courses