Neston High School
Learning & Teaching Policy
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Contents Page
Neston High School – Learning & Teaching Policy...... - 4 - Supplementary Documentation...... - 7 - Section 1- Prompts for Teachers/Inspectors ...... - 8 - Section 2 - Teacher Behaviours - Exemplars...... - 9 - Section 3 - Assessment for Learning for the Classroom Teacher ...... - 14 - Section 4 - Behaviour for Learning for the Classroom Teacher...... - 29 - Section 5 - Data for the Classroom Teacher ...... - 34 - Section 6 - Getting the Most Out of More Able Students...... - 41 - Section 7 - Literacy across the Curriculum ...... - 53 - Section 8 - The Classroom Teacher’s Guide to Numeracy ...... 67 Section 9 - What Every Classroom Teacher Should Know About SEN ...... 90 Section 10 – Dyslexia Friendly Approaches...... 99 Section 11 - Engagement Profile, Briefing Sheets & Inquiry Framework for Complex Needs ...... 105 Section 12 - Managing Marking and Feedback...... 121 Section 13 - Teaching Vulnerable Students ...... 129 Section 14 - Creative Teaching Strategies...... 132 Section 15 – Planning for Outstanding ...... 140 Section 16 – SMSC for Classroom Teachers ...... 147
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Neston High School – Learning & Teaching Policy
1. Introduction 1.1 This policy represents the position of learning and teaching as the “core business” of what we do at Neston High School. It represents the relentless nature of our attitude to continually improving our practice through careful and considered reflection and strategic professional development. It acknowledges our philosophy that students at Neston High School have unlimited potential for learning.
1.2 Pride and Courage : this policy also represents a commitment to our values in building effective learners both in and out of the classroom. Both students and staff will learn in partnership , with respect for each other and their environment. Respect in these relationships is paramount. Teachers will inspire through providing high quality learning experiences but also through providing role models of effective learning. Learners will show determination , not allowing setbacks to deter them from achieving excellence . Central to the comprehensive nature of the school is the principle of equality and the notion that everyone can achieve to their highest potential. Teachers and students must also have the courage to step beyond their comfort zones and believe that they can achieve to the highest standards.
2. Our Aim 2.1 Our aim is to provide an environment where successful learners are developed through the highest possible quality of learning and teaching experiences in a range of contexts.
2.2 We aim to establish high expectations and collaborative structures that result in motivation, self esteem and good relationships. The creation of a positive climate and ethos will promote the positive behaviour essential for effective learning to take place in an active and participatory nature. We believe that effective and appropriate learning experiences help children to lead happy and rewarding lives.
2.3 This policy constitutes a move towards a working document that will support teachers in the provision of high quality, outstanding learning experiences.
3. Climate & Contexts for Learning 3.1 Learners benefit from a wide range of contexts and environments for learning: the home where learning may take place independently or with parents or carers; all aspects of school including lessons, routines and events; educational visits; work placements and the wider community both in and out of school.
3.2 Climate, ethos and relationships which encourage active learning where learners are motivated, involved and engaged should be evident in all learning environments and contexts.
4. Successful Learning & Teaching 4.1 Successful learning is achieved through high quality teaching and positive interactions between and among staff, parents, carers and learners. Good practice for classroom teachers is outlined in the supporting documentation. (Sections 1 - 16)
4.2 The teacher plays a pivotal role in achieving successful learning. It is our view that effective teachers show flexibility, are inspirational, cooperative and respectful. Good teachers are able to self-evaluate and are reflective of their practice. They are good communicators, risk takers and have a sense of humour.
4.3 Formative assessment is an integral part of successful learning and teaching: learners understand learning intentions, success criteria and are given feedback that develops their
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learning through structured opportunities to reflect on personal learning experiences and take action on advice. Learners are encouraged to take an active part in, and responsibility for, their own learning and progress and given structured opportunities to reflect on these experiences, encouraging independence and resilience.
4.4 The needs of individual learners are met through a variety of teaching approaches and resources including the full and effective use of collaborative contexts and ICT where appropriate.
4.5 The needs of all learners are catered for through a combination of high expectations, keen use of data and differentiation in order to promote the progress of all student groups irrespective of gender or ability, removing barriers to learning where they exist. Gifted and Talented students, students with special educational needs, vulnerable students, students of all economic backgrounds such as those entitled to free school meals, students with specific literacy, numeracy and behavioural needs, students who are experiencing English as a second language are taught well and make good progress.
4.6 Other adults, such as learning support assistants, are deployed effectively within the school and within the classroom to benefit the learning of students within their specific care and also the general student population. Where possible, teachers will plan collaboratively with LSAs and plan for their deployment in any learning experience. Teachers are responsible for the effective deployment of LSAs to ensure progress and achievement for students.
4.7 Displays are used to contribute to a stimulating and supportive environment for learning.
5. Assessment 5.1 Assessment to support learning is an integral aspect of successful learning and teaching. Skilful assessment is used continually by teachers to establish where students are in their learning and how they can reach the standards they are aiming for. Assessment can be at the level of day to day, periodic or transitional and should support students formatively in their progress at all times rather than providing stand alone levels or grades that provide no support for students to move forward in their learning.
5.2 Intelligent use of the rich data teachers are provided with allows them to base lessons and schemes of work on clear knowledge of students’ prior attainment and predictions for future achievement.
6. Homework 6.1 Homework should be set in accordance with the Homework policy, enabling students to plan their time effectively.
6.2 Homework is planned by teachers as an essential part of any learning experience that will encourage independence in learners and extend their skills or knowledge of whatever area they are studying through research, interpretation and communication.
7. Learning & Teaching and Academic Review 7.1 Key Questions: teachers should constantly reflect on the effectiveness of their craft. Attached are some prompts that teachers can use, perhaps in conjunction with colleagues to gauge the effectiveness of lessons and to continue to improve: (See Section 1)
7.2 Teachers will consider the evidence with which to reflect on their lessons and also the evidence from which their lessons and teaching will be judged. The key factor in judging teaching and the use of assessment is their impact on pupils’ learning. A range of evidence is available to judge this impact. Teachers should review the impact of teaching and use of assessment for different individuals/groups within the class. In lessons, teachers should note the impact that teaching and the use of assessment have on learners’ behaviour, progress, and the quality of learning, considering the different groups of learners for which
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they are catering, particularly the learning and progress of pupils with special educational needs and/or disabilities.
Teachers’ reflections and judgements on the quality of teaching must take account of evidence of pupils’ progress and be based predominantly on the direct observation of teaching and learning and discussion of what is observed with colleagues and pupils. This first hand observation should be supplemented by: • observing some lessons jointly before discussing them also with teacher who had been observed • discussing with pupils their work and their experience of teaching and learning over longer periods • discussing teaching and learning with groups of staff, within and across departments • analysing evidence about pupils’, parents’ and carers’ and staff views of teaching through learning walks for example • scrutinising the standard of pupils’ work noting evidence of assessment and marking, and how well and frequently assessment is used to help pupils to improve their learning.
In addition to the above information, teachers should consider how they demonstrate the following behaviours and actions: • teachers and other adults have high expectations of all pupils and ensure that effective support is given to accelerate the progress of any pupil who is falling behind their peers • the range of teaching styles and activities sustains pupils’ concentration, motivation and application • subject knowledge is used to inspire pupils and build their understanding • time is used effectively • appropriate use of new technology maximises learning • resources, including other adults, contribute to the quality of learning • lesson planning is linked to a current assessment of pupils’ prior learning and is differentiated, so that it consolidates, builds upon and extends learning for all pupils • teachers and adults ensure that pupils know how well they are doing and are provided with clear detailed steps for improvement • effective questioning is used to gauge pupils’ understanding and reshape explanations and tasks where this is needed • teachers and adults assess pupils’ progress accurately and are alert to pupils’ lack of understanding during the lesson so that they can move swiftly to put it right.
7.2 Central to the structures of learning, teaching, assessment and feedback is the process of Academic Review . Teachers keep the answers to these questions at the heart of their practice, supported by intelligent use of data and skilful questioning, marking and formative assessment: 1. How well am I doing in this subject? 2. What level am I at? 3. Is that a reasonable level for me? 4. How can I improve? 5. What improvements have I made over the ½ term, over the term or over the year?
8. Supplementary Documentation
8.1 Further sections are included around a wide range of areas to allow classroom teachers the use of practical and useful guidance that will support them in creating compelling learning experiences. GBA - July 2012
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Supplementary Documentation
Section 1 – Observation Prompts for Teachers/Inspectors to Consider the Impact of Teaching and the Use of Assessment
Section 2 - Teacher Behaviours - exemplars
Section 3 - Assessment for Learning for the Classroom Teacher (GBA)
Section 4 - Behaviour for Learning for the Classroom Teacher (PSA)
Section 5 - Data for the Classroom Teacher (GBA)
Section 6 - Getting the Most Out of More Able Students (JKE)
Section 7 - The Classroom Teacher’s Guide to Literacy across the Curriculum (GBA)
Section 8 - The Classroom Teacher’s Guide to Numeracy (PME/LGO)
Section 9 - What Every Classroom Teacher Should Know About SEN (KTH)
Section 10 – Dyslexia Friendly Approaches
Section 11 - Engagement Profile, Briefing Sheets & Inquiry Framework for Complex Needs (SDO)
Section 12 - Marking & Assessment Policy: Managing Marking and Feedback (GBA)
Section 13 - Teaching Vulnerable Students (YHA/RHU)
Section 14 - Creative Teaching Strategies (GBA/PSA)
Section 15 – Planning for Outstanding (GBA)
Section 16 – SMSC for Classroom Teachers (CTH)
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Section 1- Prompts for Teachers/Inspectors Section 1: prompts for Teachers/Inspectors to consider the impact of teaching and the use of assessment in relation to different groups of pupils and individuals as well as the class as a whole.
Quality of learning • What are different groups and individual pupils actually learning as opposed to doing ? • Are pupils consolidating previous skills/knowledge or learning something new? • Can all pupils make the links between previous/new learning? • Can pupils talk about what they are learning, as opposed to simply describing what they are doing? • Do they consistently produce work of a good standard? • Are pupils working independently? Are they self-reliant - do they make the most of the choices they are given or do they find it difficult to make choices? To what extent do pupils take responsibility for their own learning? • How well do pupils collaborate with others? Do they ask questions, of each other, of the teacher or other adults, about what they are learning? • Are pupils creative, do they show initiative? • How well do pupils follow routines/expectations? Enjoyment of learning and attitudes • Are pupils engaged, working hard, making a good effort, applying themselves, concentrating and productive? • Are pupils developing habits of good learning? • Are pupils happy with their work? Are they proud of it? • Are pupils interested in their work and in what they are learning? Or are they easily distracted? • How smooth is the transition from teacher input to group work? Do pupils settle to work easily? Assessment to support learning • Are there any significant differences in the learning of different groups of pupils, or of any individuals? • Are pupils involved in assessing their own learning and progress? • Do pupils know what they are learning and why? • Do pupils have targets and do they understand what they mean/what to do to achieve them? Pupils’ progress • Are different groups making the same/different progress? • What new skills and knowledge are pupils gaining? • How well are pupils developing ideas and increasing their understanding? • Are pupils making gains at a good rate in lessons and over time as shown in their work and the school’s records? • How are weak/good literacy, numeracy and ICT skills affecting pupils’ progress? The quality of provision • Are staff using assessment for learning strategies to enable them to differentiate effectively? • Are activities pitched at the right level to challenge pupils of different abilities? • How well does marking identify strengths and diagnose next steps to improvement? • How good is the dialogue and oral feedback? Are teachers alert to pupils’ lack of understanding during lessons? • How effectively do staff use questioning to gauge pupils’ understanding? Are expectations of behaviour sufficiently high? • Are teachers alert to the social, emotional, and learning, needs of individuals? • What impact are any support staff having? • Are resources sufficient? Are they well matched to needs to support learning? - 8 -
Section 2 - Teacher Behaviours - Exemplars What follows here is a list of concrete examples of ways that teachers can exhibit the behaviours that constitute outstanding teaching. It was compiled by the Leadership Group of Neston High School on the 30 th of January 2012. Teacher Behaviour Teachers and other adults have high expectations of all pupils and ensure that effective support is given to accelerate the progress of any pupil who is falling behind their peers. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities?
• Teacher has IEPs in planner/attached to observations. • Objectives/outcomes/success criteria on the board at the appropriate times and revisiting them at appropriate moments in the lesson. • Engagement from teacher and pupil • A sense of routine/expectations – do pupils know how to respond if e.g. they’re told to get into groups. • Confident, purposeful communication by teacher from on-set. • Not being worried to adapt planning due to lesson needs • Evidence of all pupils responding in a lesson. • Physical movement around the classroom. • Praise of pupils’ efforts and involvement ‘inventive response’. • Planning/deployment of TAs. • Lots of timed warnings. • Following school behaviour policy of rewards and sanctions.
Teacher Behaviour The range of teaching styles and activities sustains pupils’ concentration, motivation and application. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities? • A range of activities is evident in departmental schemes of work. • Range of learning styles used over a sequence of lessons, taking into account time of day too. • Where possible resources are ready to use. • Explanations are clear and not ‘over taught’ but are revisited if necessary.
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Teacher Behaviour Subject knowledge is used to inspire pupils and build their understanding. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities? • Teachers’ subject knowledge is shown through their ability to scaffold, demonstrate and guide students through the next steps of their learning at all levels of achievement.
Bad Question: “How do you find the area of a rectangle”
Good: Tell me what you know about area (open)
• Questions need to be planned for in your lesson plan.
Open/Probing questions “how do you know”
Planned strategies to encourage participation: 1. pair up (think/pair/share) 2. group work and feedback book 3. “Why is that a good question to ask?” (you ask someone who asks a question) • Effective questions should raise more questions, make students think. • Reward/ praise and encourage good responses. • Ask class how many agree/disagree with a student’s response. Then ask them to explain why they agree/disagree. Teacher Behaviour Time is used effectively • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities? • Mini white-boards used • Quick teacher mark • True or false • Traffic lights • Giving out answers and follow up with any issues. • Interactive white boards.
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Teacher Behaviour Appropriate use of new technology maximises learning. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities? • You tube – always captures students’ interest – always double check content though! Be careful not to ? it! It soon loses its impact. Once a clip/extract is shown ensure there is an active task rather than just passively ? it. • Podcasts – out of school revision. • VLE – as above. • Pupil – centred presentation using PowerPoint as a point – to teach peer groups. • Training in focus of research. • Internet resources: TES website; BBC Bite size; My Maths; Accelerated Reader. • Always be careful to turn projector off when arranging content. Teacher Behaviour Resources, including other adults, contribute to the quality of learning. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities? • Well prepared TA’s can be on active resources • TA’s are provided with lesson content, data, resources before hand. • Clear communication between TA/Teacher – what you want them to do. • Differentiation of students based on prior data/performance. • Select a range of resources- specifically with SEN students in mind – guide TA to support a small group of students. Avoid TA’s being positive in the lesson – give them a role! • Use students in poor assessment to maximise learning/focus.
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Teacher Behaviour Lesson planning is linked to a current assessment of pupils’ prior learning and is differentiated, so that it consolidates, builds upon and extends learning for all pupils. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities?
Interactions • Use of exemplar material to show specific techniques and levels of assessment • The environment in which the students are working – use the exhibitions, displays.
Planning • Sequential development – long term • Daily – clear objectives and outcomes/success criteria • Independent study opportunities • Developing investigative skills
Organisation • Change in pace • Range of activities Teacher Behaviour Teachers and adults ensure that pupils know how well they are doing and are provided with clear detailed steps for improvement. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities? Interaction • Clear instructions • Success criteria understood
Planning • Change in pace – time limited activities – followed by reflection
Organisation • Appropriate timings for each activity • Time for reflection • Plenary to summarise/reinforce the key points.
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Teacher Behaviour Effective questioning is used to gauge pupils’ understanding and reshape explanations and tasks where this is needed. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities? Planning • Lesson context in planning shows an understanding of levels (group). • Students can express and articulate their level and how to progress to the next level. • Learning conversations are on task between students. • A filled in mark book – that informs planning
Less good when • Teacher ploughs on through lesson/scheme of lessons despite students learning not progressing.
Teacher Behaviour Teachers and adults assess pupils’ progress accurately and are alert to pupils’ lack of understanding during the lesson so that they can move swiftly to put it right. • How is it evident in their interaction with students? • How is it evident in their planning? • How is it evident in their organisation of activities? • Assessment feedback is regular, accurate and timely, uniforms progression. • Clear action has been taken to work on actions points. • Success criteria has been negotiated with the students and feedback matches reference to this. • Enjoying, engaged and enthused, can judge own and others success by the criteria. • Organisation of activities – varied and time variable to suit all ie. VAK and flexible.
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Section 3 - Assessment for Learning for the Classroom Teacher (GBA)
AfL For the Classroom Teacher
What follows is a summary of the work that we have done in the past three years to develop our approaches to Assessment for Learning in our classrooms. There is a summary of the Insets that we have attended as a whole school and others that we have provided as twilights or that have been provided for other organisations or schools. This booklet is intended to support teachers in their planning of teaching and lessons that exploit AfL strategies to engage and create active learners who can enjoy their work but also be resilient to challenges in their learning. I hope to continue to add to this so please let me know of any areas where more information would be beneficial and give me more of the strategies that you use that we can share. GBA Feb 2012
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AfL is …
AfL is about learners evaluating where they are, understanding how they can make progress and acting on this. It is not itself a range of teaching and learning strategies but the intended outcome of teaching and learning strategies. Teachers therefore must: Have a secure understanding of progression in their subject and in understanding the key concepts and skills which underpin it; Effectively use teaching and learning approaches which enable pupils to understand what they need to do to improve their work as well as the ability and will to act on this themselves
AfL is … … the dialogue that we engage in with students that allows us to help them to see where they can move on in their learning and how they can do it. Formative Assessment (assessment is only formative when it is used to make a difference to pupil achievement or progression)
AfL is … “Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”. Assessment Reform Group, 2002
The Benefits of AfL: Assessment for learning is a powerful way of raising pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge). It is not an add-on or a project; it is central to effective teaching and learning.
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The Basics Objectives and Outcomes Modelling Success criteria Exemplification – good or bad (students should know the standards they are aiming for and how to improve) Making a clear link between levels/grades and skills High quality discussion and orally led learning, e.g. “think time”, “wait time” etc. High Quality feedback of all kinds (oral and written) Peer and self assessment (activating students as learning resources for each other) Formative target setting – related to individual and curricular targets
Learning Walks Learning Walks are used to monitor and provide formative information as to how well we, as teachers, are transmitting the information that we want students to process. Each question relates to different aspects of students’ awareness of what is going on in the lesson. The questions can provide a useful scaffold when planning lessons to consider how your students would respond.
What is the lesson about? - Focus on objective/learning intention What does the teacher want you to learn? - Think in terms of outcomes (“able to …” statements) What are you doing? - The task/context for working/method of learning How will you know when you have been a success? - Use of success criteria/specific personalisation What level/grade are you currently working at? (what do you have to do to improve?) - Establish feedback strategies and relates to review
Objectives, Outcomes and Success Criteria: The “3 Pillars” of AfL – Terminology
Learning objective : what the teacher intends that students will learn (sometimes known as teaching objectives, lesson objectives, lesson aims, learning goals, learning intentions, WALT …) Learning outcome : how students will demonstrate their learning (think in terms of “ be able to …”) Success Criteria : the quality or standard of work/processes/skills that students should aim for to achieve the learning outcome/intention (broken down into its constituent parts)
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Setting Learning Objectives Consider carefully what students will be expected to “learn”. This is an important distinction from “do” which is the task or the context for learning. Consider how each element in the lesson impacts on the others in the diagram below:
Impacts on feedback and Impacts on peer questioning and self assessment
Objectives (Learning Intentions)
Success Criteria Outcomes Impacts on teacher Impacts on modelling plenar(y) ies Task/Context
Objective Language Objectives should be directly related to what students will “learn” – it is perhaps advisable to avoid the use of “understand” to frame an objective as this implies that students will fully acquire a skill or knowledge. See below for a list of words and phrases to support the writing of objectives:
To explore … To review … To experiment … To encourage … To evaluate … To identify … To investigate … To compare … To recognise … To empathise … To determine … To adopt … To describe … To contrast … To trace … To introduce … To recall … To distinguish … To relate … To summarise … To present … To focus … To show … To reflect … To develop … To select … To familiarise To revisit … To retrieve …
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Writing Objectives and Bloom’s Taxonomy See below for a list of objective language that relates directly to Bloom’s Taxonomy and hierarchy of skills:
Bloom's Taxonomy
Bloom's Taxonomy is a way to classify instructional activities or questions as they progress in difficulty. The lower levels require less in the way of thinking skills. As one moves down the hierarchy, the activities require higher level thinking skills.
Level Type of Activity Verbs Used for Objectives or Question Lowest level Knowledge define, memorize, repeat, match, record, list, recall, name, relate, collect, label, specify, cite, enumerate, recite, tell, recount Comprehension restate, summarize, differentiate, discuss, describe, recognize, explain, express, identify, locate, report, retell, review, translate, paraphrase Application exhibit, solve, manipulate, interview, simulate, apply, employ, use, demonstrate, dramatize, practice, illustrate, operate, calculate, show, experiment Higher Analysis interpret, classify, analyze, arrange, levels differentiate, group, compare, organize, contrast, examine, scrutinize, survey, categorize, dissect, probe, create an inventory, investigate, question, discover, inquire, distinguish, detect, diagram, chart, inspect Synthesis compose, set up, plan, prepare, propose, imagine, produce, hypothesize, invent, incorporate, develop, generalize, design, originate, formulate, predict, arrange, assemble, construct, create Evaluation judge, assess, decide, measure, appraise, estimate, evaluate, rate, deduce, compare, score, value, predict, revise, choose, conclude, recommend, determine, criticize, test
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Linking Objectives & Outcomes Making a specific link between objectives and outcomes can be a very powerful progression tool:
e.g. “AF3: deduce, infer or interpret information, events or ideas from texts” - Be able to … use words like “suggests”, “implies”, “gives the impression that …” when writing about texts
Outcomes should be framed in terms of what students will “be able to” do if they are successful in achieving the learning objective. Consider common objectives from your lessons and how you would exemplify the learning outcomes
Success Criteria Success Criteria involves negotiating a list of criteria with students that they should aim to achieve in the task (what does “good” look like?): - It provides opportunities for peer & self assessment based on the criteria - It creates more opportunities for more specific oral feedback given as the task is performed - Can be based on prior modelling or good/bad examples of student work
The teacher becomes a facilitator – consulting with students and guiding them towards what they need to achieve (keeping learning on track) – removes them from the equation – allowing students to gauge their own progress against their own criteria.
Success Criteria & Feedback The clear set of negotiated success criteria allows for both verbal and written feedback to become far more specific and therefore related to areas requiring progress in students’ work. Success Criteria not only focuses the feedback of teachers but also improves the feedback of students to students when engaged in peer and self assessment. We should all aim to keep our feedback in the “positive – specific” quadrant:
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Peer & Self Assessment Peer and self assessment is an invaluable tool in allowing learners to visualise the standards they are aiming for and to take steps towards improving their work. improving feedback from pupils has opened up the need for deeper changes in the roles and relationships between learners and their teachers ( Kings, Medway and Oxfordshire Formative Assessment Project, KMOFAP ); teachers need to allow time for this to develop, i.e. to train pupils in peer assessment, and this also needs a committed and consistent whole-school approach; pupils should not be left to their own devices to self assess; the techniques promoted in this document will enable pupils to begin to take increasing responsibility for their own learning and progress. Peer and self assessment is a highly individualised skill that is usually developed within the individual constraints of particular subjects – relating to the development of the concepts and skills that lie at the heart of those subjects.
The impact of peer and self assessment on retention and learning rates:
Adapted from Nat. Training Labs,.Bethan Maine 1997
Lecture 5%
Reading %=average retention rates 10%
Audio visual 20%
Demonstration 30%
Discussion group 50%
Practice by doing 75%
Teach others/immediate use of learning 90%
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Practical Strategies
Questioning: Teacher to Student/Student to Teacher/Student to Student Dialogue
General Strategies 1. Prepare key questions to ask (link clearly to learning objective/intention) 2. Ask fewer and better questions 3. Use questions to make progressive cognitive demands (e.g. analysis, synthesis, evaluation) 4. Give the students thinking time and put pauses in between questions 5. Use students’ responses, even incorrect ones 6. Encourage students to ask questions and engage in collaborative and challenging discourse Source: “How do they walk on hot sand?”: Using questions to help pupils learn
Closed Open
Recall Thought
o Popular thought and classroom observation recommends a breakdown of questions as closed: requiring a “right” answer or, open: requiring a range of response or opinion. o Is there a way of moving towards the second model and getting the best of both worlds?
Hinge Questions (see “Eliciting High Quality Feedback” also) A hinge question is based on the important concept in a lesson that is critical for students to understand before you move on in the lesson. The question should fall about midway during the lesson. (this is variable, depending on what you want to achieve.) Every student must respond to the question within two minutes. You must be able to collect and interpret the responses from all students in 30 seconds Hinge questions demonstrate the importance of the “closed” question in aiding classroom assessment.
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Hinge Questions (cont.) A question or series of questions to assess the understanding of the whole class around the “hinge” learning in the lesson. Multiple choice works best – used either at the start of a lesson or 2/3 of the way through. Use ABCD cards or mini whiteboards held up with students in their places or label each corner of the room with a letter and ask them to stand in the corner where they think the right answer is. This immediately differentiates those who have grasped the hinge learning and those who haven’t, allowing the teacher to target questioning and feedback appropriately – clarifying misconceptions etc. It can be usefully adapted to deal with varieties of assessment around ideas such as “shades” of being right and different interpretations.
Examples of Hinge Questions in Different Subjects:
Questioning in science: diagnosis
The ball sitting on the table is not moving. It is not moving because: A. no forces are pushing or pulling on the ball. B. gravity is pulling down, but the table is in the way. C. the table pushes up with the same force that gravity pulls down D. gravity is holding it onto the table. E. there is a force inside the ball keeping it from rolling off the table Questioning in maths: diagnosis
Wilson & Draney, 2004 In which of these right-angled triangles is a 2 + b 2 = c 2 ?
A b B c Questioning in history: discussion a a c b a c In which year did World War II begin? C b D b A. 1919 c a B. 1938 E a F b C. 1939 c c D. 1940 b a E. 1941
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“Entry Level” AfL Strategy Description Outcomes … or WILF (What I’m Looking For) - statements that make it clear to students what the outcomes of the learning in the lesson will be. Always aim to phrase them in terms of what students will, “be able to …” do at the end of the lesson. Try to differentiate your outcomes by using words like “all, most, some” or, “it would be good/better/best if …” Modelling … or enabling students to consider what “good” looks like through the teacher creating or “modelling” an example piece of work whilst narrating, “stream of consciousness”, the choices being made and why. Try to then remove parts of the “model” to leave a “frame” or “scaffold” for the students to progress from. Can also be done through showing good or bad examples of work that students pull apart and criticise – perhaps as part of displays of “levelled” work. Success Criteria … again, allowing students to consider what “good” looks like through considering a list of “ingredients” that will make any piece of work as good as it could be. Can be done as a whole class discussion after a modelling exercise or in small pair/group discussion. Allows students to check their work against a list of simple criteria and staff to offer more focused feedback against the criteria - can also benefit peer and self assessment through students checking each others work and using feedback strategies like “2 stars and a wish” – allowing students to provide positive/specific feedback. Curricular Target … or the thing/s that if done better by the largest number of students Setting would benefit the progress of the whole group. Start with the assessment data and work from there. If the majority of kids share the same targets then that will be the focus for your teaching of the whole group. Curricular targets should be “little and often” targets that will target skills that allow students to move between levels/grades – share them with the kids and use them to frame feedback (written & oral) or inform peer and self assessment. [this relates specifically to APP – Assessing pupil Progress – designed to make your assessment formative and flexible as opposed to testing.] No Hands Up … or, creating an expectation that all students will have to “think” in Classroom your lesson by taking away the option for students to raise their hands to answer questions. Instead, the teacher chooses who will answer the posed questions. Combine this with strategies like “Thinking Time”, “Basketball Questioning” and Lollipop Feedback”.
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Eliciting High Quality Feedback Strategy Description Hinge Questions In any topic/subject etc there will be “hinge” points in the learning that will adversely affect the progress of students if they do not grasp them. Hinge questions address this. Use a simple multiple choice format to test specific information but - be creative – play “Runaround” and have signs for A, B, C & D around the room – this allows you to immediately group the students into those who have grasped a concept and those who haven’t – it also allows you to question effectively and suggest ideas to see if students will move towards the “correct” answer. Pose questions in which 2 or 3 answers “could” be correct then question students for justification. Hinge questions can also be open ended to stimulate discussion, e.g. “Macbeth: Mad or Bad?” “Basketball” “PPPB Questioning”: Pose – Pause – Pounce – Bounce. Teacher poses a Feedback question/problem and allows thinking time/discussion/ sharing time then “pounces” on a student who must respond – the focus is then “bounced” to another student to review/comment on the first response or offer an alternative idea. And so on … (can be usefully combined with “No hands up” and “Lollipop” Feedback. Lollipop Feedback (Can be done just as easily with strips of card.) Ask each student in the class to write their name on Lollipop Sticks (or cards) and in Q & A sessions with the whole class use them to truly randomise the feedback from the kids – it creates the pressure of the unknown so that students should feel they need to know the answer. It also avoids us falling into the tempting (and sometimes unconscious) trap of going to the same students for answers. Try combining it with other strategies here to make it more interesting/different. Traffic Lights Simply, 3 cards for each student – one red, one yellow (amber), one green – use them to get the students to show how their understanding of the topic/lesson is progressing – allowing you to modify the pace of the lesson to suit the majority of the group. Also, use them for peer and self assessment – when students review each others’ work get them to rate each other using the cards – when they hold them up you are given an overview of where the class are in their progression and gives you the opportunity to take stock and “fix” and misunderstanding. [AfL research suggests we should be able to assess 30 students understanding/progress in less than 1 minute!!!] Exit Passes Focus on the key objective/outcome of your lesson and get kids to exemplify their progress towards it by completing a short task on a card they write their name on. This can be a key question, short piece of writing, drawing or diagram (anything that tells you at a glance how they are progressing). They cannot leave until they complete the task! Once you have them – you can mark them but the intention is that it allows you to quickly assess where the group are in their learning and then modify the next lesson appropriately. They can then be used as “place mats” to start the next lesson.
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Kagan: Strategy Description Inside-Outside Students rotate in concentric circles to face new partners for sharing, Circle© quizzing, or problem solving. Students face each other in pairs forming a circle so that there are 2 circles – one inside the other. The teacher then signals one of the circles to rotate until a signal is given to stop resulting in new pairs for prepared questions from the teacher or discussion of a subject. Feedback then given through “No Hands Up” classroom. Mix-Pair-Share© Students mix around the room until the teacher calls “pair” (or to music – then music stops). Students pair with the person nearest them with a “sticky” high 5. Teacher asks a question – gives think time – students share with their partner then swap. Feedback through “No Hands Up” classroom. Numbered Heads Students “number off” – teacher poses problem/question – gives think Together© time. Students write their answers individually then stand up with other group members to share/discuss/coach. Students sit down when they are confident that everyone in the group can answer the question/problem effectively. Teacher calls a number – students with that number stand up and prepare to answer. Variation: “Travelling” Heads Together – starts as before but when teacher calls a number, the student with that number “t ravels” to a new team to share answers. RoundRobin & Students take turns responding orally to a question/problem where RallyRobin© there are multiple possible responses. In RoundRobin, students take turns in their teams, in RallyRobin, partners take turns. Teachers can come up with interesting ways of structuring, e.g. “person with the shortest/longest hair starts”, “person with the shiniest shoes …” Variation: “AllWriteRoundRobin” – during RoundRobin, students each record each answer on their own paper. (note: if at any time a team member/partner is unable to contribute the rest of the team must “coach” an answer from them) Jot Thoughts© Teammates “cover the table”, writing ideas on slips of paper. Teacher sets a question/problem/topic – provides think time – students write as many ideas as they can in the allotted time, one idea per slip of paper. Each piece of paper is placed in the centre of the table; students attempt to “cover the table” (no slips should overlap). Feedback could be gained through “Carousel Feedback”: teams rotate from group to group leaving feedback for the other teams – requires a “feedback form”. All strategies taken from “Kagan Cooperative Learning” by Dr Spencer Kagan & Miguel Kagan (it’s in the Library and there are loads more to try!)
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More Strategies to Try Strategy Description Comment Only Comment-only marking provides students with a focus for progression Marking instead of a reward or punishment for their ego (as a grade does). Comments could be made in books, in a table at the front of books, in a learning diary or journal. The latter are helpful for teacher and student to track the progression of comments and see improvement. Comments should make it clear how the student can improve. Plan activities and work with feedback in mind – let the design assist the process. Mid (or before Having an assessment at the end of a unit may not provide time for you unit) Assessment to go over areas students have struggled with, or in which there are general misconceptions. Timing assessment during or at the start of a unit allows time to review, reflect and revisit. It also gives the teacher an opportunity to focus explicitly on areas of weak understanding supported by evidence. KWL At the beginning of a topic pupils create a grid with three columns: What They Know; What They Want To Know; What They Have Learnt. They begin by brainstorming and filling in the first two columns and then return to the third at the end of the unit (or refer throughout). Variation – extra column ‘How Will I Learn’ Hangman Plenary Normally done as a plenary or towards the end of a lesson or topic to (thanks to HTH) assess students’ ability to recall (and spell!) key terminology. The teacher creates the classic “hangman” set-up and students aim to recall the terms. Can be done as a recap and informs the teacher of parts of topics that may need to be revisited. (use in conjunction with “Raffle Tickets” – students are awarded a raffle ticket for positive contributions, homework, assessment etc. 12 raffle tickets=green card) Muddiest Point Students write down one or two points on which they are least clear. This could be from the previous lesson, the rest of the unit, the preceding activity etc. The teacher and class can then seek to remedy the muddiness. “You see Timmy …” For those that remember “Lassie”! The, “you see Timmy”, is the (or Y’seet’me) essential moral or lesson to be learned from an experience. (It was what “Timmy’s Mum or Dad in Lassie used to tell him at the end of the show! e.g. "You see Timmy, young boys shouldn't keep mountain lions as pets. Mountain lions should be free. To roam mountains. “) Ask students to summarise the lesson or the learning experience starting with the phrase, “You see Timmy …” (as if they are passing on their wisdom to someone else.)
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And another thing … to try: Learning Journals This is something that I trialled with my tutor group some time ago now – but it really helped them to become more aware of their learning experiences across their subjects. We used bits of PD/tutor time and they used them freely as journals to reflect on learning in their lessons. They can, of course, be used in lessons to help students to reflect on learning and set their own targets. Give it a try. What is a learning journal? • A learning journal is a collection of notes, thoughts and other materials built-up over a period of time. • Its purpose is to enhance your learning through the process of writing and thinking about your learning experiences. • Your learning journal is personal to you and will reflect your personality and experiences and so may include diagrams, pictures etc to accompany your notes. Why use a learning journal? • To ensure that you know how well you are doing, how well you should be doing and how to make a difference. • To show what you are “ABLE TO DO” • To demonstrate how your learning is developing • To keep a record of your thoughts, feelings and ideas throughout your experiences of learning • To identify your strengths, weaknesses and preferences in learning Reflection – Being Reflective A learning journal helps you to be reflective about your learning; this means that your learning journal should not be a purely descriptive account of what you did but an opportunity to evaluate your thinking process: how and why you did what you did, and what you now think about what you did.
This is the format of prompts that I The learning Experience(s): Write down/draw/explain what used to get the “good” looks like for this learning experience: students to What do I now “know”? reflect on and think about their How can I show what I “know”? learning: What skills am I working on? You can find more info in the folder What should I be able to do? What do I have to do to make my named “Learning learning better in this area? Journals” in Staff Resources. What actions will I take? e.g. what will I do differently?
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And just one more …: The TASC Wheel The TASC (Thinking Actively in a Social Context) came from London Gifted and Talented and is simply a way for students to organise themselves in an investigative of project context. Step back from the groups and give it a try;
The TASC Wheel
TASC – Thinking Actively in a Social
Context http://www.tascwheel.com/ http://etasc.londongt.org/
What do I What have know I learned? about this?
Let’s tell What is the someone! task? TASC How well How many did I do? ideas can I think of? Which is Let’s do it! the best idea?
W ha t d o I kn ? ow rned ab lea out ve I th t ha is? Wha
W
! h e a n t o i e s m t o h s e l l t e t a s k ’s t ? e L TASC
H o n a w c
w s e l ea ? l d f o d i y i k d in h I man t
d w I o ? Ho
a? Le ide t’s st do be it! the is ich Wh
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Section 4 - Behaviour for Learning for the Classroom Teacher
Behaviour for Learning for the Classroom Teacher
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The Top 10 BFL Tips
1. Be in charge…
• It is your classroom: make the rules and decisions, don’t letting them happen out of habit, poor organisation. • Keep on your feet as much as possible, position yourself to watch everything that is going on. • See everything: have ‘eyes in the back of your head’ • Keep moving around the classroom as the focal point of interest and authority. • The pupils need to feel safe; they can only do this if you are in charge. • Insist on your standards
2. Use positive classroom rules…
• Establish a set of rules, no more than 4 or 5, which make desired behaviour explicit • Display them prominently • Refer to them frequently
The rules should tell the pupils what to do, rather than what not to do, eg Don’t call out. Put up your hand and wait to speak. Don’t walk around the classroom. Stay in your seat. Don’t break things. Look after classroom equipment.
• Praise good behaviour and refer to the rule being followed. • Use the rules to point out inappropriate behaviour, “Remember our rule about …”
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3. Make rewards work for you…
• Use IRIS Rewards • Give pupils relevant rewards for desirable behaviours eg. Starting tasks, completing tasks, following class rules, etc. • Establish the HABIT of co-operation. • Standards can be subtly raised once the habit has been established. • Quickest and most appreciated reward is descriptive praise.
Other possible rewards, besides those used as a school-wide system are - a note home to parents - name on a special chart which earns a later tangible reward - being given special responsibilities - being allowed to go first - having extra choices
4. Catch them being good…
• Praise is the most powerful motivator there is. • Remember to smile • Criticise less and to praise more • Tell the pupils there will be positive consequences for positive behaviour, then follow through and show them. • Stick to your guns and don’t be ‘bullied’ into giving rewards that haven’t been earned.
Some positive behaviours are easily overlooked. Try to remember to praise pupils for - homework in on time - homework in late but at least it’s in - working quietly - good attendance - not swinging on chair - contributing to class discussion - helping another pupil - not laughing at another pupil’s mistakes - promptly following your instructions
Use the IRIS reward systems of the school consistently and fairly.
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5. Be specific and clear in your instructions…
• Get a pupil’s full attention before giving instructions. • Make sure everyone is looking at you • Smile as you give instructions. • Be very clear in all your instructions • Be clear with expectations • Rich question the instructions back to you.
6. Deal with low level behaviours before they get big…
• Low level behaviour infringements will escalate • Behaviour is reinforced when attention is given to it • Don’t ignore it, find a calm and quiet way to let them know that you see exactly what they are doing and that there is a consequence without sounding annoyed.
Try these actions
- descriptively praise those who are behaving appropriately - point to the original instruction - praise the target pupil as soon as they comply - description of reality, ‘Alfie, you are tapping your ruler.’ - look at the pupil pointedly and wait for them to figure out why - peer pressure ask other pupils what is needed - Always follow through, even on minor infractions, so that pupils know there is no point in testing.
7. The consequences of non-compliance…
• Build allegiance: help the pupil to do what you’ve asked of them • Do not give up. Keep waiting. Praise the smallest progress, even the absence of the wrong thing. • Do not protect the pupil from the consequences. • A consequence should be uncomfortable but not breed more resentment. • The purpose of the consequence is begin the restorative approach to learning. • Have easy to implement and monitor minor consequences. Eg. loss of choices (eg where to sit), loss of break time, loss of a privilege, sitting in silence for a set amount of time
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8. Find a ‘best for both outcome’…
• Don’t get caught in the polarised divide, i.e. Avoid confrontational situations where you or the pupil has to back down. • Talk of choices and the consequences of the choices, give them time.
‘Fred, I want you to leave the room. If you do it now we can deal with it quickly. If you choose not to then we will use your break time to talk about it. It’s your choice. I’ll meet you outside the door in two minutes.’ Then walk away and wait.
‘Joe, put your mobile phone in your bag or on my desk. If you choose not to do that it will be confiscated,’ then walk away and wait.
9. Establish ‘start of lesson’ routines…
• Use starters • Have a routine way of starting a lesson • A quiet activity that pupils can get right down to • Establish this and you won’t have to battle.
10. Manage the end of the lesson…
• Allow time to reinforce learning, answer questions, put equipment away, refer to learning outcomes and how this has been met, outline plans for next lesson, etc. • Have a short, extension task ready if there is time to spare. • Manage the exit of the room
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Section 5 - Data for the Classroom Teacher (GBA) Data For the Classroom Teacher
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Data Provides Questions Not Answers
As classroom teachers, it is more important than ever that we are able to use data to improve the experience that students have in our care. We are, as a school, data rich. We have a wealth of data about the students in our care from KS2 levels achieved and the context for achievement that gives us, to CAT tests, Reading Age scores, KS3 and KS4 predicted levels or grades, aspirational targets and Working Levels. Not to mention FFT predictions. All of this data is accessible through SIMS and now SISRA (see additional guidance booklet).
Within the context in which we work, students are expected to make specific levels of progress between KS2 and KS4. The table below sets this out in a possible path for this progress to take:
Key Stage 2 Score SATS Year Year Year Year Year Year Year Year at Year 6 7 7 8 8 9 9 10 11 5a 6c 6b 6a 7c 7b 7a A A* 5b 5a 6c 6b 6a 7c 7b B A 5c 5b 5a 6c 6b 6a 7c C B 4a 5c 5b 5a 6c 6b 6a D C 4b 4a 5c 5b 5a 6c 6b D C 4c 4b 4a 5c 5b 5a 6c D C 3a 4c 4b 4a 5c 5b 5a E D 3b 3a 4c 4b 4a 5c 5b E D 3c 3b 3a 4c 4b 4a 5c E D 2a 3c 3b 3a 4c 4b 4a F E 2b 2a 3c 3b 3a 4c 4b F E 2c 2b 2a 3c 3b 3a 4c F E 1a 2c 2b 2a 3c 3b 3a G F 1b 1a 2c 2b 2a 3c 3b G F 1c 1b 1a 2c 2b 2a 3c G F B/N 1c 1b 1a 2c 2b 2a G F
Recent research from the National Foundation for Educational Research (NFER), commissioned by the DfES, found that data only became effective if it was used to stimulate questions about the learning taking place and ensure meaningful discussions with staff about how data can be used to bring about practical improvements in the classroom.
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This booklet is intended to support colleagues in using data to support making meaningful changes in the classroom and impacting on learning and teaching.
How data is used to improve Learning & Teaching To facilitate: • more effective allocation of staff and resources • performance management • monitoring the effectiveness of initiatives and strategies • evidence-based discussions with Ofsted, local education authorities, governors, among others • the challenging of expectations of staff, pupils, parents • transitions and transfers – particularly between key stages within schools • identification of pupils’ achievements and setting of targets • To track pupil progress • To identify underachieving pupils for further support • To inform T&L and strategic planning • To inform pupil setting and groupings At classroom or student level to : • highlight specific weaknesses for individual pupils • identify weaknesses in topics for the class as a whole • inform accurate curricular targets for individual pupils • provide evidence to support decisions as to where best to focus resources and teaching • tailor teaching to the needs of targeted groups • identify individuals and groups for additional support • encourage pupils to take ownership of their learning goals.
The Individual Student in Assessment Data:
The progress of individual students always occurs Progress of groups of within the wider context students, e.g. more able, of the achievement of a vulnerable, SEN, gender class, year group or groups of students. This has to be groups etc considered when planning next steps in learning or considering curricular targets designed to Individual progress individual Students students through whole Progress of Progress of the class or year group the class cohort or year instruction. group
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Approaches to Data Process Contributing questions What do I do? What do I ask? Targets Make yourself aware of: • What are the current year/class/ • Individual student predictions group/individual student predictions and and aspirational targets targets? • The profile of your class(es) • What are the implications for planning? • Groups of students • Are there individual student targets, and individual education plans (IEPs) you need to be aware of? Collect Gather data: • Which data sets are relevant • Use SIMS and/or SISRA to • Have I accessed the relevant areas of SIMS provide you with a picture of and/or SISRA? where the class are in relation to • Will I refer to past assessment data such as prior achievement and more working levels and end of KS predictions? recent data. Interrogate Analyse data to identify: • Did the class/individuals meet targets and • targeted learning areas expectations previously? • explicit learning relating to • Which students are in each category of concepts and skills performance? E.g. who reached their • targeted students and student milestone, prediction or target level/grade? groups. • Which areas of the data suggest a learning gap? • What specific aspects of learning are identified as a learning gap? • Which students/groups of students are targeted for this learning? Infer Make inferences from the data. • Which pattern in the data is most significant for the year level, class, groups or individual students? • What main messages can be drawn from the data? • To which aspects of their progress do the issues relate? Have these been explicitly taught/revisited in class?
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Process Contributing questions What do I do? What do I ask? • Are gaps in the curriculum provision evident? • Is there an implication for classroom pedagogy? What needs to change? • What are the implications for small groups? • Which aspects of learning require explicit teaching? • Are there implications here for my planning and pedagogy?
Goals and targets Reflect on goals and targets. • Are our current targets/predictions still the same?
Plan Formulate a class or individual • Which areas of learning require improvement? teaching and learning plan within a • What is the intervention/action plan? Is there whole-school approach to a curriculum/departmental or whole school plan improvement. to support this or does the current plan need revision? • Is this targeted teaching aimed at the year level, class, group or individual student? • For which students is this intervention/action relevant? • What will be the sequence of teaching and learning? • Which assessments are in place to measure progress? • Are there organisational aspects to consider (e.g. personnel, timetabling, resourcing, data collection and collation)? • What will the time frames be for this intervention? • How will the intervention/action be monitored? • Will this be a short-term or long-term intervention/action?
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Process Contributing questions What do I do? What do I ask? Implement Implement planned actions. • Are modifications to teaching required? Modify teacher practice. • Are there aspects of teaching and learning that require professional development to ensure deep knowledge and expertise? • What professional discussions support this implementation? • What will be the communication strategy with parents/carers? • How will students be informed and engaged in the learning? Assess & Evaluate Test the impact and results of • How well did students perform? Was there implementation. measurable progress? • Did the curriculum changes/review have a significant impact? Is further review required? • Did any change to the sequence of teaching and learning support more effective learning? How do I know? • How will findings be reported? Reflect Back-map to initial goals and • Would the same processes be followed next targets. time? Engage in professional dialogue. • Was the sequence of teaching and learning effective in this intervention? • Are there aspects of learning & teaching that now need adjustment? • What will be the next course of action?
Important! This guidance is not intended as a guide to the meanings of assessment data, e.g. what CAT tests or KS2 levels actually “mean”. This will vary in relation to the subjects being taught. This guidance is intended to provide teachers with starting points and support to scaffold an approach to data that impacts on learning and teaching and on classroom practice .
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Using Assessment Data to Reach a Conclusion About Performance: Working Levels Every half-term we provide an assessment of the progress our students have made in the interim period: a “Working Level”. This level (or grade) should represent the achievement of individual students across a range of work . Below is some guidance as to how this judgement could be made:
Assessment is not a precise process
• Every assessment has some degree of
uncertainty
Multiple judgments are needed
A picture builds up over time
Remember!
Data is a useful starting point but not an end in itself. Meaningful use of data should always result in modifications and changes to the learning and teaching taking place in classrooms in order to positively influence achievement.
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Section 6 - Getting the Most Out of More Able Students (JKE)
Getting the Most out of More Able Students
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Some strategies for teaching ‘More Able’ learners
Types of extension
Extension is a term used to include a variety of methods of providing stimulation, challenge and pace for able pupils. It involves teachers in planning appropriate differentiation for quick learners rather then requiring them to do ‘more of the same’.
Extension also addresses the issue of gifted and talented students coasting along inside their comfort zone; if they aren’t stretched and never meet difficulty or failure, their development as learners is impeded and they are not being prepared for adult life. Effective extension also encourages seemingly ‘average’ pupils to respond to challenge and demonstrate their (sometimes unexpected) ability.
Teachers can provide challenge in various contexts, presenting particular problems and activities to the whole class or to targeted groups on different occasions, and ensuring that all pupils regularly experience challenge (including those inclined to be lazy, and the disaffected).
Planning
Extension should be part of any planning system but a popular model is the ‘All must, most should, some could’ approach. This outlines the core concepts, skills, or knowledge to be achieved by all, with extensions that should/could be attempted by those who succeed. There are two factors to bear in mind:
• teachers should be aware of what constitutes the essential ingredients of ability (as opposed to knowledge) in different subject areas, with the development of skills, concepts and attitudes being emphasised rather than content. Well-designed extension tasks promote higher-order skills such as speculation, inference, prediction, hypothesis and synthesis, as well as nurturing independence and self-knowledge. • not all types of extension can be planned for. Effective teachers will notice opportunities to extend pupils in the course of lessons, eg, when they ask a particularly interesting question or demonstrate a depth of understanding over and above their peers.
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Extension by resource Every department should have resources that are ‘more challenging’ than others. These can include:
• books with more complex text and/or diagrams • a tool or piece of equipment that requires more dexterity or technical expertise • an artefact that is more obtuse in its function or design • a medium that is more difficult to work with (eg, in art, textiles or food technology) • more exacting technology.
Extension by work rate or pace Gifted and talented students often think and work faster than their peers, and teachers need to take account of this. Those who are capable of working fast should be encouraged to do so, without fear of having to complete more work than everyone else – especially ‘more of the same’.
Extension by task or input Using the ‘all must, most should, some could’ format enables teachers to set extension tasks for the most able, or provide a range of options for extension work from which they can choose. The drawback of this approach is that unmotivated pupils, however able, may not always reach the ‘higher-level’ work. A common starting point that allows for a wide variety of individual responses is more inclusive and can result in able pupils being suitably engaged and challenged. Teachers should be aware, however, of the needs of those More Able pupils who require structure and guidance.
Extension by individual negotiation In some lessons, pupils might negotiate the nature of the work they are to do, or the ways in which they might present its outcomes. In technology and other process-based subjects, pupils have to demonstrate competencies rather than knowledge; and by their nature, these require pupils to develop individual work. This approach is especially suitable for pupils who have good organisational skills as well as good ideas and can confidently manage their schedules.
Extension by support It should not be assumed that extension tasks always imply less need for guidance, structure or personal support. Many pupils, including some who are gifted and talented, have problems with organising themselves and/or their tasks and for them, some scaffolding of their learning can help. This type of support need not displace challenge, or the need for pupils to take risks. Guidance on short-term learning targets and longer-term goals and explanation/negotiation of assessment criteria can also be helpful. In addition, timely interventions and challenges from an adult will prevent the tendency of some able pupils to coast along, to ‘lose the plot’ or to get bogged down in meticulous detail.
Extension by dialogue Teachers can use more difficult vocabulary and more complex language to extend More Able pupils. Challenge can be extended by: - 43 -
• asking probing questions • effective discussion between teacher and pupil • well-constructed opportunities for collaborative discussion between pupils • interventions by the teacher to take the concept further, explore the idea more broadly or interpret the task in a different way.
Built-in extension Activities can be designed with ‘built-in extension’ by employing some generic features, such as:
• plan/do/review • using a range of information sources • recording in an unusual way • role play • problem solving • decision-making, eg, who does what in the group, what to include in a presentation and what to leave out • open-ended tasks that do not have one right answer • setting the questions to given answers • time restraints • developing meta-cognitive knowledge • opportunities to develop higher-order thinking skills (HOTS) • using technical language • working with experts • considering moral/philosophical issues.
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At the Chalkface – practical suggestions for differentiating your lesson for More Able pupils
What makes a well-differentiated lesson that hasn’t taken you longer to prepare than it takes to deliver? Below are some practical suggestions to help you engage and challenge your able, gifted and talented pupils in a mixed-ability class.
By task 1. Use an able pupil to quickly recap on the previous lesson’s learning for the other pupils. 2. Many starter activities require pupils to find a number of examples. An able pupil can be set a higher target, eg Level 4 pupils find five synonyms for the word ‘pleased’, Level 7 pupils find 10. 3. If you are taking feedback during the lesson, enlist an able pupil to record ideas on the board while you lead the discussion. 4. Ask able pupils to model their writing or thinking, by explaining their answer/solution to a task to a neighbour. 5. The best way to prove understanding of a topic is to teach it. Get able pupils to teach the less able a key learning point. 6. Use G&T pupils to provide the plenary. Alert them at the start of the lesson to be ready to present their findings to the class at the end of the lesson. 7. Ask able pupils to come up with questions to ask during the plenary to test other pupils’ understanding of the lesson. 8. Use higher-level questioning and direct questions at particular pupils rather than waiting for the hands up approach. Be ready to probe beyond the first answer in order to make them really think: ‘Why do you think that?’ ‘How did you come to that conclusion?’
By resource 1. Provide dictionaries and ask able pupils to look up and explain definitions of key words or technical vocabulary used throughout the lesson. 2. Produce laminated pupil-speak grade or level descriptors at the start of the year for generic assignments and reuse them for target setting and review. 3. Provide unedited or full-length versions of abridged texts you are using with the rest of the class for your most able. 4. Ask the school librarian to produce a reading list of texts and electronic resources to encourage wider reading or research around a class topic. 5. Set an independent task, such as a further investigation in maths or science, or a different class reader from a selected list and invite pupils to decide how they would like to demonstrate their learning to you or the rest of the class after an agreed length of time. 6. GCSE questions with Year 9 and so on.
By outcome 1. Use the now familiar ‘Must do’, ‘Could do’, ‘Should do’ ascribed to classroom tasks or homework to direct the type and length of activities pupils might complete. 2. Provide opportunities for pupils to respond in ways other than writing: display work, role play, short video films etc. - 45 -
3. Remember that ‘less is more’ in some cases. Prescribe the number of words to be used to make G&T pupils think hard about what they write, and make every word count. 4. If you have a PC or laptop connected to an interactive whiteboard or data projector and a digital camera, take a snapshot of a pupil’s work and during the lesson, project it onto your board to use for modelling purposes. If your board is interactive you can highlight or annotate key features of successful examples and provide opportunities for self- and peer- assessment.
By support 1. While other pupils are working on a simple starter use the time to explain to able pupils how they can excel in the lesson, which lower-level tasks they can bypass and which tasks they should tackle to stretch them. 2. Ascribe the roles of chairperson or lead learner to able pupils who will then take on the mantle of responsibility and help maintain momentum and focus during tasks. 3. Plan your groups carefully. Sometimes able pupils will learn most productively together, sharing and extending their more developed thinking; sometimes it is helpful for them to advise a less-able pupil and have to work harder to successfully articulate their ideas. 4. Rather than repeating or summarising instructions yourself in front of the whole class, get an able pupil to do so. 5. Use confident older pupils (Year 6, Year 13 pupils) as teaching assistants to extend able pupils’ experience, understanding and skills.
The KWL strategy
Know Want to know Learned
What does KWL bring to a lesson?
• Multiple solutions opportunities • A focus on listening skills • Differentiation by outcome • A focus on independent thinking and learning • The opportunity for high-quality structured research • A potential focus on aspects of literacy, such as key concepts and vocabulary • Opportunities for creative thinking and the generation of higher-order open questions • Metacognitive techniques for self-reflection.
These examples show how KWL activities transfer across subjects:
• Students in physics could be asked how the universe came into existence and what they know about its origins. Having completed the ‘K’ and ‘W’ parts of the table, they
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could be exposed to a section of video or text and then asked to complete the ‘L’ column. • In English, students may be asked to think about the key similarities and differences between the styles of two poets. Having completed the ‘K’ and ‘W’ columns and having listened to and discussed examples of work from the two poets, students can then complete the ‘L’ column using the appropriate literary terms. • In a geography lesson, students could be quizzed on the possible reasons as to why earthquakes and volcanoes occur. Having filled in the ‘K’ and ‘W’ columns and having researched the topic using books and the internet, the ‘L’ column can be completed.
(adapted from Jo Smith)
Lessons for pace
Pace has always been an important component of a successful lesson, particularly with able or gifted groups of high-achieving students who are more than able to cope with 50 minutes of rigorous challenge, who thrive on the demands of a lesson that asks them to move quickly through exposition and review to get to new learning points and spend time developing and extending new learning.
Tips for creating pace within lessons: 1. While pupils are working on the starter activity, prepare for the next activity (by writing on the board, distributing the next resources). 2. Give your instructions for the main activity or key learning points verbally and visually. 3. Have a clock in your room that all can see. 4. Make the circumstances of learning clear and enforce them: silent work, two minutes to ask your partner any questions then quiet work, and so on. 5. Give clear time instructions for every task. ‘You have five minutes to complete task 1 after which we will…’ Give pupils a countdown: ‘You’ve got four minutes, three minutes, two minutes…’ 7. Include a competitive element to your lesson if it’s appropriate. 8. Try using fast-paced music. Alistair Smith suggests epic movie soundtracks, such as Star Wars. For the last 30 seconds use TV’s Countdown music. 9. Set tasks that rely on pupils needing to have their contribution ready to share. They might not mind failing to complete a task if they think someone else in the class will take responsibility for answering. If they know they have to share their personal work with a partner or demonstrate to the class they will, perhaps, feel a greater pressure to complete it. 10. Ask an able or willing pupil early in the lesson to collect their findings to present to the class at the end of the lesson. 2. If you are taking feedback during the lesson enlist a pupil to record ideas on the board while you lead the discussion. 3. Keep end of lesson plenaries short and focused: ‘You have two minutes to write down two facts you have learned this lesson’, or, ‘turn to your neighbour and tell them two reasons for…’
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Practical tips for improving questioning of ‘More Able’ pupils in the classroom
Extending pupils' answers
Use non-verbal interventions: eye contact, a nod or raised eyebrows to encourage extended responses, to challenge or to express agreement or surprise. Ask questions such as the following:
• Can you say a little more about that? • Why do you think that? • Does that always apply? • What are the exceptions? • Can you explain how/why ? • Why did you decide to start like that/do it that way/include that…? • How did you reach that answer/ decision ? • How can you be sure? • What if…? • Could you put that another way? • Who thinks something different? • Can you justify, give reasons why/evidence for..? • Can you give an example of…? • Who can offer a different point of view? • What might be a more powerful/interesting word to use here? • Who can argue against…? • What do you think happens next? • How does this connect to… • Who would like to add to or ask a question about what has just been said?
Pupils' own questions
When someone asked Nobel prize winner Isidor Rabi how he became a nuclear physicist, he told the story of his mother, who did not ask the usual questions when he returned home from school, such as ‘What did you do?' ‘What did you learn today?' Instead, she asked : ‘Izzy, did you ask a good question today?' (Fisher, 1995)
As able children move through school, they need to pose their own questions as well as answer other people's. Small children, as we know, ask questions all the time, but as they progress through school they tend to be ‘talked at' rather than ‘talked to' and soon relinquish the role of ‘questioner' to teachers and other adults. Beginning a lesson or topic by asking, ‘what questions could we ask about this book/person/place - what would you like to know, how many questions can you ask?' encourages able children to use an analytical approach which will become second nature to them in their learning .
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A case study! Learners asking questions
How many questions can your pupils come up with when finding out about another country? Here are some questions one mixed class asked about Mexico:
• Where is it? Is it an island or do other places join up to it? • What are the people like, what language do they speak? Do they speak English? • Can you go there on holiday? How long does it take? How much does it cost? • What’s the weather like? • What money do they use? • Do they grow stuff? Do they make stuff? • Is it a rich country or poor country? • Who is in charge? Is there a queen or a president? • Was it called something else in the olden days? • Are there any wild animals? • What sports do they like? • Does anyone famous live there? •
The questions were written out on cards and stuck to the display board so that children could comment on the range and level of interest. The teacher went on to ask if anyone knew about some of the topics before sharing out the questions to groups and pairs to research (maps, books, brochures and internet access were provided). After one lesson and one homework, the findings were reported back. This amounted to a lot of information collected in a very short time and the children were very proud of their work.
They were then asked to come up with some questions which would be harder to answer - and perhaps with no right or wrong answer. The teacher gave an example of ‘Is it a good place to live? Why/why not?' with some suggestions of what she was thinking and why. The children generated questions such as :
• How is it different to living in this country? Is it nicer or worse? • Would we like to go on holiday there? Why, or why not? • Why are there so many poor people? • If we had a million pounds to spend what would be the best way to help them?
Lastly, the London Board for Gifted and Talented compiled this list of academic language which contains the main analytical words they say are needed for success to degree level.
The academic word list (AWL) - head words
There are 570 head words in total. With associated words this list amounts to 3,000+. The head word may not be the most common occurrence, e.g. finance is the head word, but financial may be the most frequently used. - 49 -
Group1 analyse approach area assess assume authority available benefit concept consist constitute context contract create data define derive distribute economy environment establish estimate evident export factor finance formula function identify income indicate individual interpret involve issue labour legal legislate major method occur percent period policy principle proceed process require research respond role section sector significant similar source specific structure theory vary
Group 2 achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct element equate evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate relevant reside resource restrict secure seek select site strategy survey text tradition transfer
Group 3 alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude framework fund illustrate immigrate imply initial instance interact justify layer link locate maximise minor negate outcome partner philosophy physical proportion publish react register rely remove scheme sequence sex shift specify sufficient task technical technique technology valid volume
Group 4 access adequate annual apparent approximate attitude attribute civil code commit communicate concentrate confer contrast cycle debate despite dimension domestic emerge error ethnic goal grant hence hypothesis implement implicate impose integrate internal investigate job label mechanism obvious occupy option output overall parallel parameter phase predict principal prior professional project promote regime resolve retain series statistic status stress subsequent sum summary undertake
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Group 5 academy adjust alter amend aware capacity challenge clause compound conflict consult contact decline discrete draft enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate generation image liberal licence logic margin medical mental modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas
Group 6 abstract accurate acknowledge aggregate allocate assign attach author bond brief capable cite cooperate discriminate display diverse domain edit enhance estate exceed expert explicit federal fee flexible furthermore gender ignorance incentive incidence incorporate index inhibit initiate input instruct intelligence interval lecture migrate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy tape trace transform transport underlie utilise
Group 7 adapt adult advocate aid channel chemical classic comprehensive comprise confirm contrary convert couple decade definite deny differentiate dispose dynamic eliminate empirical equip extract file finite foundation globe grade guarantee hierarchy identical ideology infer innovate insert intervene isolate media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor survive thesis topic transmit ultimate unique visible voluntary
Group 8 abandon accompany accumulate ambiguous append appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace drama eventual exhibit exploit fluctuate guideline highlight implicit induce inevitable infrastructure inspect intense manipulate minimise nuclear offset paragraph plus practitioner predominant prospect radical random reinforce restore revise schedule tense terminate theme thereby uniform vehicle via virtual visual widespread
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Group 9 accommodate analogy anticipate assure attain behalf bulk cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic format found inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine relax restrain revolution rigid route scenario sphere subordinate supplement suspend team temporary trigger unify violate vision
Group 10 adjacent albeit assemble collapse colleague compile conceive convince depress encounter enormous forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding odd ongoing panel persist pose reluctance so-called straightforward undergo whereby
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Section 7 - The Classroom Teacher’s Guide to Literacy across the Curriculum (GBA)
The Classroom Teacher’s Guide: Literacy across the Curriculum
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Literacy is …
… the ability to use and manipulate language in all of its forms.
Literacy is Key to Learning
Literacy skills give pupils access to some very important modes of learning and using those skills constructively and consistently in the context of learning boosts the levels of those skills. Unfortunately, the converse is also true. Poor literacy skills act as a barrier to learning and, as a consequence, pupils may seek to avoid exercising them. The consequence is that both the pupils’ ability to learn and their literacy skills are limited.
Human beings do not learn only through language, but one of the defining characteristics of our species is that we are ‘hard-wired’ to learn language and then use that language to learn other things. The language conventions that have developed for use in this context are now very sophisticated.
Students require systematic teaching and consolidation of their literacy skills.
This is particularly important in a system where success is ultimately measured for the most part by an ability to demonstrate learning by writing clearly and concisely.
If we accept the link between literacy and learning, and also that the main aim of all teachers is to promote learning, then it is clear that all teachers must share the responsibility for developing pupils’ literacy skills . The responsibility is, however, not shared equally as certain literacy skills are developed more readily than others in the different subject areas.
In order to develop Literacy at a whole school level: • Literacy skills need to be taught systematically and consistently . • Pupils should be given regular opportunities to consolidate their literacy skills by using them purposefully in order to learn. • All teachers in a school must share the responsibility for developing literacy and learning ‘hand in hand’. • Certain subject areas are better placed to develop certain literacy skills than others.
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If literacy and the development of literacy is to encompass “language in all of its forms”, it is useful to think of its application across three strands: • Learning through talk. • Learning from text. • Learning through writing.
Each area can be divided into three strands: Learning through talk Using talk to clarify and present ideas Active listening to understand Talking and thinking together
Learning from text Developing research and study skills Reading for meaning Understanding how texts work
Learning through writing Using writing as a tool for thought Structuring and organising writing Developing clear and appropriate expression
It is useful for teachers to consider each of these areas when planning how they will exploit opportunities to develop students’ skills in reading, writing and speaking and listening. (Adapted from “Literacy & Learning”, KS3 National Strategy, 2004)
A suggested distribution of Literacy Skills across the curriculum:
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Suggested Literacy Objectives by Strand and KS3 Year Group : When planning lessons, it is useful for teachers to consider which of these aspects of Literacy are to be developed, both routinely within their subject area but also within and between lessons.
- 56 - Strategies for Teaching Learning Through Talk Think Pair Think Pair Share depends largely on utilising the principle of “think” and “wait” time in Share order to improve the quality of students’ processing of information and the responses produced. It is a versatile system and can be adapted in a number of ways to suit different contexts. STEPS 1. Teacher poses a problem or asks an open-ended question to which there may be a variety of answers. 2. Teacher gives the students ‘think time’ and directs them to think about the question. 3. Following the ‘think time’ students turn to face their Learning Partner and work together, sharing ideas, discussing, clarifying and challenging. (It may be useful at this point to introduce a structure to the talk such as: “A” talks first then “B” etc.) 4. The pair then share their ideas with another pair, or with the whole class. It is important that students need to be able to share their partner’s ideas as well as their own. Modelling In any activity, be it speaking and listening, reading or writing, it is important to ensure that students can describe “what ‘good’ looks like”. This can commonly be done through negotiation of success criteria supported by a model of a good (or bad) example of what students will do that allows them to bridge the gap from where they are in their learning to where they need to be. Possible Strategies: 1. Show students some video footage of a good or bad group discussion and ask them to describe what went well or to consider what the participants should do better. 2. Teacher modelling: the teacher “performs” a model of what is expected of students before the students plan and create their piece. 3. Scaffolding: create a list of actual phrases that the teacher or other students will hear if a discussion or activity is being completed the way that is identified as “successful”; Note: it is important that students have a reference to the success criteria that they have created in order to be more independent in their learning, e.g. in their exercise books, on the board, flipchart paper etc. Group Roles A simple way to organise a group discussion. Prepare several cards that indicate what role each member of the group will play. It may be that you require a chairperson etc. OR… De Bono’s Thinking Hats: each student is given a “Hat” or card denoting the hat that determines the way they have to respond: The Six Thinking Hats at a glance: • White hat thinking identifies the facts and details of a topic • Black hat thinking examines the problems associated with a topic
• Yellow hat thinking focuses on the positive aspects of a topic • Red hat thinking looks at a topic from the point of view of emotions and feelings • Green hat thinking requires creativeness, imagination and lateral thinking about a topic • Blue hat thinking focuses on reflection, metacognition (thinking about the thinking that is required), and the need to understand the big picture See below:
Hat Explanation De Bono says to Key Questions think of… White Hat • focuses directly on the Blank paper 1. What information do we have? available information Computer printout • facts 2. What information is missing? • neutral information • NOT argument or making 3. How do we get the information suggestions we need? Red hat • emotions Fire and warmth 1. What do you like about the • feeling idea? • hunches • intuition 2. How do you feel about this? • likes and dislikes 3. What don’t you like about this? Black Hat • most used of all the hats Stern judge 1. Will it work? • concerned with truth and reality 2. Does it fit? • hat of critical thinking • prevents us from making 3. What are the dangers and the mistakes problems? Yellow Hat • benefits of an idea Sunshine and 1. What are the benefits? • yellow hat is full of hope- optimism logical hat so the reason 2. Why should it work? behind the hope must be given • seeks to find and show the benefits Green Hat • ‘active’ hat Grass, trees, Key questions should focus on: • used for creative thinking vegetation and 1. Exploration of the ideas • concerned with proposals, growth 2. Proposals and suggestions suggestions, new ideas, 3. Alternatives new alternatives, new 4. New ideas solutions and inventions 5. Provocations • emphasis is on ‘newness’ Blue Hat • overview Blue Sky (above What sort of thinking is needed? • the process control everything) Where are we now? • above the thinking’ looking Conductor of an What is the next step? down on the thinking orchestra Where have we been? • thinking about thinking! Reference: de Bono, Edward. (1992). Teach Your Child How to Think. London : Viking.
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Learning From Text “Active” Often referred to as “skimming” and “scanning”, these are invaluable skills to any literate Reading person. It is useful to distinguish these from detailed reading which is a separate skill Strategies requiring students to read deeply to find information or determine their own thoughts on a topic or subject. It is imperative that all reading strategies are modelled for students before they attempt them. Scanning : looking for specific information, e.g. a name in a phone book etc Skimming : reading quickly to establish main points, possibly skipping over details in order to make other decisions about the text. “Active” Reading Strategies: Underlining and highlighting Pick out what you think are the most important parts of what you are reading. Do this with own copies of texts or on photocopies. If you are a visual learner, you'll find it helpful to use different colours to highlight different aspects of what you're reading. Note key words Record the main headings as you read. Use one or two keywords for each point. When you don't want to mark the text, keep a folder of notes you make while reading. Questions Before you start reading something like an article, a chapter or a whole book, prepare for your reading by noting down questions you want the material to answer. While you're reading, note down questions which the author raises. Summaries Pause after you've read a section of text. Then: 1. Put what you've read into your own words; 2. Skim through the text and check how accurate your summary is and 3. Fill in any gaps. Or, try some of these strategies for “active” reading: Visualize: Describe the images you see as the author describes them. Use the details from the text to create the “movie in your mind.” Clarify: STOP AND PAY ATTENTION. Summarize/explain what you have read. This is a great place to stop and check whether you understand the text. Read on (and sometimes even reread) and your understanding may change and develop. When you find the answers to any questions you have had, note them in the text. Question: Ask questions about the text. What are you confused by? What is motivating the character(s)? Why are certain things happening? Predict: Try to figure out what will happen next and how the selection might end. Then read on to see how accurate your guesses are. Connect: Connect personally with what you are reading. Think of similarities between the descriptions in the selection and what you have personally experienced, seen, and heard or read about. Also, connect to anything you may have already read or seen in media (movies, news broadcasts, newspapers, magazines, Internet). Evaluate: Form opinions about what you’ve read, both while you’re reading and after you’ve finished. Develop your own ideas about characters and events. Make a logical guess or come to a conclusion based from the story or text.
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Graphic This is essentially, finding a way for students to record what they learn from a text as Organisers, they experience it. It can take several forms, as suggested by the various titles but D.A.R.T.S, usually will take the form of, e.g. a KWL (What do I Know?, What do I Want to Know?, Mind Maps What have I Learned?) Grid, Concept Webs or spider diagrams, Venn Diagrams, Graphs (of tension for example) or even mind maps. All of these strategies allow students to etc organise their thoughts as they read and evidence the kind of reading strategy that they have used. DARTS (Directed Activities Related to Texts) are similar in that they are grounded in the text and the students’ abilities to decode them for specific purposes. In order to choose the correct “DARTS”, ask yourself if you are: • Helping pupils to see the structure of a text • Helping pupils to select and interpret information • Helping pupils to confront the range of information or to see the big picture DARTS can take a variety of forms, such as: sequencing, cloze procedures or deletion, prediction, sub-headings (asking students to consider what the appropriate sub-heading would be for sections of text), transformation (turning one kind of text into another), text marking, card sort and summary. (the list could go on)
Shared and Shared Reading : Guided The teacher leads the class in reading or chanting a text -- a book, poem, or Reading message on a chart -- that is often enlarged for the whole class to see. Shared reading allows students to observe the reading process and to practice reading strategies or concepts in the safety of a group. The same enlarged text can be read and reread several times over a few days. Initially the teacher takes the lead, and then gradually pulls back as students progressively master the text.
Guided Reading : The teacher guides small groups of students in reading short, carefully chosen texts in order to build independence, fluency, comprehension skills, and problem-solving strategies. The teacher often begins by introducing the text and modelling a particular strategy. Then students read to themselves in quiet voices as the teacher listens in, noting strategies and obstacles, and addressing these with individual students as needed. Students then discuss content, and share problem-solving strategies. Guided-reading materials usually become increasingly challenging and are often read more than once. The teacher regularly observes and assesses students' changing needs, and adjusts groupings accordingly. Guided reading allows a teacher to provide different levels of support, depending on the needs of the students.
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Students Focusing on a specific objective, e.g. to read, understand and find information creating in a text or to infer or deduce meanings in a text or to identify where implied The “Test” meanings exist and how they are communicated, students are provided with question stems to support them in framing their own questions for their peers to “test” their understanding of a specific reading skill, e.g.: Obj: to find, describe, select or retrieve information from a text: • Find and copy…. • List…. • Give one reason…. • Choose…. • Give an example of…. • Select a word that shows….? • What….? • Where….? Obj: to infer or deduce meaning in a text: • How did….feel? • Why did….think/feel….? • Why is….important? • How do we know….? • What does this tell us about….is thinking/feeling? • Explain why/how…. • What suggests that….? • What makes us think that….? • Match feelings/thoughts to appropriate points in the story • The author makes…………….appear….which two words or phrases show this. • Which two words or phrases show that the writer …?
Analytical Word List : It is important that students are aware of how to be analytical, if that is what is being asked of them. Sometimes a simple list of marker words to demonstrate this is useful: • suggests • implies • gives us the impression that • shows • highlights • Indicates • furthers • emphasises • reinforces
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Learning through Writing Writing for No piece of writing should ever be attempted without particular Audience consideration of who is being written for and what the writing is intended and Purpose to “do”. Audience: who you are writing for? This will dictate a number of things about the writing that is then done. How formal will it have to be and why? Are you writing for a real or imagined audience? What will their expectations be of the writing and what will it tell them about the writer? Are you, in fact, writing for the examiner? Purpose: what is the writing intended to “do”? There are a finite number of purposes of writing and most of them fall into one of these categories – writing to: • argue • analyse • Instruct • persuade • review • Compare & Contrast • advise • comment • Discuss • inform • imagine • Recount • explain • explore • Evaluate • describe • entertain • Reflect
Modelling As before, i n any activity, be it speaking and listening, reading or writing, it is important to ensure that students can describe “what ‘good’ looks like”. This can commonly be done through negotiation of success criteria supported by a model of a good (or bad) example of what students will do that allows them to bridge the gap from where they are in their learning to where they need to be. In writing this must be through a systematic approach to familiarising students with the particular genre or text type that they will be expected to produce. In this way, genre specific features can be reinforced by a number of teachers across the school, therefore consolidating the approach that students have to writing in those popular genres. Curriculum leaders or teachers of related subjects should collaborate regarding their understanding of genre specific features to ensure a consistency of experience for students. Writing Writing frames act as a “scaffold” for writing and should only be used in Frames more extreme circumstances to support students in their production of writing, or students’ work can become uniform, removing individual creativity. Writing frames can take a variety of forms, from simple sentence stems with word lists to stimulate and structure students’ writing to more complex grids that dictate what has to be included in each section of the text in production.
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“Free” “Free” writing is essentially an activity in which students are given the Writing opportunity to write freely, without fear of impunity, beyond potentially sharing their work with the class. “Free” writing works on the basis that writing is a kinaesthetic activity that students are more rarely engaged in because of the growth of electronic devices that require typing as opposed to penmanship. Teachers should approach “free” writing creatively and cater it to their individual circumstances. It most commonly takes the form of a journal where students are given a specific amount of time in which they will write: about themselves, a story, a diary, reflections on learning or other experiences. It can be a creative activity in which students have to respond creatively to a stimulus question related to the later content of the lesson or as a starter intended to provoke engagement.
Observing Effective Literacy Teaching: Prompts
Learning through talk • Did the lesson exploit opportunities for pupils to learn through talk or were there missed opportunities? • Did the teacher make clear the intended outcome for any speaking and listening activity and set clear time targets to encourage pace and application?
Where pupils were asked to use talk to clarify and present ideas : • did their response suggest that the teacher needed to model the kind of presentation required? • was an appropriate context created for the activity? For example, was there sufficient thinking time? Did less-confident pupils have the chance to talk with a partner before presenting to a wider audience? • did the teacher give clear feedback to pupils, not only on the content of their presentation but also on the effectiveness of the communication? Did the feedback include clear advice on how to improve? • did the teacher promote the use of standard English as the form of language appropriate for presentations in class?
Where pupils were required to listen for a sustained period : • was the subject matter and style of presentation well matched to the pupils? • was sufficient consideration given to the range of ability in the pupil group?
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• was the talk/programme contextualised for pupils in such a way as to activate their prior knowledge? • were they clear in advance about what they were listening for and how they might have to respond to what they had heard? • was the listening scaffolded in any way, for instance, with a structured note sheet or some prompt questions?
Where pupils were required to talk together in pairs or groups : • was the grouping of the pupils appropriate for the task and its purpose? • were they clear about the expectations for their behaviour during the activity or did they need the support of some ‘ground-rules’? • were they clear about the type of speaking and listening required of them during the activity, e.g. speculating, evaluating, sharing ideas to solve a problem? Did this need clarifying or demonstrating by the teacher? • were they clear about the particular roles they needed to fulfil in the pair/group, e.g. chairing, reporting, recording? Was there evidence that this needed clarifying or demonstrating by the teacher? • were any reporting back activities organised to maximise participation while avoiding tedious repetition? • were the groups supported by the teacher to ensure that most, if not all, reached a satisfactory outcome in the time allowed?
Learning from text • Did the lesson exploit opportunities for pupils to learn from text, or was there evidence of the ‘retreat from the written word’? • Did the teacher always read for the class or was there an expectation that pupils could and should engage with text for themselves? • Were texts well chosen, both in terms of content and reading difficulty? Did the teacher take account of the fact that more-challenging texts can be used in the context of shared reading than when pupils are asked to read independently? • Where a textbook was used, were pupils familiar with its conventions (e.g. page layout, symbols, structure), or did this need to be clarified for them?
Where pupils were required to undertake research : • did they demonstrate a range of appropriate reading strategies for the task (e.g. skimming, scanning), or did they need reminding of these? • did they have effective ways of recording information to fulfil the purpose of the task, or did they need guidance/support with making notes?
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Where pupils were required to read closely for meaning : • were they given a way into the text that would encourage close reading and help them overcome initial difficulties? • was the activity set up to encourage active reading and inference and deduction, e.g. through the use of techniques such as sequencing, annotation, cloze? • when questions were set on the text, were they likely to promote understanding or just the simple retrieval of information? • were less-able or less-willing readers supported in the task? • were they encouraged to question the text and consider it in relation to its degree of objectivity and the writer’s intentions?
Where pupils were reading a text as an example for their own writing : • did the teacher help them to identify the features of the text that allowed it to fulfil its purpose, e.g. its structure and use of language? • did the teacher encourage the use of the correct terms when referring to these features, e.g. topic sentence? • did the teacher exploit effective strategies such as annotation during shared reading in order to show pupils how a particular type of text works?
Learning through writing • Did the teacher clearly establish both the purpose and intended readership of the writing? • Was enough done to ensure that the pupils had something to say in their writing? • Were pupils clear about what writing strategies were appropriate for the task, e.g. collaboration with a partner, drafting, proofreading? • Did pupils have access to reference materials to support their writing? • Did the teacher use steps from the teaching sequence for writing as appropriate? (see Appendix 4, page 45). • Was there evidence that pupils receive clear feedback on their strengths and on ways to improve, both during and after writing?
Where pupils were using writing to capture and develop thoughts and ideas : • did they use an approach to writing that suited this purpose, allowing for adaptation, reflection and evaluation? • did they have a repertoire of formats for this kind of writing, or did they need more support from the teacher through demonstration?
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• were they able to use the outcomes of this kind of writing to support a further task, e.g. a spoken presentation or a more-formal piece of writing?
Where pupils were required to write a longer piece : • did they know how to organise that particular type of writing or did this need to be taught explicitly, e.g. using the teaching sequence for writing? • did the teacher make explicit reference to paragraphs and how they can be linked? • were they supported with the process of selecting, prioritising and ordering material when they needed to incorporate information from a range of sources? • were there strategies for supporting weaker writers with the task, e.g. a writing frame?
When helping pupils to develop clear and appropriate expression : • did the teacher use strategies to encourage pupils to reflect on the clarity of their writing and alter it as necessary? • were they encouraged to rehearse sentences orally before writing? • were they encouraged to think about and engage in the choices which a writer must make in terms of vocabulary and sentence structure, e.g. through shared writing? • were the constraints for making choices as a writer made explicit, e.g. the appropriate degree of formality?
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Section 8 - The Classroom Teacher’s Guide to Numeracy (PME/LGO)
A Guide for Parents and Teachers: Numeracy Across the Curriculum
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Introduction
This information booklet has been produced to advise teachers and parents how they can support students with specific topics that are taught across the key stages. It will also allow all involved to see how some of the mathematical methods have developed over the years and it will provide an idea of current practice at Neston High School.
The aim of this booklet is to produce greater consistency for students in their experience of numeracy across all areas of the curriculum and with the support offered at home.
We have included national curriculum levels to inform non maths specialists when students will meet specific topics. For more detailed information see the end section of the booklet.
Students should be encouraged to use a variety of methods (mental, written and use of calculator) in performing calculations. The school expects all pupils to bring their own scientific calculator to lessons when required so teachers should encourage this in their lessons.
We would value all teachers seizing any opportunity to apply numeracy within the context of their subject and reinforcing these important skills.
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Bar Graphs
We expect pupils to
• Use a pencil
• Give the graph a title • Label the axes • Label the bars in the centre of the bar (each bar has an equal width)
• Label the frequency (up the side) on the lines not on the spaces
• Make sure there are spaces between the bars unless the data is continuous
At Level 3 construct bar graphs with frequency graduated in single units
At level 3 construct bar graphs with frequency graduated in multiple units At level 5 construct bar graphs involving simple fractions or decimals
WORKED EXAMPLES:
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Co-ordinates
At level 4 we expect pupils to
• Use a co-ordinate system to locate a point on a grid • Number the grid lines rather than the spaces • Use the terms left/right and up/down for the different directions follows: 3 right 4 up = (3,4) • Always plot coordinates with a cross
At level 5 we expect pupils to
• Use co-ordinates in all four quadrants to plot positions
Worked Example:
Plot the following points: M (5,2), A (7,0), T (0,4), H (-4,2), S (-3,-2)
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Data Analysis
We expect pupils to at level 5
• Analyse discrete data using a tally table and frequency column or an ordered list • Calculate range of data set. In maths this is taught as the difference between the highest and lowest values of the data set. • Calculate the mean (average) of a set of data. at level 7
• Use a stem and leaf diagram • Calculate the mean (average) • Median (central value of an ordered list • Mode (most common value) of a data set • Obtain these values from an ungrouped frequency table.
Correlation in scatter graphs is described in qualitative terms. e.g. “The warmer the weather, the less you spend on hearing” is negative correlation. “The more people in your family, the more you spend on food” is positive correlation.
Probability is always expressed as a fraction or a decimal P (event) = number of favourable outcomes Total number of possible outcomes
Worked Example: The results of a survey of the number of pets pupils owned were 3, 3, 4, 4, 4, 5, 6, 6, 7, 8 Mean = (3 + 3 + 4 + 4 + 4 + 5 + 6 + 6 + 7 + 8) ÷ 10 = 5 Median = 4.5 (The value in the middle in this case (4 + 5) ÷ 2) Mode = 4 (Most Common) Range = 8 – 3 = 5 (Highest – Lowest) In science just written 3 to 8
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Equations At Level 5 we expect pupils to solve simple equations by….
• “balancing” • Performing the same operation to each side of the equation • Doing “undo” operations e.g Undo + with = with + Undo x with, undo ÷ with x
• Encouraging statements like: “add something to both sides” “multiply both sides by something”
• We prefer The letter x to be written differently from a multiplication sign one equals per line writer Equals signs beneath each other We discourage bad form such as 3 x 4 = 12 ÷ 2 = 6 x 3 = 18 WORKED EXAMPLES
Level 5 2x + 3 = 9 2x = 6 take away 3 from both sides X = 3 divide by 2 both sides
Level 7 3x + 6 = 2 (x – 9) 3x + 6 = 2x – 18 (Subtract 2x from both sides) X + 6 = -18 (Subtract 6 from both sides) X = -24
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Estimating
We expect pupils to
At Level 4 estimate height and length e.g. Height of a door = 2m
Length of a car = 4m
• At Level 4 estimate small weights
e.g. bag of sugar = 1kg
1p coin = 4g
• At Level 4 estimate capacity/volume
e.g. teaspoon = 5ml
can of coke = 250ml
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Fractions
• At Level 4 we expect pupils to Do simple fractions of 1 or 2 digit numbers e.g
At Level 5 we except pupils to do simple fractions of up to 4 digit numbers e.g
• At Level 4/5 we… use equivalence of widely used fractions and decimals e.g. 3 = 0.3 10 Find widely used fractions mentally 1/2, ¼, Find fractions of a quantity with a calculator
• At Level 6/7 we …. use equivalence of all fractions, decimals and percentages add, subtract, multiply and divide fractions with and without a calculator
WORKED EXAMPLES
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Line Graphs From Level 5 we expect pupils to • Calculate missing values given a rule • Choose an appropriate scale for the axes to fit the paper • Label the axes • Give the graph a title • Number the lines not the spaces • Plot the points neatly (using a cross or dot) • Draw a suitable line through the line points
At Level 6 • When necessary, make use of a jagged line at start of the axis to show that lower values on the axis have been missed out.
WORKED EXAMPLES : The distance a gas travel over time has been recorded in the table below:
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Order of Operation or Bidmas
BIDMAS is the mnemonic which we teach in maths to enable pupils to know exactly the right sequence for carrying out mathematical operations.
(B) rackets (I) ndices (D) ivision (M) ultiplication (A) ddition (S) ubtration
Scientific calculators apply BIDMAS automatically
For example: What do you thin the answer to 2 + 3 x 5 is? Is it 25 or 17?
We use BIDMAS to give the correct answer: 17 is the correct answer as we multiply before we complete the addition
Indices can also be referred to as powers (order) such as 2 2 or (-3) 3. This can lead to an alternative mnemonic BODMAS but both mean the same thing.
WORKED EXAMPLE
Calculate 4 + 70 ÷ 10 x ( 1 + 2 ) 2 – 1
Brackets gives 4 + 70 ÷ 10 x (3) 2 – 1
Indices / Order gives = 4 + 70 ÷ 10 x 9 – 1
Division gives = 4 + 7 x 9 – 1
Multiplication gives = 4 + 63 - 1
Addition gives = 67 – 1
Subtraction gives = 66
Answer = 66
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Percentages
• At Level 4/5 we expect pupils to Know that percentage means ‘per 100’ or ‘out of 100’ Find 50%, 25%, 10% and 1% without a calculator and use addition to fing other amounts Find percentages with a calculator o (e.g 23% of £300 = 300 ÷ 100 x 23 £69) recognise that “of” means multiply • At Level 5 we expect pupils to Express a fraction as a percentage via the decimal equivalent
WORKED EXAMPLES
• Find 36% of £250 10% is £25 30% is £75 5% is £12.50 ( 10% ÷ 2) 1% is £2.50 (10% ÷ 10) 36% is £90 (30% + 5% + 1%)
• Express two fifths as a percentage
• You buy a car for £5000 and sell it for £3500. what is the percentage loss?
• Increase £350 by 15% 15% of 350 = 350 ÷ 100 x 15 = £52.50 (….. to find the increase) (then add on for the new total……) £350 + £52.50 = £402.50
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Pie Charts
We expect pupils to • Use a pencil • Label all the slices or insert a key as required • Give the pie chart a title
At Level 5 Construct pie charts involving simple fractions or decimals At Level 5/6 Construct pie charts of data expressed in percentages At Level 6 Construct pie chart of raw data
WORKED EXAMPLES
Level 5/6 Level 6 30% of pupils travel to school by bus, 20 pupils were asked “what is you favourite subject?” 10% by car, 55% walk and 5% cycle. Replies were Maths 5, English 6, Science 7, Art 2 Draw a pie chart of the data. Draw a pie chart of the data.
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Proportion
At Level 6 we expect pupils to
• Identify direct and inverse proportion
• Record appropriate “headings” with the unknown on the right
• Use the unitary method (i.e. find the value of ‘one’ first then multiply by the required value)
• If rounding is required we do not round until the last stage
WORKED EXAMPLES
A. Direct Unitary Method
If 5 bananas cost 80 pence, then what do 3 bananas cost?
B. Inverse Unitary Method
The journey time at 60 km/h = 30 minutes, so what is the journey time at
50 km/h?
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Rounding
We expect pupils to
• At Level 2 round 2 digit whole numbers to the nearest 10 • At Level 3 round 3 digit whole numbers to the nearest 10 • At Level 4 round any number to the nearest whole number, 10 or 100 • At Level 5 round any number to 1 decimal place • At Level 7 round to any number of decimal places or significant figures
Note : we always round up for 5 or above
WORKED EXAMPLES
Level 2/3
74 to the nearest 10 is 70; 386 to the nearest 10 is 390
Level 4
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Standard Form
In mathematics we introduce Standard Form at Level 8.
Standard Form consists of a number between one and ten multiplied by 10 to a given power.
It is used to represent very lard numbers where the power will be positive or very small numbers where the power will be negative.
For example
24,500,000 = 2.45x10 7 (as 2.45 is between 1 & 10) -4 0.000988 = 9.88x10 (as 9.88 is between 1 & 10)
Level 8 pupils should be able to use powers and square roots.
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Subtraction
From Level 3 onwards we do ….
• Subtraction using decomposition (as a written method) • Check by addition • Promote alternative mental methods where appropriate
WORKED EXAMPLES
• Decomposition
• Counting On:
To solve 41 – 27, count on from 27 until you reach 41
• Breaking up the number being subtracted:
e.g. To solve 41 – 27, subtract 20 then subtract 7
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Time Calculations
We expect pupils to
At Level 4
• Convert between the 12 and 24 hour clock (2327 = 11.27pm)
• Calculate duration in hours and minutes by counting up to the next hour then
on to the required time
At Level 6/7
• Convert between hours and minutes
(multiply by 60 for hours into minutes)
WORKED EXAMPLES
Level 4
How long is it from 0755 to 0948
0755 0800 0900 0948 (5mins) + (1 hr) + (48 mins)
Total time 1hr 53 minutes
Level 6/7
Change 27 minutes into hours equivalent
27 min = 27 ÷ 60 = 0.45 hours
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Using Formulae
We expect pupils to construct and use simple formulae at Level 5/7 by
• Writing down the formula first • Rewriting the formula replacing the letters by the appropriate numbers (substitution) • Use BIDMAS to complete the sum or solve the equation if necessary • Interpreting the answer and putting the appropriate units back into context
WORKED EXAMPLES:
The length of a string S mm for the weight of W g is given by the formula: S = 16 + 3W
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Basics
Every pupil should know their tables particularly their six, seven, eight and nine. It is important that students practise basic number work as often as possible.
Primary school learning about place value is often forgotten and can be reinforced at home.
Remember
Reading and writing large numbers is a common difficulty that you can help with 3 678 023 Reads Three million, six hundred and seventy eight thousand, and twenty three.
It is important that students have opportunities both at home and in school to use both metric and imperial units when measuring height, weights and length/distance.
They can practise estimating sensibly and the getting the feel of large and small weights, heights and distances, and using money in a practical way.
The better the student knows the basics, the easier it will be for them to make progress.
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Multiplication and Division by 10, 100…
At Level 4 we expect pupils to • Multiply and divide a whole number by a multiple of 10
At Level 5 we expect • Multiply and divide a decimal number by a multiple of 10
When a number is multiplied by 10 its value has increased tenfold and each digit will move one place to the left so multiplying its value by 10.
When dividing by 10 each digit is moved one place to the right so making it smaller.
WORKED EXAMPLES
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Section 9 - What Every Classroom Teacher Should Know About SEN (KTH)
What Every Classroom Teacher Should Know About SEN
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“All teachers are teachers of students with special educational needs” (Special Educational Needs Code Of Practice 2001)
We demonstrate the effective implementation of our SEN policy by: • Successfully educating students with SEN at Neston High rather than at specialist schools. • Supporting students experiencing difficulties to attend school more regularly. • Delivering a range of strategies to address and improve specific literacy, numeracy or handwriting difficulties • Fully including students with physical impairments and producing a medical concern register for staff. • Aiming to move students down the various stages of the special educational needs code of practice. • Increasing motivation and self esteem and so reducing disaffection and raising the overall attainment of students. • Offering behaviour management intervention strategies in consultation with the LA Educational Psychology Service. • Informing parents/carers at all stages and notifying them of any change in provision. Consulting and inviting responsible adults to review meetings.
Implications for teachers and departments • Policies, schemes of work, programmes of study and development plans reflect the needs of the students with SEN. • Departmental resources are identified and allocated with regard to students with SEN • Students with SEN are identified in planning and staff access detail from our SEN register • SEN is included on the agenda at Department meetings. • Teachers are aware of students with SEN in their teaching groups • In class support is planned for and effectively used • Staff are aware of guidelines and best strategies in our SEN staff folder on resources
Identification, assessment and provision • Transfer of cross-phase key stage 2 SAT and teacher assessment information for English, Maths and Science is forwarded by the LA for Year 7.
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• The SENCO and Transition Coordinator collate primary records and information throughout transitional liaison. The SENCO attends annual reviews from Year 5 for students with statements intending to transfer to Neston. Parents/carers may forward additional information and are encouraged to meet teachers at Neston High at open evenings held in November and July. • To inform setting of students, KS2 SAT information is analysed. Cognitive Ability Test (CAT) screening takes place in September and in addition, Suffolk Reading and Vernon Graded Word spelling tests are administered. This baseline data is made available to teaching staff. • Students attaining standardized scores below 85 are included in our programme of additional literacy/numeracy support and added to our SEN register to enable progress to be monitored. • Key stage 3 & key stage 4 students experiencing difficulties may be identified as being in need of additional support at any time in the academic year, as a result of continuous assessment and observation by all staff. • Teaching and non-teaching staff support students in class and with differentiated and individual programmes designed to meet particular needs. Some students are withdrawn from lessons to access additional support programmes in our Inclusion Resource facility in Overton/Grenfell 8. Some students, following referral by Head of House or Leadership group, may work for a period of time in Overton 8 before reintegration to full time mainstream lessons.
How to find the SEN details of the students you are teaching/supporting
The registers and details of all our students with special educational needs are on the network and can be accessed as follows Resources – Staff – SEN – SEN Registers – 2012-2013 – database – open – continue Not exactly a short route but there you go! You can view and print a whole year group from the left hand menu of Preview/Print. You can view and print details of individual students you teach from the right hand menu of “View/Edit” It says print this at the bottom of each student’s entry. Please find a means of highlighting the students you teach in your planning/records. Parents and Carers will be reassured and less anxious if you are knowledgeable and understanding of these additional needs; this is particularly so with regard to students you are teaching for the first time. It is also useful to be aware of students you don’t teach with needs which will impact around the school – autistic spectrum; physical; emotional and behavioural.
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Abbreviations
Area of difficulty SPLD Specific learning difficulty – dyslexia; dyspraxia; dyscalculia ADHD Attention Deficit Hyperactivity Disorder ADD Attention Deficit Disorder SLD Severe learning difficulty MLD Moderate learning difficulty SEBD Social, Emotional and behavioural difficulty P Physical HI Hearing impairment VI Visual Impairment SLCN Speech, language communication difficulty M Medical Condition ASD Autistic Spectrum Disorder
SUPPORT LSA Learning Support Assistant EP Educational Psychologist LSS Learning Support Services AWO Attendance and Welfare Officer SS Social Services
TERMINOLOGY COP Code of Practice SA School Action SAP School Action Plus S Statemented IEP Individual Education Plan
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The Special Educational Needs Code of Practice
A pupil has Special Educational Needs if he/she has a learning difficulty or a disability that calls for additional or different provision to be made to allow the pupil to learn more effectively. Pupils not making “adequate progress” despite differentiated learning opportunities have Special Educational Needs. All staff must identify pupils with Special Educational Needs in the same way. The Code of Practice provides a graduated approach of action and intervention.
In Primary School • Early Years Action • Early Years Action Plus In Secondary School • School Action (SA) • School Action Plus (SAP) Interventions at both Primary and Secondary school can lead to IPF or Statemented Provision.
School Action begins when teachers identify and evidence that a pupil’s progress is not “adequate” despite receiving differentiated learning opportunities.
The following are triggers for intervention at School Action. Despite differentiated learning opportunities, a pupil • Makes little progress even when the identified area of weakness is targeted in teaching. • Shows signs of developing literacy/numeracy difficulties that result in poor attainment in some curriculum areas. • Presents persistent emotional/behavioural difficulties • Has sensory/physical problems • Has a communication/interaction difficulty.
School Action Plus begins when teachers identify and evidence that despite interventions at School Action, a pupil is still not making “adequate progress” In addition to School Action provision, advice is sought from external agencies with regard to • IEP targets • Specialist assessments • Specialist strategies • Specialist support
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Outside agencies include Medical and Health Services; Educational Psychologist; assessments by specialist staff; support from Social Services; support from AWO. Progression from SA to SAP will require the collation of evidence from earlier interventions.
Statutory Assesment and Statementing procedures begin if teachers identify and evidence that despite interventions at School Action and School Action Plus a pupil is still not making “adequate progress.” The LEA will require • Written evidence from the school • Fully reviewed IEP’s from SA and SAP • Attendance records • Prior attainments • Assessment results • Views of pupil and parent
Implications for teachers and departments • Policies, schemes of work, programmes of study and development plans should reflect the needs of the students with SEN. • How are departmental resources allocated with regard to students with SEN? • How are students with SEN identified in planning? • SEN should be included on the agenda at Department meetings. • Are teachers aware of students with SEN in their teaching groups? • Is in class support planned for and effectively used?
Support in the classroom The Learning Support Assistant in the classroom can offer support in a number of ways.
The LSA can support the students, focusing primarily on the targets identified on the pupils’ IEPs. She/he will have an understanding of the specific needs of SEN pupils and will establish a supportive relationship that will promote and reinforce their self- esteem. She/he will help the students(s) to learn as effectively as possible in both group and individual situations by • Clarifying and explaining instructions • Assisting in the area of identified difficulty – language, behaviour, reading, spelling, presentation • Helping students to stay on task and complete work set. • Delivering differentiated work to identified individuals/small groups
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The LSA can support the teacher by • Liasing with the class teacher to devise differentiated learning activities • Providing feedback about pupils in the class to the teacher • Contributing to the review of progress and maintenance of records • Assisting with the preparation of suitably differentiated materials to cater for the needs of the students.
If a student has individual support from an LSA, in addition to the support outlined above, assistance may be required to facilitate movement around the school/classroom and to meet the specific needs of the individual. Some students have an entitlement to individual support and the LSA will respond to their needs as a priority; they will also be able to assist the teacher and other students as required.
The LSA must be made aware of the learning outcomes for the lesson and needs access to necessary resources and materials to support pupils effectively. Dialogue before and after the lesson is vital to ensure effective support. The teacher must liase regularly with the LSA to discuss progress and consider appropriate means of support
The classroom teacher remains responsible for matters of discipline in the classroom; LSA’s will support the school discipline policy.
How to make your classroom more SEN friendly
Timetables Many SEN students have organisational difficulties and may forget things. Displaying a large timetable with colour coding may help. Students can be given a similar timetable to use at home. A memory jogger for each night may help e.g. - Monday night pack PE kit for tomorrow - Tuesday night Science homework to do
Labels Labelling drawers and resources and keeping things in the same place helps students to become familiar with the room layout. Practical rooms should use labels (and pictures) to assist in both finding materials quickly but in helping with language/spelling familiarity.
Colour Coding This can be an effective memory jogger for students.
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Displays Displays of basic information can support many pupils e.g. Spellings – subject keywords, months, days, Times Table Charts, numbers 1 – 100, the alphabet, an analogue clock etc.
Giving Instructions Limit verbal instruction to 2/3 maximum. Often they are better given singularly. Ask student to repeat instructions or explain in their own words what they’ve been asked to do.
Homework Give this in plenty of time to record it accurately. Do this for them if necessary. Differentiate as necessary. A thirty-minute homework for most students could be a three-hour one for a student with SEN.
Boards Copying from the board is an extremely difficult task for some students and a source of great frustration. It is sometimes easier to copy from a piece of paper….but what is the real point of copying anyway? Can a pre-printed sheet be provided? If they must copy from a board it is a good idea to number the lines or write lines in alternative colours. Be sequential. Some children have difficulty with some colours on whiteboards. Ensure that the board is clean with no confusing left over marks from earlier work still visible.
Worksheets Prepare using clear font size 12 – 14. Double spacing is helpful. Ensure photocopies are clear.
Special Educational needs and our Homework Policy Homework should be set regularly for all students Homework should evolve from the classroom work and include extension, enrichment, preparation, research, consolidation and revision tasks. For lower sets, the focus should be adjusted to include more consolidation, revision and preparation. Homework will be clearly communicated and noted in the planners. Our homework policy must be inclusive for all students. All our students are encouraged and educated to work independently and to plan their time; homework develops these skills and reinforces what has been learned in class.
There are some students whose genuine learning, behavioural and/or organisational difficulties may prove to be a barrier to this. These students may be diagnosed with:
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• Cognitive and learning difficulties including MLD and specific learning difficulties: dyslexia, dyspraxia, dyscalculia. – Resulting in their being able to produce smaller amounts of work in the same time taken for other students to produce more. – Copying homework tasks from the board may be too challenging in a limited amount of time. – Organisation may be poor; close liaison with parents/carers will be required to establish best fit strategies to help with organisation. • Social, emotional and behavioural difficulties including disaffected students and those with little support from home. Homework can become just another confrontation point. • Homework should be set as per homework timetable. Students are more accepting of homework when it is set on a specific day each week; it becomes part of the routine – and woe betide anyone who tries setting it on another night instead! • Keep a record of homework produced/not produced. A letter summarising concerns to parents, can be a more effective/less confrontational way of addressing students’ failures to produce independent homework.
Awareness is vital – refer to SEN register
Have you considered? • The homework club is staffed by LSAs in EXL time Monday, Tuesday and Thursday in O8. Letters home to parents and guidance for students should include reminders of this facility. • Pre printed A5 sheet with clear task/instructions that can be handed to student to slot into planner. Many parents tell me they would help with homework if they were clear as to what the task was. • No need to relate directly to the next lesson. Reading; learning spellings to be tested as next lesson starter; consolidation of learning; draw/label; research and bring in evidence of; cloze procedure; practice new skills etc can all be issued without the worry of misplacing books. • Rewards for homework done.
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Section 10 – Dyslexia Friendly Approaches
Dyslexia Friendly Teaching
Teachers and departments should use the following checklist to assess and make changes to their provision for students of all abilities.
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Evaluate I do it I could try Not yet your own Dyslexia Friendly Strategy – teaching and to include strategies – learning strategies that suit SPLD students can you suit all students include more? 1 We have sought and used advice on the best hardware and software for dyslexic and dyscalculic children – audio-taped texts, portable word processors, speech-supported texts, spellcheckers, mind-mappers, software to be used within a programme of teaching in order to practise phonics and spelling, or promote recall of number facts and the order of numbers, software which provides images and models to help the child understand the number system. 2 If work has to be marked in the child’s absence and there are lots of errors in spelling, for example, or recalling number facts and doing calculations, we highlight one or two rather than highlighting all the errors. We use these errors as teaching points, suggesting a way of avoiding the mistake in future. For example, we highlight the similarity of the spelling to other known words, the nearness of a number fact to other known facts, a resource (like a tables square or alphabet chart) they should be sure to use when in doubt. 3 Handwriting models and mnemonics are on display so that the child can avoid reversals.
4 We use children who are fluent readers to tape texts and mathematical tasks and problems so as to boost our library of taped materials, including, where appropriate, bilingual materials. 5 We provide practical aids which anticipate possible difficulties – for example, an alphabet strip, spelling resource box, word mats, words on the wall, words on bookmarks, spelling dictionaries. 6 We understand that some children find it hard to hold questions, information or instructions in their heads for long enough to act on them (short-term memory difficulty). For these children, we: • repeat instructions/questions: • ‘chunk’ them rather than saying in one long string: • jot them down on a sticky-note, or encourage the child to do so: • allow time for processing (for example, paired discussion with a partner before putting hands up). 7 We never ask a child with dyslexic difficulties to read aloud in front of other children, unless they volunteer.
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8 There is a clear understanding of the difference between two aspects of writing – composition and transcription. Composition: Transcription: Thinking what you want to Handwriting, spelling, write and choosing punctuation - the secretarial appropriate language aspects of writing We know that children can be good writers even if their transcription skills are poor: we highlight the strengths while working on the weaknesses. 9 We give children the books or text to be used in shared and guided reading ahead of time, so that they can practise; we also plan for them to have pre-tutoring on the texts with an adult or a peer. 10 We vary pupil groupings according to purpose and learning objective, avoiding arrangements which lead any group to class themselves as ‘low ability’. 11 Where children have difficulty with transcription – the secretarial aspects of writing – we provide alternatives to paper and pencil recording: for example, pairing the child with another child who acts as scribe, use of suitable ICT (on-screen word grids, predictive word processing, speech feedback). 12 We make sure we use age-appropriate reading material (high interest/low reading age) in guided and individual reading so that the Key Stage 3 child does not have to be seen to read, for example, texts which children will associate with Key Stage 2. 13 We avoid asking dyslexic children to copy from a blackboard, whiteboard or OHP, as they may struggle to find their place as they go from board to paper and pack. Instead, we have them work with a study buddy, or we quickly jot things down for them, or use a photocopied transcript. 14 We recognise that dyslexic children may know something one day and forget the next, may lose or forget equipment they need, or may forget what they are supposed to be doing in the course of a lesson. We avoid getting cross with them when this happens; instead, we talk with them about strategies linked to their personal learning styles, which they can use to help them remember things. 15 We encourage a positive view of dyslexia and dyscalculia among children – helping the class to understand what dyslexia means and talking about positive role models (talented adults, celebrities and ‘ordinary’ people who are themselves dyslexic).
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16 We make arrangements for any text that a child will struggle to read (written instructions, word problems in mathematics, texts in literacy) to be read to them by a ‘study buddy’, teaching assistant or teacher. 17 We recognise all children’s strengths and make sure that they have opportunities to demonstrate them: for example, the child who struggles with numbers and the number system may be very good at problem-solving, or a child who has difficulty with word-level work may shine in oral work and shared reading or writing sessions. 18 Children have ‘study buddies’ whose skills complement their own: • a child who has good ideas for writing (composition) but difficulty with spelling and handwriting (transcription) is paired with a child who is good at transcription but weaker at composition. • a child who is good with numbers and the number system is paired with a child who finds this difficult, but is good at shape and space. 19 We make frequent use of techniques that work for visual and kinaesthetic learners, as well as those that work for auditory/verbal learners – for example: • mind-mapping as a way of recording ideas, planning writing, or showing the steps involved in approaching mathematical problems: • providing diagrams, illustrations and practical equipment (for example, bead strings) to model ideas and techniques. 20 We design worksheets so that the layout is uncluttered and the reading level accessible. We use large print (12-14 point) and a clear font such as Arial. Important information is in bold or coloured; we use cream or buff paper wherever possible to reduce glare. 21 We recognise that sequences such as counting on or back in different steps, days of the week, months of the year, or the alphabet may be difficult to learn, and provide the child with aids (for example, a pocket alphabet or calendar, number grids and squares). 22 We write down homework instructions, so that the child can concentrate on listening to the teacher and not misunderstand what needs to be done. 23 We make sure we use the special arrangements available for National Curriculum tests for children with special educational needs.
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24 We listen to parents’ or carers’ concerns and make sure that they are clear about what is being done to help their child and how they can contribute. We actively involve the child as well as their parents or carers in deciding on the targets to be set and the strategies which the child, their parent or carer, teacher and teaching assistants will use to ensure progress. 25 We frequently praise children’s ideas, effort and any success in reaching personal targets, using at least four positive comments to every one negative, so as to boost their self-esteem. 26 We provide the child with a study pack containing, for example, highlighter pens, sticky-notes, a line tracker for following text, blank audio tapes, index cards for subject vocabulary or spelling mnemonics, sticky labels to use to correct or conceal, a tables square, place value cards, a pocket number line, number cards, a hundred square, a calendar, a shapes chart. 27 Where children struggle to remember things by rote, we help them to overcome the problem by drawing on their strengths in the use and recognition of pattern and meaning – for example: • morphemes and spelling rules; • patterns in multiplication tables; • subtraction as the inverse of addition, multiplication as the inverse of division, deriving new number facts from known facts. 28 We make sure that someone (parent, carer, peer, older child) is reading aloud to the child things that they can’t or won’t read for themselves. 29 Where children have difficulty in retrieving basic number facts we encourage them to use aids – like a small tables square, place value cards, pocket number line or pocket number ruler for pairs of 10 as shown below: 0 1 2 3 4 5 6 7 8 9 10 10 9 8 7 6 5 4 3 2 1 0 30 We encourage flexible approaches to working out calculations, building on previous knowledge – for example, 40÷29 derived from known 40÷30 and 36- 9 using 36-10+1. 31 We encourage a variety of ways of learning the number facts for multiplication – for example, doubling, halving, finger multiplication, using the commutative law, the pattern of 9s.
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32 We make sure that the older child can use a calculator when problems in numerical fluency are holding them back from solving problems that are within their level of understanding. 33 We use numbers that children can manipulate successfully when introducing new mathematical procedures, so that the child can focus on the method and not on the numbers themselves. 34 There is a clear understanding of the difference between numerical fluency and mathematical understanding. Mathematical understanding: Numerical fluency: perceiving regularities, rapid recall of number facts, grasping principles tables, the sequence of numbers We know that children can be good writers even if their transcription skills are poor: we highlight the strengths while working on the weaknesses. 35 In mathematics, there is an understanding that some children find mental calculations difficult because their short-term memory problem makes it hard for them to hold a question or a multi-step operation in their heads while they work out the answer. For this reason, we encourage the use of jottings (for example, on sticky-notes).
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Section 11 - Engagement Profile, Briefing Sheets & Inquiry Framework for Complex Needs (SDO)
Planning for Complex Learning Difficulties and Disabilities in the Classroom
Developing Meaningful Pathways to Personalised Learning
• The Engagement Profile for Complex Needs • Briefing Sheets for Complex Needs • The Inquiry Framework for Complex Needs
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Complex Learning Difficulties and Disabilities Research project
Developing Meaningful Pathways to personalised Learning
The capacity to transform a child's life for the better, and equip them to enjoy active citizenship, is at the heart of education. In the 21st century, the pattern of children's special educational needs is changing, and our teaching strategies must change with them.
This new generation of children and young people includes some with rare chromosomal disorders, some who survived extreme prematurity or multiple disabilities at birth, and others affected by prenatal drug and alcohol abuse. These children have complex learning difficulties and disabilities (CLDD). They learn and respond differently to previous generations of children with profound and multiple / severe learning difficulties.
Definition of Complex Learning Difficulties and Disabilities Children and young people with Complex Learning Difficulties and Disabilities (CLDD) have conditions that co-exist. These conditions overlap and interlock creating a complex profile. The co-occurring and compounding nature of complex learning difficulties requires a personalised learning pathway that recognises children and young people’s unique and changing learning patterns. Children and young people with CLDD present with a range of issues and combination of layered needs – e.g. mental health, relationships, behavioural, physical, medical, sensory, communication and cognitive. They need informed specific support and strategies which may include transdisciplinary input to engage effectively in the learning process and to participate actively in classroom activities and the wider community. Their attainments may be inconsistent, presenting an atypical or uneven profile. In the school setting, learners may be working at any educational level, including the National Curriculum and P scales. This definition could also be applicable to learners in Early Years and post-school settings.
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PROJECT STATEMENT Why did the project take place?
The Department for Education identified through feedback from schools that educators are finding it difficult to find effective teaching and learning strategies to meet the needs of children and young people with complex learning difficulties and disabilities (CLDD). The SSAT were commissioned to develop a framework for teaching and learning practice to support the educators of these children and young people.
New generation pedagogy for new generation children (Carpenter 2009, 2010) 1
Schools want every child and young person to succeed. Children and young people are now coming into our schools whose needs are more complex than we have seen before. Many present with previously unknown disabling conditions or permutations of special educational needs unfamiliar to teachers. They struggle to engage and learn in our classrooms, and cannot respond to familiar approaches or strategies of support. Their difficulties demand that we re-engineer our curricula so they can have the same opportunities as other children and young people to make choices, lead a valued life and have their voices heard.
Excellent educational practice with this new group of children and young people with CLDD is evolving within schools building on existing differentiated teaching strategies. But until now, there has not been the framework within which educators can shape and justify their approaches in a systematic way. Excellent practice should be shared among schools and other settings. A framework that will signpost effective ways to identify the best practice, approaches and resources which educators can use to improve the educational experience for these children and young people can promote this.
Research Team Contacts Specialist Schools and Academies Trust – Wolverhampton Office Technology House, Glaisher Drive, Wolverhampton Science Park, Wolverhampton West Midlands, WV10 9RU
Tel. no.: 01902 796067; email. [email protected]
Project Director: Professor Barry Carpenter OBE, Associate Director (SEN), SSAT Project Research Officer: Jo Egerton Research Assistants: Tamara Brooks Beverley Cockbill Jodie Fotheringham Hollie Rawson
1 For more about New Generation Children and Pedagogy go to Professor Barry Carpenter’s ‘Think pieces’ papers at http://blog.ssatrust.org.uk/thinkpiece/ .
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Engagement Profile & Scale
What is the Engagement Profile and Scale?
Engagement is the single best predictor of successful learning for children with learning disabilities (Iovannone et al., 2003). Without engagement, there is no deep learning (Hargreaves, 2006), effective teaching, meaningful outcome, real attainment or quality progress (Carpenter, 2010).
The Engagement Profile and Scale is a classroom tool developed through SSAT’s research into effective teaching and learning for children with complex learning difficulties and disabilities. It allows teachers to focus on the child’s engagement as a learner and create personalised learning pathways. It prompts student-centred reflection on how to increase the learner’s engagement leading to deep learning.
Engagement is multi-dimensional, and encompasses awareness, curiosity, investigation, discovery, anticipation, persistence and initiation. By focusing on these seven indicators of engagement, teachers can ask themselves questions such as: ‘How can I change the learning activity to stimulate Robert’s curiosity?’ ‘What can I change about this experience to encourage Shannon to persist?’
The adaptations made and the effect on the student’s level of engagement can be recorded, together with a score on the engagement scale. Over time, it is possible to chart the success of interventions and adjustments, and the effect this has had on the student’s levels of engagement.
Engagement Sustainable learning can only occur when there is meaningful engagement. The process of engagement is a journey which connects a child and their environment (including people, ideas, materials and concepts) to enable learning and achievement.
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How to complete the Engagement Profile
• Choose a task/activity/lesson with which the student engages highly; this does not need to be classroom based. This profile will show you how the student demonstrates high engagement .
• Use the definitions provided in the engagement definition chart to consider how the student demonstrates each of the indicators within this task/activity/lesson . Try to think broadly .
• It does not matter in which order the scale is completed, the indicators are not hierarchical.
• It will be helpful to seek the opinions of other people who know the student well, (e.g. families and colleagues from education and other professions) so that a shared interpretation of the learner’s responses is gained.
• This is not a static document and should be added to and altered as and when you feel necessary.
• The engagement profile does not need to be completed for every learning session, but can be updated as additional behaviours are noted in relation to the engagement indicators.
• Refer back to the profile when completing and scoring the engagement scale to help you, but also to provide some consistency between raters and between scales and activities.
• The engagement profile also allows educators to know the levels of engagement that the student can achieve so they can have high expectations for them in relation to the different indicators of engagement.
RESPONSIVENESS responsiveness
INITIATION CURIOSITY
PERSISTENCE INVESTIGATION
ANTICIPATION DISCOVERY
RESPONSIVENESS
To add text, right click on the circles and select ‘Edit text’.
INITIATION CURIOSITY
PERSISTENCE INVESTIGATION
ANTICIPATION DISCOVERY
RESPONSIVENESS
EXAMPLE ONLY
INITIATIO N CURIOSITY
INVESTIGATION PERSISTENCE
ANTICIPATION DISCOVERY
How to complete the Engagement Scale
• Select an activity for which the student has a low engagement that you want to increase. • Complete details on front sheet. This is to make sure there is an accurate record of what the target and task are, and the date and time so you can compare levels of engagement over time . • Complete the ‘Overview of relevant issues’ and ‘What strategies…’ boxes. This space enables you to note anything which might affect the engagement score (e.g. distressing social situation, lack of sleep, etc.). • Refer to the profile when completing the scale. It will help you rate what you have seen, and will also provide consistency between the different people who use the scale so a fair comparison can be made. • Rate each of the indicators from 0–4 (see description of scoring on next page) and add your rating to the ‘Scores’ column. Think broadly when completing the scale. Observe what the learner is doing rather than what you expect them to be doing . • Remember that it does not matter in which order the scale is completed. The indicators are not hierarchical . • Reflect on what has happened and why – complete the ‘What happened?’ column. What happened? How did the student display what you have observed? What strategies did the staff use? Why is the student not engaging? • Complete the ‘Next actions’ column. What will I do next time and why? What will I change to engage the student more? How can I make the activity more appealing? Consider not only how to change the activity and staff strategies, but environmental factors, resources used, etc. Use the Inquiry Framework for ideas. Be creative! • Add the ‘Scores’ column to give the student’s overall engagement total. • Circle this score on the scale on the front page. This acts as a quick visual reference • Review scores and scales regularly to ensure that any strategies being used are effective in increasing the student’s engagement . Struggling? Try…
Reflecting on the scales as a team… people have different, yet valuable insights and interpretations. Using a camera to film... if you are struggling to observe the student in the setting, filming them will allow you to reflect in more detail later. Using someone else to observe for you... perhaps a teaching assistant, therapist, SENCO or another teacher. This might be a good way to share ideas too! Using the Inquiry Framework for Learning... start at the ‘Engagement’ section.
Engagement chart and scale
Student name: Age:
Lesson / activity: Target:
Date: Time:
Date for review: Completed by:
Overview of relevant issues What ‘next action’ are you using from the last scale you e.g. Environment / learner mood / noteworthy factors or completed? differences e.g. Introduce a computer-based initial activity to reduce demands on student when s/he first arrives at lesson; explain individually to student before lesson what s/he will be doing.
ENGAGEMENT SCALE
Mark TOTAL engagement score from sheet overleaf:
No Emerging/ Partly Mostly Fully Focus fleeting Sustained sustained sustained 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Engagement Next actions Indicators Score What happened? What will I do next time and why? How will I (0–4) What happened / what didn’t happen and why? make the activity more appealing (see Inquiry Framework)? Responsiveness
Curiosity
Investigation
Discovery
Anticipation
Initiation
Persistence
Total score NB NOW CIRCLE TOTAL SCORE ON SCALE (previous page)
0 1 2 3 4 Key for scoring No focus Low and minimal levels – Partly sustained Mostly Fully sustained emerging / fleeting sustained
Engagement chart and scale
Student name: Robert P Age: 11
Lesson / activity: Literacy, exploring descriptive words for situations (this lesson, cellar) Target: To increase Robert’s active learning behaviours in English
Date: 2 May 2010 Time: 11.00 a.m.
Date for review: 9 May 2010 Completed by: A.N. Other (teacher)
Overview of relevant issues What ‘next action’ are you using from the last scale e.g. Environment / learner mood / noteworthy factors or you completed? differences e.g. Introduce a computer-based initial activity to reduce demands on student when s/he first arrives at lesson; explain individually to student before lesson what s/he will be doing. Robert appeared in a good mood.
5 students. 1 teacher, 2 support assistants. Mentor met with Robert before lesson to make sure he had the right equipment with him, and to remind him of class rules.
The other students were calm.
ENGAGEMENT SCALE
Mark TOTAL engagement score from sheet overleaf:
No Emerging/ Partly Mostly Fully Focus fleeting Sustained sustained sustained 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
Next actions Engagement Score What happened? What will I do next time and why? How will I Indicators (0–4) What happened / what didn’t happen and why? make the activity more appealing (see Inquiry Framework)? Robert seemed aware of lesson and what was required of Responsiveness him. Clear rules and boundaries in class that he 4 responded to well. Came in and sat down, moved to his desk at the right time with correct equipment. Curiosity Seemed slightly interested in the class. Could the lesson be made more interesting? Change to a 2 more exciting topic, or addition of resources. Investigation This could be done more with tactile objects, and using 1 No real investigation, no questions asked. smells, colours to get him to engage with the words at a different level. Discovery Listened to the answers of what words meant and wrote Go over meaning of words at the end of the lesson to 2 them down but not sure if these have been retained. assess retention of meaning. Anticipation of delivered material through good listening, Anticipation 2 guessing at meaning, calling out answers out loud. Seemed keen. Initiation Not much opportunity for initiation in lesson, but he did Perhaps allow the students to attempt some words on 1 volunteer answers. their own to see if they can guess what they might mean. Robert started to disengage when sat in a circle at Persistence beginning of the lesson when he got a bit frustrated, but 3 this came back. Listened to the whole of lesson Total score 15 NB NOW CIRCLE TOTAL SCORE ON SCALE (previous page)
0 1 2 3 4 Key for scoring No focus Low and minimal levels Partly sustained Mostly sustained Fully sustained – emerging / fleeting
NHS Learning and Teaching Policy
CLDD Briefing Packs These briefing packs provide initial information about conditions which often overlap with others to form the complex make up of children with complex learning difficulties and disabilities (CLDD). There are ten packs on different topics that can be downloaded below, each of which includes:
(a) Briefing sheet : This sheet provides initial information about these conditions for those who want a brief introduction (eg teachers and higher level teaching assistants). It provides references to some key texts about the condition. (b) Classroom support sheet : This sheet provides ‘must have’ basic information about the condition for staff newly arrived in the classroom and needing to work immediately with a young person who has that condition. (c) Information sheet: For those who would like to follow up the topic in greater depth, this sheet provides more information with further references.
There is also a glossary to explain any terms or concepts not explained in the sheets. More information about the packs, their function and tips for use can be found here.
The briefing pack topics are: (click to follow links to the documents or go to R:\Staff\Learning & Teaching\CLDD Documents\Briefing Sheets)
1. Foetal alcohol spectrum disorder (FASD) Briefing sheet / Classroom support sheet / Information sheet 2. Attachment disorder Briefing sheet / Classroom support sheet / Information sheet 3. Premature birth Briefing sheet / Classroom support sheet / Information sheet 4. Rare chromosomal disorders Briefing sheet / Classroom support sheet / Information sheet 5. Attention deficit hyperactivity disorder (ADHD) Briefing sheet / Classroom support sheet / Information sheet 6. Mental health Briefing sheet / Classroom support sheet / Information sheet 7. Sensory impairment Briefing sheet / Classroom support sheet / Information sheet 8. Fragile X syndrome Briefing sheet / Classroom support sheet / Information sheet 9. Autism Briefing sheet / Classroom support sheet / Information sheet 10. Effects of drug use and smoking during pregnancy Briefing sheet / Classroom support sheet
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Inquiry framework for learning
What is the Inquiry Framework for Learning?
The Inquiry Framework for Learning is designed as a tool for educators in exploring and developing personalised learning pathways for children with complex learning difficulties and disabilities (CLDD). It supports an approach which focuses on increasing children’s engagement in learning in different areas of need, through a process of discussion and reflection.
The learning needs of students with CLDD are so complex that off the peg approaches, applied to a small class group or even a few students, rarely meet their educational needs. Taking an engagement approach allows educators to personalise the student’s educational experience to their learning strengths and interests so they can learn effectively and progress.
How it works
The Inquiry Framework for Learning is organised in two sections:
1. Preliminary profile 2. Inquiry areas.
The 'Preliminary profile', if fully completed, will result in a foundation document for the educator’s learning inquiry.
The 'Inquiry areas' provides inquiry starting points from which teachers can begin to build a personalised learning pathway for students in a systematic way. Under a series of twelve headings, questions are posed which may be helpful in themselves or give rise to further questions and debate. The questions are not hierarchical, nor comprehensive, but a stimulation to further inquiry to support the engagement of the complex individual with CLDD.
Follow the link below for more information and resources regarding the Inquiry Framework. http://complexld.ssatrust.org.uk/project-resources/inquiry-framework-for-learning.html
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Section 12 - Marking & Assessment Policy: Managing Marking and Feedback
Managing Marking & Feedback
Strategies for Making Marking More Manageable and Effective
G Baillie Neston High School
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The Sequence of Teaching
Lesson or Learning Objectives – Learning Intentions
What are the students actually learning to do? - this should focus the students on the aspect of your subject or skill that they have to use to demonstrate their learning
The Task What are students actually doing? What is the context for the learning? - is it a piece of writing, activity, discussion, practical, essay or other kind of context?
Modelling What does “good” look like? - pulling on prior teaching and learning – students identify what is good about an example
Success Criteria What do we have to do to make this piece of work as good as it could possibly be? (What does “good” look like in this context?) - students and teacher generate a list of skills/features or a process that would make the outcomes of the task as good as it could possibly be.
Plenary/Reflection/Review How far have we achieved the success criteria? - opportunities exist for peer assessment in relation to the success criteria – students could RAG grade each others work and set targets before passing back for improvements to be made.
This sequence is obviously mechanical and sets out stages in a process that can be adapted and shifted and changed. In fact, more plenary and review throughout the lesson will lend itself to more student dialogue and a clearer focus on progression in the learning of skills.
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The Central Concept The new Marking & Assessment policy has a very clear central thread to its purpose of ensuring clear, good quality feedback and dialogue between students and students and teachers and students. At the centre of this idea is the notion of allowing time for students to achieve or work towards achieving targets/action points that we, as teachers, have taken time to write in their books/on their work : • Marking and assessment provides learners with next steps and the opportunity to progress towards targets as outlined in the AfL/APP Quality Standards: 2.3 All teachers give pupils clear feedback which identifies next steps and provide opportunities in lessons for pupils to discuss and act upon the feedback.
This is perhaps the single biggest departure from what we have previously, as teachers done when providing feedback. There are natural concerns about “fitting” everything in to an already packed programme of study and curriculum. Below – is a typical sequence for managing this process:
• As part of preparation for a periodic assessment – teacher and students identify success criteria for the outcomes of the learning. • The periodic assessment is carried out. • Students RAG grade each others work (or colour code the success criteria and highlight it) and provide each other with up to 3 targets/action points that MUST be phrased like the success criteria. • Teacher takes in and reviews the assessment – perhaps adding comments or action points (or simply endorsing the action points given by peers), grades or levels as appropriate – teacher establishes wider “curricular” targets to inform the planning of the next sequence of lessons. • Students are given back their work and provided with 5-10 minutes to choose a section of their work (perhaps a paragraph or one or two questions etc) which they will do again to achieve their action points. • Students then exchange assessments and talk each other through how they have attempted to achieve their targets/action points. • Teacher asks each student to either self assess or assess their partner in relation to their progress made against their targets/action points. (RAG grading would work but thumbs up etc is just as good)
The important aspects of this process are the students’ engagement with the success criteria and identifying what they need to do to progress. Also how the teacher establishes the “curricular” target and changes and adapts what is done next in the classroom to impact positively on the outcomes for students.
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APP, Marking & Assessment Increasingly at KS3, particularly in the core subjects of English, Maths, Science and ICT - APP (Assessing Pupil Progress) is the medium or vehicle used to create opportunities for assessment and feedback. The organisation of the new GCSEs and A Levels also echoes these changes with specific AOs being separated out in mark schemes to allow more focused teaching, assessment & feedback. APP separates subjects into Assessment Focuses that combine to make up the Levels and key concepts and processes of a subject area. Assessment focuses are made up of leveled assessment criteria: AFs are essentially content The bullet points free strands which cut across split up each AF into a subject levels
APP and good marking and assessment is about isolating specific aspects, skills and processes within a subject rather than attempting to feedback on every aspect of a subject area . The teacher plans tasks and learning experiences that focus on specific areas – providing feedback for students that allows them to progress in strands of a subject area – providing teachers with information about how planning for teaching has to be modified. Process: 1. As part of planning – the Assessment Focus is isolated – the specific aspect or aspects of the piece of work that will be assessed. 2. This is made clear through the lesson objectives or learning intentions – students know explicitly what they are learning. 3. Success criteria is generated with students that allows them to visualise and make concrete the standards they are aiming for. 4. Feedback is given (by teachers or peers) on the specific aspect/s (rather than an overall level) 5. Time is given to improve in relation to targets or action points given and the process begins again until enough assessment evidence is gathered to provide a picture of where each student is working in relation to Levels.
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Strategies for Managing Marking & Feedback Strategy Description All, Most & Mark books, essays, whatever the piece of work may be as usual but Some save the most time consuming part where you write individual targets or action points on every piece of work for the students! Prepare 3 slides/OHTs or simply write on the board the categories of action points. Firstly, provide a list of things ALL students must do in order to improve this piece of work – then the students write the targets down. Then present them with a list of things MOST of them need to do – this requires that they reflect on their own work in order to determine if these targets are appropriate for them. Repeat this exercise where students must further reflect on their work to determine what SOME of them need to do to improve. Students are then given time to work on aspects that they need to improve on. Variations include: students writing targets down on someone else’s work or start with them highlighting their work to see where they met the success criteria – so making it clear what they did and didn’t achieve. Number Targets Many of the action points/targets that we take time to write on students’ work are common to groups of students. Instead of making individual comments and targets – keep a note of targets that you are setting commonly on each piece of work – number them and write the number on the work instead of the target. Then, as part of your feedback to the class when the work is given back – share the numbered targets on the board/slide etc so that students write the appropriate targets on their work. This allows the teacher time to discuss and highlight aspects of the targets/action points that may be difficult and encourages students to be more aware of what they now need to do. Students are then given time to work on aspects that they need to improve on. This also makes the teacher acutely aware of what the most common misconceptions within the class are and gives them the chance to modify planning appropriately. RAG Grading Simply, 3 cards for each student – one red, one yellow (amber), one green – use them to get the students to show how their understanding of the topic/lesson is progressing – allowing you to modify the pace of the lesson to suit the majority of the group. Also, use them for peer and self assessment – when students review each others’ work get them to rate each other using the cards – when they hold them up you are given an overview of where the class are in their progression and gives you the opportunity to take stock and “fix” and misunderstanding. After a piece of work has been completed (or during) ask students to review each others’ work in relation to the success criteria and write a G – if they have achieved almost all or all of the success criteria, A – if they have achieved some but still have a way to go
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and R – if they haven’t included most of the success criteria. Students can then set targets for each other framed in terms of the success criteria. Marking and assessment then is faster as students have mostly identified where they each hit assessment criteria and have already set individualised targets. Students are then given time to work on aspects that they need to improve on.
Highlighters 1 Teacher isolates 1 or 2 things to be marked for (related to learning objectives, success criteria and outcomes) and highlights on the students’ work where these things have been achieved. (use in conjunction with “All, Most, Some” or “Number Targets”) Students are then given time to work on aspects that they need to improve on.
Highlighters 2 Students discuss what the outcomes of a piece of work should look like (in relation to the success criteria) – then isolate up to 3 aspects they should look for so that they can go through and highlight in different colours. This should make it clear to them how much and how often they have included the aspects that they need to, to make the piece successful. They can then set targets/action points for each other in relation to the success criteria. Students could even take some time before handing the work in finally to start improving it in relation to their points for action. Marking and assessment then is faster as students have mostly identified where they each hit assessment criteria and have already set individualised targets. Students are then given time to work on aspects that they need to improve on.
Exit Passes Focus on the key objective/outcome of your lesson and get kids to exemplify their progress towards it by completing a short task on a card they write their name on. This can be a key question, short piece of writing, drawing or diagram (anything that tells you at a glance how they are progressing towards the objectives of the lesson and/or the success criteria). They cannot leave until they complete the task! Once you have them – you can mark them but the intention is that it allows you to quickly assess where the group are in their learning and then modify the next lesson appropriately. They can then be used as “place mats” to start the next lesson. 2 Stars & A A simple one! Using the success criteria – students identify 2 positive Wish aspects of a piece of work and one aspect (from the success criteria) that needs to be addressed. Students are then given time to work on aspects that they need to improve on.
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NESTON HIGH SCHOOL
MARKING & ASSESSMENT POLICY
Marking and assessment should be accurate and regular, clear, consistent & understandable. It must be clear to students and parents as well as to teachers.
• Marking and assessment provides learners with next steps and the opportunity to progress towards targets as outlined in the AfL/APP Quality Standards: 2.3 All teachers give pupils clear feedback which identifies next steps and provide opportunities in lessons for pupils to discuss and act upon the feedback.
• Marking, which includes verbal feedback on marked work, should diagnose students’ strengths and weaknesses.
• Marking should provide a feedback system for students, teachers and parents and, where possible, give pupils clear indications of what they need to do to do better.
• Marking should monitor that work has been done, and provide a record of student progress that informs the writing of ROAs.
• Marking of students’ work should be linked to external criteria where appropriate through KS3 Levels, GCSE and A Level Grades. In the core subject areas this will increasingly be in relation to APP criteria at KS3.
• Time should regularly be made available for work to be completed towards targets set, allowing pupils the chance to take on board some of the messages given through marking.
• Students should be encouraged to learn how to set their own targets. This can be facilitated through the effective use of objectives and the use of success criteria negotiated with students in relation to modelling.
• Marking should support Literacy by incorporating the correction of subject specific language, generic spelling, grammatical issues and punctuation.
• When marking and assessing the work of SEN/SPLD students teachers will avoid overmarking - instead focusing on particular action points that will aid progression.
• Accurate and regular marking should be supplemented by techniques for assessing the whole class in order to inform planning.
• Marking and assessment should support and be integrated with the principles of Academic Review – contributing to addressing the key questions:
1. How well am I doing in this subject? 2. What level am I at? 3. Is that a reasonable level for me? 4. How can I improve? 5. What improvements have I made over the ½ term, over the term or over the year?
• Curriculum and Senior Leaders will carry out periodic work sampling to ensure the consistency and effectiveness of marking within Curriculum areas and across the school respectively.
Expectations for marking are outlined overleaf:
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Common Types of Work in Student Books/Folders: Teachers will regularly offer a positive comment or praise followed by action points: Repetitive or Practise “Building” or Preparation Ongoing Assessment Exercises Work Tasks Short exercises that More substantial work that support the development of builds the capacity of Activities and tasks that are skills and practise of areas students to approach assessed by students of weakness periodic assessment and/or teacher to establish where learners are in relation to data/expectation and inform planning • Checking completion • Ticking • Ticking • Generic tick and flick • Corrections of • Correction • Corrections of mistakes/ • Evidence of peer obvious mistakes/ misconceptions and self assessment misconceptions • Evidence of peer related to success • Targets/Action and self assessment criteria points if necessary • Targets/Action • Targets/Action points Points
Day to Day Assessment Periodic Assessment
Time is regularly devoted to addressing issues within the work when returned to Marking/Assessment Expectation students
Universal Marking Codes: A combination of codes and reformulation should be used to best communicate errors and aspects of the work that need to be considered. A copy of the codes will be displayed in every classroom to aid the feedback process.
Code Meaning Code Meaning This is correct, a good point – or X You have made a mistake – I have checked and seen this work. // I should have started a new sp I need to check the spelling of paragraph. this word. ∧∧∧ I have missed out a word or a p Punctuation needs some few words. attention ?? Please re read to check for Exp Take care with expression – meaning/sense rewrite to improve. CM A common mistake, I will talk to © Conference. Pupil to discuss the class about it work with teacher T Targets for improvement. D Try to include more detail here
A circle round a word or section of work or a series of vertical lines in the margin will be used to draw attention to areas of work where more attention is needed from the student – this may include a variety of errors.
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Section 13 - Teaching Vulnerable Students (YHA/RHU)
Teaching Vulnerable Students
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Vulnerable Students
In school, we have a vulnerable students register that is reviewed and updated by the pastoral team on a termly basis. This can be located in resources>Vulnerable Students Register 12 13.
Vulnerability: A Continuum of Need
This follows the guidelines set down by the safeguarding "Continuum of Need" model which was developed by Cheshire West and Chester as a platform to encourage multiagency working and students are rated according to their individual needs. The priority is to achieve good outcomes for children and young people through careful assessments of their needs.
The current Team Around the Family model (TAF) identifies a spectrum of need that is commonly referred to as “the Windscreen Model”.
It aims to help professionals identify where a child is with respect to a spectrum of need. One of its purposes is to allow agencies to judge whether it is appropriate to embark on the TAF process.
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The TAF process applies both to students who have complex educational needs and those whose needs are psychological, medical, physical or social.
This reflects the graduated response to need which is regarded as good practice when dealing with vulnerable students.
The spectrum is divided into 4 bands of increasing need.
Our Vulnerable Student Registe r is based on this approach and students are identified according to the following levels and should be recorded on mark books as V 1 – 4. In lessons, staff should be aware of the different levels of vulnerability to ensure the most appropriate approach is adopted. For V4 students, this information is highly sensitive and often confidential but any concerns should be discussed with the designated teacher for Child Protection and Safeguarding (RHU) and the Head of House.
• Level 1: This is where students are considered to be at risk in some way but that we will respond by monitoring and taking appropriate actions within school.
• Level 2: At this level students will have at least one external agency working with them and/or the family in addition to the extra monitoring and actions taken within school. A TAF may be considered for students at this level.
• Level 3: At this level students will have more than one external agency working with them and/or the family and a TAF will be in place; multiagency. Again, this is in addition to the extra monitoring and actions taken within school. This might include students who are classified as children in need.
• Level 4: Students at this level of vulnerability may have serious safeguarding issues. Social Care will be involved. The student will have an assigned Social Worker. Students in this category will not need a TAF form as Social Services will have their own plan in place which should also cover educational provision. It is important that this plan is shared with the school. This should be flagged so staff know to see the designated teacher in school if they have any concerns.
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Section 14 - Creative Teaching Strategies
Creative Teaching
Strategies
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Scribble Talk
TYPE Sit back to back Paired Person A has the ‘perfect’ example Describe your Person B has best …..EVER! paper and pen Person A describes - What were the ‘perfect’ features that made Person B draws it great? the ‘perfect’
P. Sanderson G. Baillie
Bingo
TYPE Give different Whole Class bingo cards with the answers to the ://www.youtube.com/watch?v test =Z_qh3urEOK8 Give the test, students to cross off the correct answers as they occur
P. Sanderson G. Baillie
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Carousel
Whole/ part class Arrange the class in two circles: one inner, one outer Inner circle has the questions and answers Outer circle moves around ‘speed dating’ and answering the questions
P. Sanderson G. Baillie
Expert Analysis
TYPE Whole class has Whole Class the text Teacher describes the text/ experiment/ procedure and makes deliberate mistakes Class write down correct/ incorrect procedure
P. Sanderson G. Baillie
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Mini Task Overload
Whole class Set a series of small tasks around the Can work perimeter of the independently/ classroom pairs/ small Put a task competed matrix on the groups whiteboard for Name Recycle Format Go For 5 students to sign when & Translato completed Assemble r Allow students to work independently on the Frank tasks at their pace Supervise and assist with learning Sheila
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Re-Cycle and Assemble
TYPE Materials are cut Independent up prior to the lesson Paired Re assembled into Group the correct format Correctly sequence into time frame
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Format Translator
independently/ Give information in text pairs/ small format Students convert the groups information into another format Options: Mind map Ranked bullets Graph Chart Key word plan Story board Flow diagram
P. Sanderson G. Baillie
Go for 5! “Talk in 3s – think in 5s”
5 possible solutions to a problem – select the best 5 reasons why something might have happened – before deciding on most probable 5 reasons FOR something + 5 reasons AGAINST – before making a decision Find 5 good things/5 bad things
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Go for 5!
Find 5 steps for doing things 5 points to a plan 5 steps for post analysis 5 things to write about – then use descriptive reflective skills – add a paragraph to each “word” Learn terminology in groups of 3 or 5
P. Sanderson G. Baillie
Place Mat
Objective: • A hands-on approach to having students discover commonalities
1. Students are divided into groups of four and given a fairly large piece of paper. 2. Students sit at the four corners of the piece of paper. Each student has a different topic. They write the characteristics of their own topic on the four corners of the placemat. 3. When students have finished their individual work, they each explain their corner of the placemat. 4. When all students have presented their information, the commonalities between the four topics are written in the centre of the placemat. Note: This activity can work well for such topics as "different world countries" in geography or "characters in a novel". It also works well as a ice breaker, if the students write characteristics which describe themselves in the corners, and things they have in common in the centre.
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Graffiti
Objective: • allows students the opportunity to brainstorm • allows students to move about the classroom
1. Several large pieces of paper with a topic written in the centre are distributed around the room. 2. Each student is given a marker. 3. Students are divided into fairly large groups (4 or 5?). 4. Each group sits around a large sheet of paper. They are given 30 seconds to look at the topic and think about their answer, and then 60-90 seconds to brainstorm and simultaneously record their ideas onto the paper. 5. They then move to another sheet and begin the same process. 6. The papers will look like graffiti, and students should have a wealth of ideas on each topic by the end of the activity. P. Sanderson G. Baillie
Gallery Tour
Objective: • Encourage students to be able to explain their thoughts, ideas, and answers to others
1. Divide students into small groups. 2. Assign each group a question (each could do different or the same questions). 3. Have students discuss the question and answer it on chart paper. 4. One student out of the group stands by the chart paper completed by his or her group which is hung on the wall. This student explains the answer to a small group of students who visit each piece of chart paper. About 2/3 of the class are touring while 1/3 is explaining. 5. The explainers rotate until everyone has had the chance to explain and to see all of the chart papers.
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1 - 3 - 6 Procedure
Objectives: Allows students to form his or her own individual opinion on a topic or an issue before discussing it with a group Allows students to share their ideas and opinions with a group Activity:
1. Give students a topic, reading, or piece of information. 2. Have each student respond individually. 3. Move the students into groups of three where they must share their ideas with the group. Students should group and cluster their ideas together. 4. Join two groups of three together to make groups of six. Again, share and clarify . 5. Students could write a list of the group of six's ideas. They could prioritize this list (if wanted). P. Sanderson G. Baillie
What is the Goal of Innovative Teaching?
"Certain conditions must exist in order for effective teaching to take place. … giving teachers the freedom to be risk takers, encouraging them to try new ideas, allowing them not to be bound by covering particular content, encouraging experimentation with various teaching styles, providing them with time to reflect on their teaching, and acknowledging that they need to work toward constructing a model of teaching that works for each of them in their specific setting and with various groups of students." Deborah R. Dillon American Education Research Journal Summer 1989 Volume 26, Number 2
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Section 15 – Planning for Outstanding (GBA)
Planning For Outstanding Lessons
Support for Lesson Planning at Neston High School
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Lesson Plan
Teacher : Class/Set/Ability Group : Date : Lesson : /5 No of Boys : No of Girls : Prior Attainment Summary : Main Objectives (Framework/GCSE Spec) :
Lesson Objectives/Learning Intentions :
Learning Outcomes :
Resources : Key Words :
Opportunities to Develop Speaking & Listening, Reading and Writing Skills :
Opportunities to Develop Mathematical Skills :
Lesson Progression Assessment to Support Learning
Homework/Independent Learning Task :
Due : SEN/G&T/Dyslexia Considerations/Safety/SMSC Considerations :
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Guidance on the Use of the Neston Lesson Plan Document
This will give the observer a fair amount Insert the subject area that the of info about the lesson plan is for demographic of your class and some indication of techniques you may employ.
Prior Attainment Summary Main Objectives This is an important section because These are the longer term objectives that may be taken from the NC, GCSE or A ensures you are catering the learning to where they are now. You should Level Spec documents. These tend to be
include: more complicated in terms of their • A broad summary of prior language and definitely more long term achievement, e.g. KS2 levels in their nature. They tend only to create a • A relative statement of how they context for the lesson objectives and are progressing in relation to prior give an indication of what you and attainment and targets students are working towards. • The progress of the class in any periodic assessment • The performance of specific groups, e.g. gender, FSM, vulnerable, SEN, Able • Any specific areas where the class now must focus to make the most progress, e.g. curricular targets
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Learning Outcomes Lesson Objectives/Learning Intentions Simply, outcomes should be A learning objective is essentially what you want the considered as what you plan/hope students to learn. It will routinely focus on the that students should “be able to …” development of specific skills or important content. do at the end of the lesson/sequence of lessons . These are the skills that you want students to work towards in this/the sequence of lessons. Lesson Aim to frame your outcomes as “be able to” statements and consider objectives tend to be the more “little and often” skills, aspects of study in a subject that students need to what skills students have acquired or consolidated or refined in your work on in a focused way. Lesson Objectives should be communicated to lesson. students throughout the lesson and will provide a You may wish to differentiate your context for review of where classes/students are “up outcomes. This may take the form to” in their learning. of a framework such as: All, Most When considering how to construct lesson objectives and Some or “It would be good, it is useful to ask yourself the learning walk questions better, best if …” and considering how students would answer. It is important to distinguish between the idea of a lesson objective as what you want students to “learn” Learning Walk Questions and tasks as what you want students to “do” or the context for that learning to take place. Often tasks are 1. What is the lesson about? - Focus on objective/learning intention misunderstood to be objectives. 2. What does the teacher want you to learn? Refer to the booklet “AfL for the Classroom Teacher” - Think in terms of outcomes (“able to …” for even more guidance on writing objectives. statements) 3. What are you doing? - The task/context for working/method of learning Objective Language 4. How will you know when you have been a To explore … To recall … success? To encourage … To summarise … - Use of success criteria/specific To investigate … To show … personalisation To empathise … To select … 5. What level/grade are you currently working To describe … To retrieve … at? (what do you have to do to improve?) To introduce … To experiment … - Establish feedback strategies and relates to To relate … To identify … review To focus … To recognise … To develop … To adopt … To revisit … To trace … To review … To distinguish … To evaluate … To present … To compare … To reflect … To determine … To familiarise To contrast …
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Resources Key Words This simply refers to those Think in terms of specialist vocabulary that you resources that are key to the will be using or may want to develop with the progression of the lesson. This students and how students will learn them. What may be a print-out of a will be the terms that you will refer to most in the presentation or worksheets that lesson? What terms will you need to clarify the students will use. Ensure you meaning and context of within the lesson? include all resources for future This potentially links strongly to literacy and the reference. development of students’ understanding of how they make meaning in your subject.
Opportunities to Develop Speaking & listening, Reading Opportunities to Develop & Writing Skills (Literacy) Mathematical Skills (Numeracy) This requires some serious consideration – it may even be As with Literacy, Numeracy is a clear useful to fill in this section after you have planned the main focus of lesson planning. body of your lesson. Where appropriate, it is important to Remember the three main strands of literacy: Speaking & show your awareness of how you are Listening, Reading & Writing. Aim to comment on the aspects supporting students in their that you are using most in your lesson and how you may development of numeracy as a broad highlight the literacy aspect as opposed to simply a way of skill. producing work in your lesson. Here are some examples to Consider how you may be support you: developing the main Mathematical • Learning through talk – students may be using talk to skills with pupils such as: classifying, counting, measuring, calculating, clarify and present ideas, using active listening to develop understanding or talking and thinking together. Consider estimating and recording in tables the purposeful contexts in which this might take place, and in graphs. e.g. paired talk, group discussion, think-pair-share etc. As with literacy, aim to comment on • Learning from texts – students may be working how you will support students in independently or in guided reading to develop research consolidating Mathematical skills in and study skills. They may be reading for meaning, your lessons rather than working on simply to extend, develop, consolidate, select or retrieve an assumption that they may already information from texts. A higher order example would be exist. Consider the Mathematical asking students to infer meaning. Students may also be possibilities that exist in your lesson asked to work with a variety of different texts and will and highlight the links to Maths therefore have to understand how different texts work. lessons. • Learning through writing – students may be using writing as a tool for thought through guided note taking, planning or mind mapping. They will have to structure and organise writing. Potentially most relevant across the curriculum will be students developing clear and appropriate expression. Perhaps what is most important here is that you are aware of the necessity to support students in this area and the importance of specific input from the teacher to help them function.
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Lesson Progression This is where you will describe the
progression of the “chunks” or sequences within your lesson – perhaps more often considered as: starter, introduction, development, plenary, mini-plenaries etc. Consider: • The “flow” of the lesson and how you will manage the movement and transition from one chunk or section to another. • Lessons should show an introduction, activity, assessment, consolidation and progress at least every 20 minutes. So assessment and clarification at three times in each lesson. In any 20 min slot it should be evident that the lesson has pace and progression. • How the activities and strategies you use build towards the objectives of the lesson. Is there variety in individual, whole class, paired group, teacher led, and student led activities? • How often you plan/design opportunities to review the learning.
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Homework/Independent Learning Task SEN/G&T Considerations Consider in this section how This is your opportunity to demonstrate you can demonstrate that that you are aware of any SEN issues in homework tasks are planned the class and any other specific issues for and develop the learning for those more able students. from the classroom. Ensure that you have referred to the Give a brief outline of what the SEN register to highlight specific needs task is and perhaps explain and perhaps how you will aim to meet how it will build on what has those needs in this lesson. happened in the lesson or Also ensure that you highlight those continue to develop other students who you would categorise are skills/areas you may be working amongst the more able. This links on. directly to the ability of the teacher to know their class both through their own assessment but also through their knowledge of prior attainment data. Aim to make it clear, to some extent, how the needs of these students are planned for in the context of the lesson. It is also important to include any appropriate reference to social groups, e.g. FSM, EAL etc.
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Section 16 – SMSC for Classroom Teachers (CTH)
Spiritual, Moral, Social and Cultural Education
Promoting Opportunities for SMSC in Lessons
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At Neston we recognise that the personal development of students, spiritually, morally, socially and culturally plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that provides students with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures.
All curriculum areas have a contribution to a student's spiritual, moral, social and cultural development and opportunities for this will be planned in each area of the curriculum. Values, principles and spirituality, and how they are understood by those with or without a religious influence will be explored within the curriculum. The integrity and spirituality of faith, humanist and atheist backgrounds will be respected and explored. The diversity of spiritual traditions will be recognised, and students will be given access to alternative views.
All staff will model and promote expected behaviour, treating everyone as valuable individuals and showing respect for students and for their families. Students should learn to differentiate between right and wrong in as far as their comments and their actions affect other people. They will be encouraged to value themselves and others.
Students should understand their rights and responsibilities and the need to respect the rights of others. The classroom Code of Conduct should promote responsible behaviour. All curriculum areas should seek to use illustrations and examples drawn from as wide a range of cultural contexts as possible.
General aims We aim to ensure: • That everyone connected with Neston High School is aware of our values and principles. • A consistent approach to the delivery of SMSC issues through the curriculum and the general ethos of the school. • Every student's education is set within the context that is meaningful and appropriate to their age, aptitude and background. • That students have opportunities to demonstrate their understanding of their responsibilities.
Through classroom discussions, across the curriculum, we will give students opportunities to: • Share their achievements and successes with others • Talk about personal experiences and feelings. • Express and clarify their own ideas and beliefs. • Speak about difficult emotional events, e.g. bullying, family break down, death etc. • Explore relationships with friends/family/others. • Consider the needs and behaviour of others. • Show empathy. • Develop self-esteem and a respect for others. • Develop a sense of belonging.
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• Develop the skills and attitudes that enable students to develop socially, morally, spiritually and culturally e.g. empathy, respect, open-mindedness, sensitivity, critical awareness etc.
Many curriculum areas provide opportunities to: • Listen and talk to each other. • Learn an awareness of treating all as equals, accepting people who are different. • Agree and disagree and accept people are entitled to their own views. • Experiencing good role models. • Work co-operatively and collaboratively e.g. share equipment.
Spiritual Development • Sustain their self-esteem in all their learning experiences. • Develop their capacity for critical and independent thought. • Foster their emotional life and express their feelings. • Experience moments of stillness and reflection. • Discuss their beliefs, feelings, values and responses to personal experiences. • Form and maintain worthwhile and satisfying relationships. • Reflect on, consider and celebrate the wonders and mysteries of life.
Moral Development • Recognise the unique value of each individual. • Listen and respond appropriately to the views of others. • Gain the confidence to cope with setbacks and learn from mistakes. • Take initiative and act responsibly with consideration for others. • Distinguish between right and wrong. • Show respect for the environment. • Make informed and independent judgements. • Take action for justice.
Social Development • Develop an understanding of their individual and group identity. • Helping others in the school and wider community.
Cultural Development • Recognise the value and richness of cultural diversity in Britain. • Develop an understanding of Britain's local, national, European, Commonwealth and global dimensions.
Practical activities to develop SMSC will include: • Working together in different groupings and situations. • Encouraging the students to behave appropriately at meal times. • Taking responsibility e.g. Head Boy and Girl, School Council, Peer Mentors, • Encouraging teamwork e.g. in PE, inter-house competitions and swimming gala. • Showing appreciation of the performances of other student regardless of ability.
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• Hearing music from different composers, cultures and genres e.g. Composer of the month. • Meeting people from different cultures and countries hosting school exchanges; Speakers in Assemblies. • Participation in a variety of different educational visits e.g. Theatre, Art Galleries, • Participation in live performances e. g. Performing Arts, Dance and Drama • Use of assembly themes to explore important aspects of our heritage and other cultures e.g. Holocaust Day, Remembrance Day. • Studying literature and art from different cultures supported by visits from writers and artists and participating in workshops. • Opportunities for the student to hear and see live performances by professional actors, dancers and musicians. • Participation in traditional English country dancing as well as dance from other cultures. • Opportunities to make and evaluate food from other countries. • Opportunities in music to learn songs from different cultures and play a range of instruments including steel pans and samba. • Studying the contributions to society that certain famous people have made.
Links with the wider community • Visitors are welcomed into our school. • Links with the local church are fostered. • Visits to a local place of worship (and if appropriate to those of other faiths to support the understanding of different cultures. • The school supports the work of a variety of charities. • The development of a strong home-school agreement enables parents and carers, teaching and staff in other roles of responsibility to work in an effective partnership to support students. • Student will be taught to appreciate and take responsibility for their local environment. • Liaison takes place with local primary schools to support transition in the curriculum (e.g. Art, English, MFL and PE). • Promoting exchanges with of our international schools. • Sponsoring the education of a child in …?
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