Clld consultants cpd events march 2010
This presentation is the property of its rightful owner.
Sponsored Links
1 / 42

CLLD Consultants’ CPD Events March 2010 PowerPoint PPT Presentation


  • 40 Views
  • Uploaded on
  • Presentation posted in: General

CLLD Consultants’ CPD Events March 2010. Aims. The purposes of the day are (i) to continue to explore ways of disseminating effective practice that leads to observable change and

Download Presentation

CLLD Consultants’ CPD Events March 2010

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Clld consultants cpd events march 2010

CLLD Consultants’ CPD EventsMarch 2010


Clld consultants cpd events march 2010

Aims

The purposes of the day are

(i) to continue to explore ways of disseminating effective practice that leads to observable change and

(ii) for the national team of funded CLLD consultants to have a shared understanding of future developments in the early literacy agenda as we prepare for the changing world after March 2011.


Agenda

Agenda

Welcome and introduction

Session 1: The transition to the Revised Primary

Curriculum and ‘fit for purpose’ pedagogies

Break

Session 2: Schools’ capacity to secure all children’s

entitlement; challenging progress

Session 3: Introduction to The Gateway to Writing

Lunch

Session 4: LA presentation and discussion

Plenary and evaluations


Clld consultants cpd events march 2010

Relationships between

EYFSP and Key Stage Results

DCSF analysis

January 2010


Relationship between eyfsp cll scale points and ks1 reading performance

Relationship between EYFSP CLL scale points and KS1 Reading performance

Source: SARD, 2009


And ks1 writing performance

… and KS1 writing performance…

Source: SARD, 2009


And ks1 maths performance

… and KS1 maths performance

Source: SARD, 2009


There is a relationship between psrn and ks1 maths performance

There is a relationship between PSRN and KS1 Maths performance…

Source: SARD, 2009


Yet it is the cll scales that are most highly correlated with ks1 outcomes

…yet it is the CLL scales that are most highly correlated with KS1 outcomes

Source: SARD, 2009


Session 1

Session 1

The transition to the

Revised Primary Curriculum

and ‘fit for purpose’ pedagogies


Primary curriculum review

Primary Curriculum Review

The early phase of curricular progressions in the (draft) programmes of learning show how the primary curriculum dovetails with the EYFS…This should enable schools to plan a curriculum in Year 1 that is more aligned to the six areas of learning and development in the EYFS…To achieve this however Year 1 teachers will require a sound understanding of the EYFS’

Para 4.3


Clld consultants cpd events march 2010

Contexts for learning: Play and Playfulness

Child-initiated play

Adult support for enabling environment, and sensitive interaction

Focused learning

Adult-guided, playful experiential activities

Highly structured

Adult-directed, little or no play

Unstructured

Play without adult support

Direct instruction

Providing assistance

Guided interaction

Participating in play

Providing direct and instructive teaching

Orchestrating interactive teaching

Reviewing learning, intervening and supporting learning

Structuring and steering independent learning


Clld consultants cpd events march 2010

Child-initiated play

Adult support for enabling environment, and sensitive interaction

Focused learning

Adult-guided, playful experiential activities

Highly structured

Adult-directed, little or no play

Unstructured

Play without adult support

One-to-one

Independent

Guided group

Whole class


Clld consultants cpd events march 2010

…’It follows that local providers and schools should establish policies designed to sustain children’s progress across (these) transition points.’

Para 4.1 of the Primary Curriculum Review

‘(APP) .. emphasises the continuity of assessment practice with that of the Early Years Foundation Stage profile.’

Para 4.11 of the Primary Curriculum Review


Independent review of the primary curriculum

Independent Review of the Primary Curriculum

Pedagogy

“ Taken together these factors should offer considerable flexibility … to strengthen learning through play and strongly support children’s progress and well-being over the three highly formative years linking pre-school provision with the Reception year and into Year1..” (4.17)

Curriculum

“..enable schools to plan a curriculum in Year 1 that is more aligned to the six areas of learning and development in the EYFS, whilst ensuring appropriate attention continues to be paid to developing speaking and listening, early reading, writing and number work.”(4.44)

Assessment

“To achieve this, however, Year 1 teachers will require a sound understanding of the EYFS in order to make the most effective links to the National Curriculum and to enable them to support children who are still working towards the Early Learning Goals.” (4.45)


Clld consultants cpd events march 2010

In particular the primary curriculum should: …

provide continued entitlement from early years to a coherent, broad and balanced curriculum’

Page 5

‘The new curriculum …recognises the importance of play based and active learning in engaging children and helping them achieve a wide range of outcomes and make the best possible progress.’

Page 7


Session 2

Session 2

In Pursuit of Progress:

securing schools’ capacity


Progression two key aspects

Progression: two key aspects

Progression in learning

“Inspections reports of outstanding primary schools provide evidence of the importance of systematic teaching of phonics in promoting rapid progress in early reading.”

HMCI Annual Report 2008-2009

Progression in school improvement

“A strong focus on ensuring consistency in teaching, and reducing variation in quality, is essential to further progress.”

HMCI Annual Report 2008-2009


Phonic progress

Phonic progress

Assessment of progress through the phonic phases is a means to an end – not an end in itself.

Over-dwelling on the nature of ‘secure’ can become a barrier to progress.

The focus of discussion in schools must now move on…


The slow start to phase 2

The slow start to Phase 2

While there are some issues around staggered or part-time starts, the principal reason for delay in starting phase 2 is simply that it is not begun at the appropriate time.

Discussion:

In groups identify three strategies for ensuring a prompt start.

What do you say when you are told the children are “not ready” to begin Phase 2?


Phase 4 avoiding the scenic route

Phase 4: Avoiding the ‘scenic route’

Phase 4 is short (4 week maximum) because it is no more than a consolidation of children’s prior knowledge in the context of words containing adjacent consonants and polysyllabic words.

Some consultants and teachers have found that from Phase 3 children can move directly into a blend of Phase 4 and Phase 5.

Discussion:

In groups agree two strategies for ensuring that Phase 4 is covered rapidly.


From yr to y1

From YR to Y1:

Too many children experience a set-back when they move from YR to Y1. This is because some Y1 teachers do not start from where the children were at the end of the summer term.

Discussion:

In groups agree three things which you believe constitute best practice for a consultant in ensuring that the Y1 set-back does not happen.


The 2nd aspect of progression clld as school improvement

The 2nd aspect of progression: CLLD as school improvement

In the target schools:

Relentless focus on the creation of strong leadership at school level

The leadership team must be provided with clear and realistic feedback

Termly review meetings involving the HT are crucial

The school must engage energetically with the challenge of maintaining momentum and working for sustainability

The SIP must comment evaluatively on the effectiveness of the school’s response to and use of CLLD support


The 2nd aspect of progression clld as school improvement1

The 2nd aspect of progression: CLLD as school improvement

“Nowhere is an entitlement to ‘quality first teaching’ more necessary or important than in equipping every child with a command of reading and writing skills.”

Independent Review of the Primary Curriculum, Final Report

Good consultancy develops in the school a coherent understanding of how the different elements of the CLLD Programme are all essential and work interdependently to build quality first teaching.


The 2nd aspect of progression clld as school improvement2

The 2nd aspect of progression: CLLD as school improvement

In the universal offer get messages straight, to help all schools understand that CLLD is a tried and tested good practice approach developed by the Strategies as the default model.

Discussion:

In your groups agree five key messages that all schools need to grasp if they are to understand how CLLD can support and strengthen the development of early literacy.


Session 3

Session 3

The Gateway to Writing

http://nationalstrategies.standards.dcsf.gov.uk/node/254287


Primary curriculum review recommendation 11

Primary Curriculum Review: Recommendation 11

The two early learning goals for writing should be retained as valid, aspirational goals for the end of the EYFS

The DCSF should consider producing additional guidance for practitioners on supporting children’s early writing and should offer practical examples of how this can work


Overview

Overview

Web based resource bank

Existing and new writing guidance

Specific needs of boys

Examples of effective practice

Writing samples

Four interdependent strands of language development

Crucial role of practitioners

28


Getting started

Getting started

First things first: Identify your priorities

Flowcharts

Frequently Asked Questions


New documents

New documents

Two main documents:

The crucial role of the Early Years practitioner in supporting young writers within a literacy rich environment

Boys and writing


Audits

Audits

First things first: Identify your priorities

Writing provision for boys audit

Literate role play provision for boys audit: blank and completed


Smaller documents

Smaller documents

Learning about sentences

Developing handwriting

Meeting the needs of gifted and talented boys

FAQs

Flowcharts


Session 4

Session 4

LA Presentation and discussion


Clld consultants cpd events march 2010

Plenary and evaluations


Clld consultants cpd events march 2010

42


  • Login