PDM2

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Objectives:. To identify factors that, if not addressed, could become potential barriers to learning for specific groups or individual childrenTo ensure a shared understanding of the progression within a strand from the renewed Primary framework and consider the implications for staff's subject and

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PDM2

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1. PDM2 Literacy Theme 4 Underperforming pupils Part 1: Quality First Teaching This will be the first part of the PDM –it will be approximately 1 hour of a staff meeting.This will be the first part of the PDM –it will be approximately 1 hour of a staff meeting.

2. Objectives: To identify factors that, if not addressed, could become potential barriers to learning for specific groups or individual children To ensure a shared understanding of the progression within a strand from the renewed Primary framework and consider the implications for staff’s subject and curricular knowledge To shape a curriculum to meet the needs and interests of all children, ensuring high quality inclusive learning and teaching Share objectives with staff.Share objectives with staff.

3. Potential of the renewed Primary Framework: Encouraging flexibility Structuring learning Raising expectations More effective use of assessment Broadening and strengthening pedagogy Flexibility – when the strategies were first introduced a “default” model of how the lesson may look was adopted by many teachers. This gave teachers a structure for planning and organisation. Where this model was followed slavishly it sometimes acted as a constraint on using the most appropriate organisation and structure to promote the development of children’s learning. Excellence and enjoyment encouraged schools to be flexible in their use of this default model. The renewed framework reinforces this flexibility – the structure and organisation of teaching literacy and maths should meet the needs of the children and the practitioners. Structures Learning – promotes longer term planning of teaching sequences that build learning over time, which organises the year into two, three and four week units/blocks of work. The structure of the learning follows the following cycle: review, plan, teach, practise, apply and evaluate. Raises expectations – recognises the importance of the interrelatedness of all areas of learning to underpin later progress in literacy and mathematics. Acquisition of phonic knowledge, for early reading, spelling and sentence level work. Making clearer to teachers the progression in key aspects of literacy and mathematics – teachers can now track back or forward. There is a steepening in expectations in mathematics acrss all years, particularly to inject more pace into Yrs 3 and 4 and to provide more opportunity for consolidation and application of learning in Yrs 5 and 6. An opportunity to redefine “pace” to be about learning rather than just momentum in lessons. Assessment: assessment of and for learning advice is given for teachers to support planning, identifying the next steps in learning and monitoring the progress that children make. Included in the renewed framework is guidance on aspects of assessment for learning. Pedagogy: opportunity for practitioners to revisit their beliefs about how children learn, the context in which the learning and teaching are to take place and the purpose of the learning. Renewed framework will promote a range of pedagogic approaches – direct, inductive, experimental, enquiry and problem solving approaches. The idea of “fitness for purpose” pedagogy is at the core of the primary framework. Within each approach, teachers and practitioners draw upon a range of teaching strategies, techniques and tools, including ICT based resources. This can be read out or you may select key words to use.Flexibility – when the strategies were first introduced a “default” model of how the lesson may look was adopted by many teachers. This gave teachers a structure for planning and organisation. Where this model was followed slavishly it sometimes acted as a constraint on using the most appropriate organisation and structure to promote the development of children’s learning. Excellence and enjoyment encouraged schools to be flexible in their use of this default model. The renewed framework reinforces this flexibility – the structure and organisation of teaching literacy and maths should meet the needs of the children and the practitioners. Structures Learning – promotes longer term planning of teaching sequences that build learning over time, which organises the year into two, three and four week units/blocks of work. The structure of the learning follows the following cycle: review, plan, teach, practise, apply and evaluate. Raises expectations – recognises the importance of the interrelatedness of all areas of learning to underpin later progress in literacy and mathematics. Acquisition of phonic knowledge, for early reading, spelling and sentence level work. Making clearer to teachers the progression in key aspects of literacy and mathematics – teachers can now track back or forward. There is a steepening in expectations in mathematics acrss all years, particularly to inject more pace into Yrs 3 and 4 and to provide more opportunity for consolidation and application of learning in Yrs 5 and 6. An opportunity to redefine “pace” to be about learning rather than just momentum in lessons. Assessment: assessment of and for learning advice is given for teachers to support planning, identifying the next steps in learning and monitoring the progress that children make. Included in the renewed framework is guidance on aspects of assessment for learning. Pedagogy: opportunity for practitioners to revisit their beliefs about how children learn, the context in which the learning and teaching are to take place and the purpose of the learning. Renewed framework will promote a range of pedagogic approaches – direct, inductive, experimental, enquiry and problem solving approaches. The idea of “fitness for purpose” pedagogy is at the core of the primary framework. Within each approach, teachers and practitioners draw upon a range of teaching strategies, techniques and tools, including ICT based resources. This can be read out or you may select key words to use.

4. Activity 1: Consider in groups of two what some of the issues for underperforming groups may be in relation to speaking and listening Give staff a copy of the speaking and listening strands – allow time to consider the issues for underperforming pupils and take feedback – record on flip chartGive staff a copy of the speaking and listening strands – allow time to consider the issues for underperforming pupils and take feedback – record on flip chart

5. Underperforming pupils: Who are they in your school? Turkish pupils Caribbean boys Pupils who achieved a L3 at the end of KS1 assessments and are still L3 at the end of Y4 Use your tracking sheets to discuss the following: Where are the children now? Where should they be What are the factors that, if not addressed, could become barriers to learning? How do you know? Give staff a copy of Appendix 1 – this may help staff to consider who are underperforming groups. Staff will also need to bring their tracking sheets with them. PLEASE NOTE: The SLT should have identified this before this PDM is delivered. Ask staff to consider the barriers to learning in relation to the speaking and listening strand that they considered at the beginning of the meeting.Give staff a copy of Appendix 1 – this may help staff to consider who are underperforming groups. Staff will also need to bring their tracking sheets with them. PLEASE NOTE: The SLT should have identified this before this PDM is delivered. Ask staff to consider the barriers to learning in relation to the speaking and listening strand that they considered at the beginning of the meeting.

6. Everyday inclusive teaching: Including all pupils in learning is underpinned by the following: Setting suitable learning challenges Responding to pupils’ diverse learning needs Overcoming potential barriers to learning and assessment for individuals and groups of pupils Inclusive teaching is about practitioners planning for all opportunities to keep pupils in classes with their peers. Practitioners need to consider: A balance of visual, auditory, kinaesthetic learning A balance of direct teaching (modelling, demonstrating or illustration), inductive teaching (generating spelling rules), explanatory teaching (testing a prediction/hypothesis), enquiry and problem solving approaches. Having high expectations that all pupils can work at age related objectives and what the steps to success are for pupils who may not be able to achieve with their peers = success criteria Planning learning experiences and matching teaching approaches to children’s learning needs is at the heart of personalised learning and is inclusive of all children. Including all pupils in learning is underpinned by the following: Setting suitable learning challenges Responding to pupils’ diverse learning needs Overcoming potential barriers to learning and assessment for individuals and groups of pupils Inclusive teaching is about practitioners planning for all opportunities to keep pupils in classes with their peers. Practitioners need to consider: A balance of visual, auditory, kinaesthetic learning A balance of direct teaching (modelling, demonstrating or illustration), inductive teaching (generating spelling rules), explanatory teaching (testing a prediction/hypothesis), enquiry and problem solving approaches. Having high expectations that all pupils can work at age related objectives and what the steps to success are for pupils who may not be able to achieve with their peers = success criteria Planning learning experiences and matching teaching approaches to children’s learning needs is at the heart of personalised learning and is inclusive of all children.

7. There are 3 waves of intervention available to pupils: Wave 1 (majority of pupils) teaching is based on high quality learning and teaching – must be good or better if it is to accelerate the progress of children identified as underperforming Wave 2 (just below national expectations) teaching is led by the teaching assistant and supported by the class teacher. It is not during the literacy hour but in addition to it. It can be tailored based on the needs of the pupils – for example there is no need to do all of FLS is pupils do well in narrative writing – perhaps it is just the persuasive writing they need to focus on. Intervention should start as early as possible in the school year – there is no requirement to wait until the spring term. This type of intervention is aimed to catch pupils up as quickly as possible. Wave 1 teaching will then keep them up with their peers working at national expectations. Wave 3 (struggling/lowest attaining) teacher is led by the teacher (specialist in a particular area) – for example reading recovery, numeracy recovery teachers or the SENCO. It will be one to one teaching.There are 3 waves of intervention available to pupils: Wave 1 (majority of pupils) teaching is based on high quality learning and teaching – must be good or better if it is to accelerate the progress of children identified as underperforming Wave 2 (just below national expectations) teaching is led by the teaching assistant and supported by the class teacher. It is not during the literacy hour but in addition to it. It can be tailored based on the needs of the pupils – for example there is no need to do all of FLS is pupils do well in narrative writing – perhaps it is just the persuasive writing they need to focus on. Intervention should start as early as possible in the school year – there is no requirement to wait until the spring term. This type of intervention is aimed to catch pupils up as quickly as possible. Wave 1 teaching will then keep them up with their peers working at national expectations. Wave 3 (struggling/lowest attaining) teacher is led by the teacher (specialist in a particular area) – for example reading recovery, numeracy recovery teachers or the SENCO. It will be one to one teaching.

8. Activity 2: Work in pairs and consider the subject knowledge you need to have in order to accelerate the progress of the underperforming group in your school. How could the speaking and listening fliers assist you with this? Staff will need to use the speaking and listening strands used earlier and the speaking and listening/Boys fliers ( the Boys flier on talking is most relevant here) – ask staff to consider what subject knowledge they may need to adjust /change in order to accelerate the learning in their classes – how would this look like for the identified underperforming group? What would this look like in your planning? What would you see pupils doing? Staff will need to use the speaking and listening strands used earlier and the speaking and listening/Boys fliers ( the Boys flier on talking is most relevant here) – ask staff to consider what subject knowledge they may need to adjust /change in order to accelerate the learning in their classes – how would this look like for the identified underperforming group? What would this look like in your planning? What would you see pupils doing?

9. Activity 3: Work in groups to create a provision map for your phase EYFS KS1 KS2 Consider how many of these pupils are also identified as underperforming If they are not receiving additional support – how can this be changed? Please give a blank provision map and ask staff to complete Please give a blank provision map and ask staff to complete

10. Wave 2 and 3 interventions: What are the implications for your whole class planning, teaching and assessment? What are the implications for whole school, year group or class curriculum map and timetable? Are the underperforming pupils expected to meet or exceed national expectations Staff will need to consider the following points: How do they tailor intervention resources – is there a dedicated space and sufficient time set aside How do they make effective use of teaching assistants and resources - are TAs directed based on need How are intervention strategies integrated into whole class teaching and curriculum opportunities – what strategies can be used with the whole class – Y3 Quest – is the Capital Full stop Sense Spelling strategy used when modelling writingStaff will need to consider the following points: How do they tailor intervention resources – is there a dedicated space and sufficient time set aside How do they make effective use of teaching assistants and resources - are TAs directed based on need How are intervention strategies integrated into whole class teaching and curriculum opportunities – what strategies can be used with the whole class – Y3 Quest – is the Capital Full stop Sense Spelling strategy used when modelling writing

11. Next Steps: Trial the speaking and listening strategies with the whole class Observe how the underperforming groups respond to these strategies How has it helped them to make progress? Share next steps with staff. Next staff meeting will focus on underperforming groups and assessment for learning.Share next steps with staff. Next staff meeting will focus on underperforming groups and assessment for learning.

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