Between the Lines

1

• Between the Lines
• Raising Achievement in Boys Writing

2
Aims of course

• To explore use of the Integrated Teaching
  Sequence to raise standards in writing
• To develop an understanding of the Between the
  Lines project
• To use the ITS as a prompt for planning and
  teaching more creatively
• To develop strategies to engage pupils more
  actively in their learning

3
Sessions of day

• 1 Between the Lines a useful resource bank,
  tool for thinking and prompt for planning and
  cross curricular links
• 2 Practical session using film as a stimulus
  for writing / planning a unit of work
• 3 Sharing good practice example of current good
  practice in a Kent school
• 4 Supporting the process

4

• Session
• 1

5

• When I was a pupil, reading and writing felt a
  chore. I switched off at the sight of a black and
  white page of writing.

6
Between the Lines

• Linked to National project
• Based on research
• Working party of teachers in Kent schools
• Examples of pupils work
• Whats in it for me?

7
Developments in Planning

• Based on findings from the work of Eve Bearne,
  and action research by practitioners
• Developing practice from coverage within fixed
  time frames to more flexible learning sequences
  based on AfL
• Planning model underpins the role of the renewed
  framework in raising standards

8
Developing the Model

• Planning model developed through action research
  with leading practitioners from around the
  country
• Planning in phases of learning within meaningful
  contexts found to have a significant impact on
  standards in writing in 71.5 of the sample,
  writing levels had improved by one third of a
  level or above in the course of one term.
• Main findings were summarised in the UKLA/PNS
  publication Raising boys achievement in
  writing

9
Underpinning Principles

• Learning and Teaching
• Firmly based on AfL
• Has a clear outcome and purpose
• Works through a sequence of phases to support
  learning
• Provides time for children to explore and respond
  to texts
• Provides time for children to experience and
  engage in the writing process
• Provides time for children to plan
  collaboratively and as individuals
• Speaking and listening is integral to the
  learning
• Utilises modelled, shared, guided and supported
  approaches to scaffold learning

10
Main techniques used

• Book making
• Drama
• Film and the moving image
• ICT
• Speaking and listening
• Visual image

11
BOOK MAKING

• Makes learning vivid and real
• Opportunity to publish own writing
• Can be shared with an audience within and beyond
  classroom
• Motivational activity

12
DRAMA

• Generates ideas for writing
• Engaging and motivational
• Develops understanding of character and setting
• Can be used to explore both narrative and
  non-fiction texts

13
FILM AND THE MOVING IMAGE

• Motivational
• Develops communication in innovative ways
• Engages with pupils home culture

14
ICT

• Links with renewed framework Read and write
  for a range of purposes on paper and on screen
• Supports all aspects of ITS
• Highly motivational
• Creatively supports
• teaching and learning
• Supports writing can be changed quickly and
  easily

15
SPEAKING LISTENING

• Extends ideas, language and vocabulary
• Pupils can try out ideas orally first
• Encourages collaborative working
• Units of Renewed Framework give high profile to
  Speaking and Listening opportunities

16
VISUAL IMAGE

• Can apply to pictures, paintings and picture
  books
• Building up visual images can generate ideas for
  writing
• Develops inference and
• deduction skills
• Visual images either still or moving can
  generate a wider vocabulary

17
(No Transcript)
18

• Coffee

19

• Session
• 2

20
Integrated Teaching Sequence
Familiarisation with text type Analysing text
Capturing ideas for writing Teacher modelling
Teacher scribing Supported writing
Independent writing
21
Integrated Teaching Sequence
Familiarisation with text type Analysing text
Capturing ideas for writing Teacher modelling
Teacher scribing Supported writing
Independent writing
22
Integrated Teaching Sequence
Familiarisation with text type Analysing text
Capturing ideas for writing Teacher modelling
Teacher scribing Supported writing
Independent writing
23
Assessment

• What?
• When?
• How?

24

• Using a visual image to generate ideas for
  writing

25
Lunch
26

• Session
• 3

27
Using the ITS to plan and deliver a unit of work

• How to plan across a longer unit towards an
  outcome
• How to map on motivational approaches
• Understand how one teacher approached this

28
Coffee
29

• Session
• 4

30
Supporting the process

• How can the classroom environment support working
  in this way?
• Discuss

31

• Learning
• Walls
• Following the learning journey

32
What is a learning wall?

• it is situated close to where I most often teach
• children can access information about their
  current learning
• it is added to over a series of lessons
• anyone can contribute
• it stores information ideas, examples,
  vocabulary, diagrams, mind maps, planning, drafts
• it changes with the units being taught
• adapted to suit age range of pupils

33
What is a learning wall?

• used to display curricular targets
• acknowledges childrens contributions
• has visual impact
• builds childrens (and teachers) confidence
• constantly used and referred to
• demonstrates planning, structures and strategies
• a teaching aid which reinforces learning

34
A learning wall is not . . .

• a display
• a permanent fixture
• a repository for every possible bit of
  information relating to a topic/series of lessons

35
Supporting strategies for learning

• A learning wall
• makes explicit the structure and underlying
  elements of what is being taught
• can be extended and used to apply the objective
  over a period of time
• a visual and kinaesthetic learning aid
• models specific language
• gives children concrete examples
• links to prior learning
• allows children to check their understanding
• demonstrates concepts

36

• What will I do next?

37
Advisory Service Kent Shepway Centre Oxford
Road Maidstone ME15 8AW Tel [phone] Fax
01622 670509 www.kent.gov.uk/advisoryservice