Including all children in the literacy hour and daily mathematics lesson

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Helen Williams

• Facilitator

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Conference Agenda

• 10.00 Introduction
• Ministerial speech
• Question and Answer Session
• 10.55 Leading learning in the Improving
  Primary School
• - Presentation
• - Group Discussion
• - Plenary
• 12.05 Final Session
• - Panel Interview
• - Ministers closing comments
• 12.30 Close and Lunch

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Stephen Twigg

• Parliamentary Under Secretary of State for Schools

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Leading learning in the Improving Primary School
Kevan Collins
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Key Stage 1 task/tests
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Key Stage 2 tests
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Key Stage 2 Attainment by Free School Meal band
100
90
80
70
60
Percentage achieving level 4 or above
50
40
30
20
10
Low FSM
High FSM
0
Up to 8
8 - 20
20 - 35
35 - 50
50
1998 Median Line
FSM band
2002 Median Line
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Distribution of Reading Achievement in 9-10 year
olds in 2001
575
550
525
500
475
450
425
400
375
350
325
300
Italy
Israel
Latvia
Belize
France
Greece
Cyprus
Turkey
Kuwait
Iceland
Norway
Sweden
Hungary
England
Bulgaria
Germany
Slovenia
Morocco
Lithuania
Scotland
Romania
Colombia
Argentina
Singapore
Netherlands
United States
New Zealand
Czech Republic
Hong Kong SAR
Slovak Republic
Moldova, Rep of
International Avg.
Macedonia, Rep of
Russian Federation
Iran, Islamic Rep of
Canada (Ontario,Quebec)
Source PIRLS 2001 International Report IEAs
Study of Reading Literacy Achievement in Primary
Schools
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Percentage of pupils achieving level 4 or above
in Key Stage 2 tests 1998-2003
80
75
70
65
60
55
50
1998
1999
2000
2001
2002
2003
English
Maths

• Test changes in 2003
• Major changes to writing test/markscheme
• Significant changes to maths papers

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Key Stage 2 the challenge
Level 5, 27
Level 5, 29
85 target
Level 4, 48
Level 4, 44
Level 3, 20
Level 3, 17
Below level 3, 8
Below level 3, 7
English
Maths
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The Primary Strategy

• School ethos and innovation
• Intelligent accountability
• Framework for teaching
• Powerful learning
• Partnership beyond the classroom
• Leadership and collaboration
• Staff development and workforce reform

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Policy priorities learning and teaching

• Addressing priorities in literacy teaching 
• Addressing priorities in numeracy teaching
• Teaching in context

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Core Principles - Learning and Teaching

• Ensure every child succeeds provide an inclusive
  education within a culture of high expectations
• Build on what learners already know structure
  and pace teaching so that students know what is
  to be learnt and how
• Make learning vivid and real develop
  understanding through enquiry, e-learning and
  group problem solving
• Make learning an enjoyable and challenging
  experience stimulate learning through matching
  teaching techniques and strategies to a range of
  learning styles
• Enrich the learning experience infuse learning
  skills across the curriculum
• Promote assessment for learning make children
  partners in their learning

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Principles at work

• Video extract
• A Y4 class have been studying Celtic life. In
  this
• lesson the teacher will use this rich and
  familiar
• content to promote the development of
• speaking and listening skills and collaborative
• group work.

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Context and school character

• Taking ownership of the curriculum
• Defining the curriculum in a local context
• Identifying areas of expertise and subject
  specialism
• Expressing the character and personality of your
  school

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A school teaches in three ways by what it
teaches, by how it teaches and by the kind of
place it is
Curriculum Content
Vision and Values
Norms and Expectations
Personalised Learning
Teaching and Learning Strategies
Assessment for Learning
Culture and Ethos
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Curriculum content

• Delivering the entitlement to a broad and rich
  curriculum
• Building on the literacy and numeracy strategies
• Releasing the potential of e-learning and ICT
• Extending the curriculummodern and foreign
  languagesmuseums and galleries education
  programmehigh quality PE and music for all

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Teaching and learning across the curriculum

• Learning how to learn
• Building better links between the content of the
  curriculum and the development of learning skills
• Knowing more about what is learnable
• Focus on strategic learning thinking skills,
  fostering creativity, reflection and assessment
  for learning, study skills, collaborative
  learning etc

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Assessment for learning

• AfL is the process of seeking and interpreting
  evidence for learners and teachers to decide
  where the learners are in their learning, where
  they need to go and how best to get there
• Key components that raise standards are shared
  objectives, feedback that identifies targets for
  improvement, higher order questioning and self
  and peer assessment
• AfL also refers to the schools and its teachers
  capacity for using data to promote student
  learning

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Questions for discussion

• What more can we do to help teachers use their
  existing freedoms to raise standards? What new
  freedoms would help teachers to teach better?
• From your experience, what are the best ways for
  schools and teachers to continue to learn and
  develop together? What more could we do to
  support effective and worthwhile networking?
• How can we be smarter and more creative about the
  way we provide support and resources for you, to
  support work on learning to learn?

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• Demands on head teachers are getting bigger and
  bigger if this is going to work, it needs
  to be made manageable for teachers
• Funding planning time for teachers to share and
  discuss good practice
• No more boxes with videos cascaded by the LEA
  want quality resources
• Funding problems and initiative overload are
  causing burnout for head teachers and staffing
  problems
• Allowing creativity and experimentation by
  knowing that you can learn from failure
• Disappointed that too much focus on league tables
  and statistics
• Excellence and enjoyment is great agree that
  Ofsted and LEAs need to take it on, but TTA and
  ITT providers are also key
• Statistics can be misleading
• Dont feel there is enough vision for the future

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