New Subject Leaders

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• New Subject Leaders
• for Literacy

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Aims

• To provide an overview of the roles and
  responsibilities of the subject leader
• To develop subject leader skills in identifying
  key issues and lead school development
• To provide up-to-date information on recent
  developments in Literacy

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The Role of the Subject Leader

• What do you think are the main responsibilities
  of a
• subject leader?
• What do you think makes an effective subject
  leader?

?
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Monitoring can include ...

• Lesson observations with a clear focus
• Book and plan monitoring together
• Talking to children
• Monitoring medium term planning ensuring
  adaptations focus on key curriculum areas
• Monitor the role of additional adults
• Ensuring assessment is used appropriately
• Use of ICT in teaching and learning
• Differentiation / Inclusion issues
• Role of speaking and listening in learning

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Co-ordinators File

• Data and analysis
• Work Sampling
• Curricular targets
• Action Plan relevant part of SIP
• Record of ordering/purchasing and expenditure
• Resource audit evidence/record
• Record of staff training and development
• Evidence of monitoring
• Policies

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Gap Analysis
Activity
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Why analyse test papers?

• To identify successful learning
• To evaluate success of intervention programmes
• To identify gaps in learning
• To identify gaps in teaching
• To inform planning for future classes

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• Coffee

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What to do next

• Once the key areas have been identified
• Share findings with all interested parties
  (strengths and weaknesses)
• Address findings from analysis in action plan
• Consider implications for monitoring activities,
  staff development, resources, deployment of
  staff, use of intervention programmes and .
• planning

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Action Planning

• Activity look at examples of school action
  plans
• Look in booklet at example
• What does your action plan look like?
• Discuss any issues arising

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SEF

• Have you seen your school SEF?
• Have you had any input into writing statements?
• Does the action plan reflect school priorities as
  identified in SEF?

DISCUSS
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RAISEonline Full Report

• Replaced the Ofsted PANDA report from 2006
• Compares the schools performance with national
  performance
• Will form the basis of an Inspectors hypotheses
  about school and pupil performance

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Contextual Value Added (CVA)

• Takes into account the differing characteristics
  of the pupils and schools
• Provides a level playing field
• Allows discussions to focus on true level of
  effectiveness in the school

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Quadrant Analysis
Quadrant analysis links CVA and attainment, both
relative to national picture
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Lunch
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Literacy five key changes

• Organised learning objectives under twelve
  strands
• Explicit inclusion of speaking and listening
  objectives
• Stronger emphasis on building learning over time
  and developing the teaching sequence
• Adjustment of expectations particularly around
  phonics learning and teaching
• Closer focus on assessment for learning during,
  as well as at the end of, units of work

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Literacy 12 strands

• Speak and listen for a wide range of purposes in
  different
• contexts
• Speaking
• Listening and responding
• Group discussion and interaction
• Drama
• Read and write for a range of purposes on paper
  and on screen
• Word recognition decoding and encoding
• Word structure and spelling
• Understanding and interpreting texts

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Literacy 12 strands

• Engaging and responding to texts
• Creating and shaping texts
• Text structure and organisation
• Sentence structure and punctuation
• Presentation

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Key messages

• The Rose Review recommended that whatever phonic
  programme is in use by the school, it should have
  a systematic progression with clear expectations
  by teachers and practitioners of the expected
  pace of teaching and learning.

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The Simple View of Reading
LANGUAGE COMPREHENSION

Good language comprehension Poor word
recognition
Good word recognition Good language comprehension
WORD RECOGNITION
Poor word recognition Poor language comprehension
Good word recognition Poor language comprehension
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Guided Reading

• The teacher is acting as the expert who guides
  the children through the text, providing
  signposts to the most important and most helpful
  features of the textual landscape.
• Teachers must know the text but also the process
  of learning that they have responsibility to
  develop.
• The goal of guided reading is to enable learners
  to become independent, able to read, understand
  and appreciate texts on their own without the
  teachers help.
• In small groups the teacher can observe each
  childs behaviour to see the process by which
  they are creating meaning from the text and then
  offer prompts to develop strategies.

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Integrated Teaching Sequence
Familiarisation with text type Analysing text
Capturing ideas for writing Teacher modelling
Teacher scribing Supported writing
Independent writing
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Integrated Teaching Sequence
Familiarisation with text type Analysing text
H\WORKAREA\Film clips\ice_age_320x184.mpa Captu
ring ideas for writing H\WORKAREA\Film
clips\the_polar_express_m240.mov Teacher
modelling
H\WORKAREA\Film clips\Bert.mpa Teacher
scribing Supported writing Independent
writing
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Integrated Teaching Sequence
Familiarisation with text type Analysing text
Capturing ideas for writing Teacher modelling
Teacher scribing Supported writing
Independent writing
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The Piano Year 5 Unit 5 Narrative Film

• The pictures that will follow are taken from a
  working wall in a local school
• The work was completed using the short film clip
  of the Piano

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Zone of Relevance
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• What will I do next?

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Advisory Service Kent East Malling Enterprise
Centre New Road East Malling Kent ME19 6BJ Tel
01732 876620 Fax [phone]