Secondary English Newsletter - Autumn 09

8/14/2019 Secondary English Newsletter - Autumn 09

1/16

English

News

New GCSE Guide

One-to-One Tuition

EAL


2/16

English at the Crossroads ............................................................................................ 4

One-to-One Tuition ...................................................................................................... 5

Guide to the 2010 GCSE Specifications .................................................................... 6

Core Plus ......................................................................................................................... 8

Guided Learning Update ......................................................................................... 9

Literacy Plus ................................................................................................................... 10

Functional Skills ............................................................................................................. 11

Supporting Pupils Learning English as an Additional Language ........................ 12

Information from QDCA about APP and EAL ......................................................... 14

Networks ........................................................................................................................ 15

Dates for you diary ....................................................................................................... 16

Our Secondary English Team...

Liz Adams Liz Adams has been teaching in Lancashire since 2000. Her main teaching responsibilities havebeen as an English and Drama teacher as well as being Able, Gifted and Talented co-ordinator

and lead teacher. Liz is also an AST and has been a member of the senior leadership team in her

school. Whilst working as an AST Liz has worked alongside Hilary King to launch the Guided

Learning project within Lancashire schools. Her special interests include ICT in English and

personalised learning.

Malcolm Seccombe In addition to his work in schools, Malcolm is an established author with Collins and has, to date,

written six texts, including English Plus for less able students, Coursework and Skills for GCSE

English and Word Bank - a dictionary for SEN departments. He also works for AQA as a Principal

Moderator: writing specifications, writing and delivering INSET, setting examination papers,

training moderators and running standardisation meetings.

Lyn Ranson Lyn became Senior Adviser for English and Literacy in 2001 having previously been a teacher

adviser in Lancashire. She has worked in six schools, including four in Lancashire. Lyn is involved

in many development projects for QCA and is Chair of the National Association of Advisers in

English (NAAE).

English News Issue 6Autumn 2009Table of contents

You can contact us by...

01257 516160 01257 516160 [email protected]

LPDS Centre, Southport Road, Chorley, PR7 1NG www.lancsngfl.ac.uk/nationalstrategy/ks3/english

Credits - Cover photo: [email protected]

Cathy Clarke Cathy Clarke has been teaching since 1984 in a range of different high schools across the country.

She has been Head of English in a large, very successful high school for eleven years. She is an

experienced test marker for KS3 and KS2. Her special interests include assessment in English.

Deborah Murray Deborah Murray has been teaching since 1992 in different high schools across Lancashire. She

has worked as literacy co-ordinator, team leader for English and Media Studies in two large

departments and has held senior leadership responsibilities. She is an experienced marker forAQA English and WJEC Media Studies. Her special interests include ICT in English and Able and

Talented learners.


3/16

Introduction

Thanks and

goodbye toDeborah Murray...

This end of this term will be a bitter sweet

experience for the consultants and support

schools in Lancashire. It is sweet because

one of our own has gained promotion to

a new job: Deborah Murray will become

Assistant Headteacher at Mount Carmel in

December. We are all delighted that her

hard work, expertise and experience have

been recognised and we are sure that our

loss is Mount Carmels gain. The success

of APP in Lancashire, the development

of Moodle and this newsletter itself are

testimony to the quality of work she has

produced consistently over the last two

years.

It is a bitter experience because we are very

sorry to lose her. On a personal level, we

have enjoyed working with her and wish

her well in the future. We are confident she

will become a driving force in her new post.

Welcome to Liz

Adams and Cathy

Clarke...

While we are sad to see Deborah go we

have been delighted to welcome Liz Adams

and Cathy Clarke to the team this term. Liz

has come to us from Carnforth High School

and Cathy from St Michaels CE High School

in Chorley. They have quickly become

highly valued members of the team and we

are sure you will appreciate their expertise

in the year ahead.

3

[email protected]


4/16

The latest Ofsted report

evaluating English, was

published in June 09, Itwas based on evidence from

inspections of English in

122 primary and secondary

schools in England and

was the inspectorates rstsubject overview since

2005.

Standards

The good news is that standards at KS3 have improved. The

bad news is that they are not improving fast enough. In 200873% of pupils achieved level 5. Unfortunately the target was

85%. Also the proportion of pupils achieving level 6 had not

improved since 2002.

The Changing English Curriculum

The curriculum for English was good or outstanding at two

thirds of the secondary schools visited. However, it was felt

that in some schools the KS3 curriculum was not sufcientlychallenging. There was no knowledge of the primary

curriculum and therefore work was repeated. Too little

emphasis was put on media, poetry or speaking and listening

and in some cases the KS3 curriculum was a random

sequence of activities.

The report highlighted that the most effective secondary

schools were working to personalise the curriculum by

matching it more closely to students needs. For example,

varying groupings so that individuals received the most

appropriate support for each activity; entering students early

for GCSE; employing adult literacy courses for older lower

attaining pupils and incorporating pupils ideas in schemes of

work.

Reading, Writing and Speaking and Listening

At secondary level, the approach to independent reading

remained largely unaltered since the previous English report

in 2005. The most effective schools used media texts, such as

lms, not only to encourage pupils to read more widely but

also to develop their understanding of moving image texts.

In addition, the report demonstrated a clear need to

reinvigorate the teaching of writing. It was felt that where

pupils were given a clear goal, and understood the purpose

of the task, they worked with concentration and enthusiasm.

Also, pupils learned more from being helped and supported

to write a variety of extended texts in the particular form,

followed by independent work on a topic of their choice.

The report stated that the teaching of speaking and listening

had improved. The most effective teachers demonstrated

spoken language as carefully as they demonstrated writing,

using a range of registers and drawing attention to details.

Especially good practice was noted in A-level classrooms,

where students often carried out rst-hand research into the

uses of language.

Intervention

The most effective secondary schools identied the needs

of their students in Year 7 and chose the approaches and

materials that met those needs most directly. They also

used their knowledge of students performance to identify

those who would benet from further help and to provide

programmes carefully matched to individual needs. Another

important factor was rigorous monitoring, with programmes

of study being modied to suit the learner.

These are a few of the key ndings. English at the

Crossroads is a very detailed report which highlights areas of

good practice and also areas for improvement. It is denitely

a report that all heads of English should read as it might

just cheer them up when they realise how many of Ofsteds

recommendations they already have in place and also inspire

them to adopt some of the recommendations offered.

The full report can be viewed/downloaded at www.ofsted.gov.

uk entering 080247 in the search eld.

English at the Crossroads

4


5/16

Approaching the end of term means that all

primary and secondary schools and most special

schools in Lancashire know their allocation

of One to One Tuition places. These numbers

range from a minimum of 2 places in primary to

a maximum of 135 in one of our large secondary

schools. We have allocated 6,500 places thisyear which is set to rise to 13,000 next year. The

budget of 2.8 million will double to 5.6 million

in 2010-11. The budget is ring-fenced.

These places are to be used over the year and

schools will be in the process of selecting the

students to receive the tuition and in employing

tutors. The places are to tutor students in

English/Literacy and mathematics and are aimed

in KS2, 3 and, in National Challenge schools, in

KS4.

As far as Subject Leaders are concerned you

should be involved in the identification of the

students who you feel will benefit from the

opportunity of 10 hours individual tuition. You

will want to be involved in supporting your staff

in setting tight targets for the tuition and in

facilitating discussions between your staff and

the tutors. There is funding in the budget for this

and the funding is ring-fenced. You will ideally

want to know who the tutors are and would

want to be involved in the monitoring and

evaluation processes, especially the observation

of tuition to ensure quality.

Mathematics and English/Literacy teachers will

be involved in setting targets for the tuteesand in ongoing discussions, especially with the

student about the impact of their tuition.

You may wish to be tutors yourselves. Tuition

can take place within and without the school

day and your tuition leads in school will be

planning models of delivery as you read. If you

are interested, you should talk to them about

how this is going and express your interest in

tutoring. There is already a large database of

trained tutors on the website.

There is a massive amount to take in about

One To One and all the information to date

can be found at our website. For more detailed

information you can contact us through the site.

www.lancsngfl.ac.uk/1to1tuition

Hilary King

One to One Project Lead, Lancashire

One to One Tuition in Lancashire5


6/16

AQA OCR

ENGLISH

Unit 1: Understanding and Producing Non-fiction Texts

2 hrs examination: 40% of total assessment (20% Reading, 20%

Writing) (= Unit I English Language)

Section A: Reading (1hr) 4/6 questions on 3/4/different reading

sourcesSection B: Writing (1 hr) 2 tasks 1 shorter, 1 longer

Unit 2: Speaking and Listening

Controlled assessment: 20% of total assessment (= Unit 2 English

Language) Presenting/discussing and listening/role play (3x15marks)

Unit 3: Understanding and Producing Creative Texts

Controlled assessment: 40% of total assessment 6-8 hours

Understanding Creative Texts (literary reading) 3-4hrs

Response to Shakespeare. English Literary Heritage and Different

Cultures. Up to 3 tasks totalling 1600 words. (Task bank is common to

English Literature Units).

Producing creative texts 3-4 hrs

Two tasks totalling 1600 words. (Task bank is common to English

Language Unit 3). They do not need to be of equal length or done at

the same time

Up to 5 controlled tests/one exam/3 pieces of oral work

Unit A641: Reading Literary Texts

Controlled assessment: 20% of total assessment 40 marks

1 task on Shakespeare, 1 on prose or literary non-fiction, 1 on

poetry (to include Different Cultures and Literary Heritage). Up to

3000 words. 3 tasks 6 hrs

Unit A642: Imaginative Writing

Controlled assessment: 20% of total assessment 40 marks

2 linked responses from a choice of 2 themes. Up to 1200 words

4hrs

Unit A643 Speaking and Listening

Controlled assessment: 20% of total assessment (= Unit A652 (Section

A English Language)

Unit A644: Information and Ideas 80 marks

2 hrs examination: 40% of total assessment (= UnitA653 English

Language)

Section A: Non-fiction and media (40) responses to unseenpassages

Section B: Writing information and ideas Pupils choose one task

from a choice of two.

5 controlled tests/one exam/3 pieces of oral work

ENGLISHL

AN

GUAGE

Unit 1: Understanding and Producing Non-fiction Texts

2 hour examination: 40% of total assessment (20% Reading, 20%

Writing) (= Unit I English)

Section A: Reading (1hr) 4/6 questions on 3/4/different reading

sources

Section B: Writing (1 hr) 2 tasks 1 shorter, 1 longer

Unit 2 Speaking and Listening

Controlled assessment: 20% of total assessment (= Unit 2 English)

Unit 3: Understanding Spoken and Written Texts and Writing

Creatively

Controlled assessment: 40% of total assessment

Extended reading 15% (I task of 1200 words) 3-4 hrs

Creative writing 15% (2 tasks totalling 1200 words) 3-4 hrs

Spoken language study 10% ( 1 task of 1000 words) 2-3 hrs


Unit A651 Extended Literary Text and Imaginative Writing


Section A: extended literary text - 1 task (1600 words)

Section B: Imaginative Writing - two linked responses (up to 1200

words)

Unit A652: Speaking, Listening and Spoken Language Controlled

assessment: 30% of total assessment

Section A: Speaking and Listening 20% (= UnitA463 English)

Section B: Spoken Language 10%. 1 task written response

Unit A653: Information and Ideas

2 hrs examination: 40% of total assessment (= Unit A644 English)

Section A: Non-fiction and media

Section B: Writing information and ideas one task from a choice

of two


ENGLISHL

ITERATURE

Unit 1: Exploring Modern Texts

1 hr 30 mins examination: 40% of total assessment

Section A: modern prose or drama (45 mins)

Section B: exploring Different Cultures(45 mins)

Unit 1 is combined with either Units 2 and 3 or Units 4 and 5}

Unit 2: Poetry Across Time

1hr 15 mins examination: 35% of total assessment

Section A: poetry cluster from Anthology 45 mins (36 marks)

Section B: unseen poetry 30 mins (18 marks)

Unit 3: Significance of Shakespeare and English Literary Heritage


I task of 2000 words 3-4 hrs

1 response linking Shakespeare and heritage text

Unit 4: Approaching Shakespeare and the Literary Heritage

1 hr 15 mins examination: 35% of total assessment

Section A: Shakespeare 45 mins (30 marks)Section B: prose from English Literary Heritage 30 mins (24 marks)

Unit 5: Exploring Poetry


1 task of 2000 words 3-4 hrs

3 exams/1 controlled test

Unit A661 : Literary Heritage Linked Texts


Shakespeare and Film/Audio (up to 1000 words)

Poetry on one of the set poets (up to 1000 words)

Unit A662: Modern Drama

45 mins examination: 25% of total assessment

Modern drama passage based questions, essay questions,

empathetic questions

Unit A663: Prose from Different Cultures

45 mins External Examination: 25% of total assessment

Prose from different cultures - passage based questions, essay

questions

Unit A664: English Literary Heritage and Contemporary Poetry

1hr 30 mins examination: 25% of total assessment

1 question on Literary Heritage text

1 question on either chosen poet, or unseen poetry.

2 controlled tests/ 3 exams

Guide to the 2010 GCSE Specifications


7/16


8/16

When the government introduced the National Challengelast year, it was seen as a way of supporting schools

in ensuring that they could reach the DCSFs oor

target of 30% 5 A C grades including English and

Mathematics. As ever, the media made much of the state

of British schools and obscured much of the good that

the National Challenge brought with it. One particularly

useful development to come out of the process was Core

Plus.

Whilst its target was National Challenge schools, Core

Plus, like many other national initiatives, is worth a lookif you are considering how to move things on in the

department or if you are preparing for an Ofsted visit or

writing your SEF. It consists of a series of units designed

to help departments to overcome perceived issues in

school. It begins with an audit document, but, unlike

many audits that have gone before, this one will takeup very little time. It will, however, highlight areas for

development. Once these have been established, there are

a number of highly practical units that provide excellent

guidance and suggested steps to bring about positive

change. These are all based on six week programmes

with concrete suggestions about what to do and how to do

it as you proceed. A gift for those writing an action plan!

Some have said that the six week time slots are rather

brisk but the content, even taken at a more leisurely pace,

is excellent.

Government feedback on National Challenge suggests

that, when schools have used Core Plus, progress has

been marked. If it sounds interesting, check it out by

Googling National Challenge, Core Plus. It might be

just what you are looking for.

Core Plus a numberof highly

practical

units

provide

excellent

guidance

and

suggested

steps tobring about

positive

change.


9/16

9

Guided Learning Update

Guided Learning is an initiative that has been

operating throughout Lancashire for the

last year. The idea behind it is to encourage

students to become independent learners

whilst their teacher provides targeted

intervention for students within the class.

Training has been provided by the English

Consultant Team over the last two years and

the programme is still going from strength to

strength.

Last year was a great success for GuidedLearning and this year sees the roll out of

Phase 2 and the creation of cluster groups

throughout the county.

When Ofsted observed a lesson in one of

our pilot schools they said it would be rated

beyond outstanding. The schools involved

in the pilot have worked tremendously

hard within their schools and at the Guided

Learning Conference to promote best

practice. This is an opportunity to thank them

for their hard work over the last year.

Phase 2 is already fully subscribed with many

English Departments wanting to develop

the scheme within their school. We aim tokeep the momentum of this initiative going

throughout this year and will keep you

informed of its progress.

9


10/16

This year sees the launch of Literacy Plus. The

programme has been designed for groups of

pupils in Key Stage 3 who are behind with their

literacy skills and need additional support to

move them from level 3 to level 4. It is intended

to be a supplement to normal English lessons and

is additional to pupils entitlement to National

Curriculum English. The teaching focuses on the

aspects of speaking and listening, reading and

writing that are essential for progressing from level

3 to level 4 in English; improvement in these skills

will also create a marked improvement in learning in

other curriculum areas.

Literacy plus aims to go further than just focusing

on literacy skills, it seeks to improve the pupils

performance in a more general sense as a learner.

Those schools already familiar with Study Plus at

Key Stage 4 will recognise the structure. Literacy

Plus shares many of the successful features of the

Key Stage 4 programme especially the attachment

of a TA or mentor to the group. The guidance for

Literacy Plus includes: how to plan Literacy Plus into

the curriculum; essential features of the programme;

the role of teaching assistants; the Literacy Plusplanning framework; and an overview of the sample

Literacy Plus units.

Pupils will develop the skills targeted in Literacy

Plus units at different rates and teachers may find it

necessary to extend the units by adding additional

lessons to secure certain skills. Use of the Literacy

Progress Units is recommended for this purpose.

There are nine sample units of work and each one is

designed to exemplify the planning of Literacy Plus.

The units have been written by National Strategies

English consultants working together with teachers

and have been classroom tested. They should not,

however, be treated as off-the-peg planning that

can be used with any class. Teachers should adapt

the material to suit their class but stay faithful to the

learning objectives of the units.

Sample Units

999 in an emergency Are we there yet?

Going for gold My Character

Hero or Zero? DIY writing

Words for the web Save our park

Thrills and spells

To view these sample units visit http://

nationalstrategies.standards.dcsf.gov.uk/

node/196566.

A number of schools have registered to be part of

the Lancashire pilot which will be rolled out over the

coming year. More information on this process will

be provided throughout the year.

Literacy Plus

0


11/16

Whilst many schools are still grappling with

how to develop Functional Skills in the

curriculum, Christ the King in Preston has

trialled a way of bringing together English

and Science classes to develop skills in a real,

relevant and purposeful way. When the Science

department wanted to cover an Eco-schools

unit for their Year 9 students, it did not take the

English faculty long to join in. Between them,they created a well structured, thorough and

enjoyable experience for their pupils.

The idea was that in both English and Science

lessons the students would research and work

on climate warming and alternative energy

sources before taking part in an enterprise

day, during which pupils would present

proposals, based on real schools around the

world, to two local businessmen. To ensureengagement and good learning took place,

the departments wrote a sequence of lessons

and then identified the functional skills that

the pupils would need to succeed. They then

made the necessary resources and explicitly

taught the skills, e.g. how to skim and scan

texts for details, how to make relevant notes,

how to function as a group, presentation skills

etc. Nothing was left to chance. This proved to

be a great success and the feedback was very

constructive and encouraging from both the

businessmen and the students alike. The spin

off for both departments came when the pupils

produced GCSE coursework on the same topic.The Science department recorded some of their

best ever coursework performances, whilst the

English department found that they received

very well informed and engaging pieces of

transactional writing.

With the final Functional Skills specifications

due in April of next year, schools will, no

doubt, be progressing nicely embedding

functional skills at Key Stage 3. If, however,you are looking for something a little more

enterprising with a real context and a

relevant content, then perhaps something like

the Eco-Schools unit may be one way forward.

FunctionalSkills

11


12/16

Supporting Pupils Learning EnglisOften pupils learning English as an Additional

Language (EAL) arrive outside the normal

admission times and may sometimes find

themselves in schools that have little previous

experience of meeting the needs of this group.

All Lancashire schools except those in receipt of

an Ethnic Minority Achievement Grant (EMAG)*

which have newly arrived EAL pupils from

anywhere in the world needing help and support

should contact the EMA Support Service (EMASS)

on 01772 533788.

If any school admits a newly- arrived asylum

seeking pupil advice and or support can be

requested from EMASS.

Further information about EMASS can be found

at www.lancsngfl.ac.uk/projects/ema.

All newly arrived bilingual

learners have a right of access

to the National Curriculum and

that provision is not separate

but integrated into all subject

areas.

Pupils learn English best in

a whole-class situation with

access to good models of

fluent English and by hearing

the interactions of their peers

around them.

EMASS provides schools

with a range of English as an

Additional Language (EAL)

support including the opportunity to share

strategies and good practice, negotiated time

limited teaching support and curriculum support.

If an induction programme is developed to

facilitate the settling-in period it should always

be considered as a short-term initiative to ease

the transition to mainstream and not as an

alternative form of education in itself.

The focus of support must be on learning and

teaching in the mainstream classroom.

When planning lessons teachers need to

consider how they will support pupils new to

English to access the curriculum and develop

their English language skills within the

curriculum.

*Schools in receipt of EMAG should contact

Sarah Montague EMA Teacher Adviser phone:

07917627400 email sarah.montague@

lancashire.gov.uk.

Strategies that will impact on the quality of

learning and teaching:

Create a welcoming environment. For

example display labels and signs in home

languages in the classroom and around the

school

Provide opportunities for the pupil to become

practically involved in the classroom, with a

partner at first

Provide as much visual support as possible in

range of formats. For example: photographs,

pictures, diagrams, artefacts

Plan opportunities for talk.

It is normal for understanding

to surpass verbal output in the

early stages and a silent period

is often a stage of development

in learning EAL, a pupil should

not be forced to respond

Plan regular collaborative

activities group tasks provide

opportunities to experiment

with language in order to

complete a task

Show that the pupils first

language is valued- if pupils are

literate in their first language

encourage them to continue

reading and writing

Identify the language that pupils will need

to actively participate in the lesson. For

example verb tenses, language structures and

vocabulary

Plan how to model that language in a

supportive context thus scaffolding

understanding

Plan opportunities for pupils to use the

identified language

Anticipate language that might create

difficulties such as language structures and

tenses and plan how it might be introduced

Provide oral and written models of the

The focus

of support

must be onlearning and

teaching

in the

mainstream

classroom.


13/16

as an Additional Languagelanguage the pupil will be expected to use

Identify vocabulary that might create barriers

to understanding and teach it explicitly

Encourage the use of a bilingual dictionary

for a pupil who is literate in her/his first

language

Encourage the pupil to develop her/his own

dual language dictionary

Some key resources to support the inclusion of

new arrivals learning English

as an Additional Language

(EAL)

http://nationalstrategies.

standards.dcsf.gov.uk/

search/inclusion/results/

nav:45994 includes a list of

resources to support EAL

learners in the classroom,

case studies different

models of induction

and links to additional

resources

NALDIC working Paper 8:

2005 Teaching Isolated

bilingual learners of

English www.naldic.org.

uk/docs/publications.

QCA Pathways to learning

for new arrivals (QCA

2004) www.qcda.gov.

uk/7526.aspx.

Aiming High: meeting

the needs of newly

arrived learners of EAL

(DfES 1381-2005) www.

standards.dcsf.gov.uk/

primary/publications/inclusion/newarrivals.

Aiming High: understanding the educational

needs of minority ethnic pupils in mainly

white schools (DfES 0416-2004) www.

standards.dcsf.gov.uk/ethnicminorities/links_

and_publications.

DCSF New Arrivals Excellence Programme:

Primary and Secondary National Strategies

(2007) A resource to support the

development of induction procedures for new

arrivals http://nationalstrategies.standards.

dcsf.gov.uk/node/97335.

Key Stage 3 National Strategy Access and

Engagement in English: teaching pupils for

whom English is an additional language (DfES

0609-2002)

National Association for Language

Development in the Curriculum (NALDIC)

Quarterly Volume 3, Number 4, summer 2006,

ISBN 1902189002 for a range of effective,

inclusive, induction practices for Key Stage 3

and 4

http://homepage.ntlworld.

com/gordon.ward2000/

listfiles.htm includes lots of

downloadable language

learning activities

www.

collaborativelearning.org.

uk includes examples of

group talk activities that

will benefit all children,

while at the same time

providing scaffolds for

children learning English as

an additional language.

www.emas4success.

org the New to

English section includes

downloadable teaching

materials and specialist

information on Refugee and

Asylum Seekers.

www.mantralingua.

com a UK based publishing

house that supplies

bilingual resources around

the world

www.hants.gov.uk/

education/ema.

Many alternative curriculum pathways at Key

Stage 4 require additional funding.

The Lifelong Learning Programme (LLP) is a

European funding programme which supports

education and training across Europe. The

LLP provides funding for all stages of lifelong

learning; for activities at school, at college,

at university, in the workplace and in the

community (www.lifelonglearningprogramme.

org.uk).

When planning

lessons teachers

need to consider

how they will

support pupils

new to English

to access the

curriculumand develop

their English

language skills

within the

curriculum.

13


14/16

The following is an extract from the

latest (October) QCDA Curriculum termly

e-newsletter.

QCDA are embarking on a project to

provide additional exemplification and

support materials for using the AssessingPupils Progress (APP) approach with pupil

with English as an additional language

(EAL). In addition, the booklet A language

in common will be reviewed and refreshed

with links to APP made explicit.

QCDA is currently seeking to engage

secondary schools in this project. We

wish to engage schools where the APP

approach is being used and there are EAL

pupils.

Schools will work with a QCDA associate

consultant to trial draft materials when

making periodic assessments with a groupof EAL pupils. Feedback from the trial

would be required. The commitment would

be from January 2010 to April 2010. If

you are interested in participating in the

project or have any queries please contact

[email protected].

Information from QDCA about

APP and EAL


15/16

Literacy and Functional

Skills Network

The meeting which took place on the 16th October was

well attended and covered a number of issues. There was an

interesting Show and Tell session in which representatives

shared good practice. The other aspects covered were:

The Role of the Lit Co-ordinator

Formulating a Literacy Policy

Establishing baseline data collection to

improve intervention

Teaching reading across the curriculum

Delegates enjoyed the opportunity to share ideas in a very

practical approach to each item of the agenda and left with araft of resources. With Functional Skills growing in status, this

group has become a lively and vibrant forum for discussion

and sharing. The next meeting will be held on February 3rd

2010 at Woodlands and all are welcome.

Librarians Network

The meeting held on 18th November included an invitationform ICT consultant Dave Barrett to join a project exploring

how Chroma Key or green screen technology can be used

in schools libraries. Dave Barrett can be contacted on 07887

831788 to nd out more information.

The next meeting is on 24th March 1:30-3:30 at Clayton Park

with guest speaker Janet Gaskell who is the teacher

adviser for Gifted and Talented and will be looking at

how to engage able readers in library activities.

SEN Network

Friday 20th November - Our Day Out! Most people

braved the walk from Woodlands to Lancashire

College; despite all my arrangements, the ier still

went out with Woodlands on it!! Spring and Summer

are in Woodlands, though.

We enjoyed a range of teaching and learning activities

using ICT and the evaluations were universally

appreciative. Thanks to all the presenters, Sue Eaves,

Nicky and Louise and especially Lynne who conducted a

hilarious and fascinating hands-on session using Dinosaurs

as a stimulus. The usual suspects degenerated into near

vulgarity at times! [They know who they are!]

Careful reading of the suggestions from you for the Spring

Session resulted in a session from Lynne on Dyslexia, a

session from Liz that will take the approaches and strategies

that Lynne examined through Dinosaurs to a more suitable

content for KS4; she is going to look at a Shakespeare text. I

will approach practitioners who can talk about the benets

and issues resulting from their new school build on different

campuses and we are inviting Anne Conroy from the EYFS

to do a session on planning. We will include the libraries

suggestion in the Summer

Next dates are February 5th and 18th June, both at Woodlands.

See you there.

APP Network Meeting

The next meeting is on 7th December 1:30-3:30 at Tickled

Trout Hotel, Preston and 8th December 1:30-3:30 at Clayton

Park. The focus is speaking and listening. Schools are invited

to bring examples of how they are using APP when working

with speaking and listening activities. Examples of emerging

good practice, moderation and training materials will be

considered. Please bring any material from your school that

will be of interest to the network.

If you need more information about the network, please

contact the LPDS ofce on 01257 516160.

Networks

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Dates for your diary...Developing Speaking and Listening in theClassroom

Wednesday 6th January 2010 - WoodlandsConference Centre, Chorley

Objectives:

The course is a repeat of last years highlyuccessful training designed to draw on

good practice in teaching and assessingpeaking and listening at both Key Stage 3

and GCSE. The programme will include:

the use of exploratory talk in theclassroom;insights in how to create the climate to

allow speaking and listening skills toourish;ways of using Socratic and DialogicTalk to improve pupil performance;target setting for speaking andlistening;ways of assessing speaking andlistening using APPan examiners guide to the way

speaking and listening might beassessed for GCSE;

Who should attend:

Key Stage 3/4 Co-ordinatorsTeachers wishing to develop their

practice in teaching speaking andlisteningRecentlyqualiedteachersornon-subject specialistsAnyone with speaking and listeningresponsibilities across the curriculum

Media and Moving Image

Thursday 7th January 2010, WoodlandsConference Centre, Chorley

Transport yourself to another time or place

report from Treasure Island, be in Parisor on the Moon, appear on stage or danglefrom a cliff. This can all happen on theame day well nearly!

Firstlmyourselftalkingoractinginfrontof a plain background (usually blue orgreen).Thenchoosealmorstillimageasthenewbackgroundandnallyuseaechnique called Chroma Key (sometimesalled blue screen or green screen) to

place yourself where you want in the newbackground.

t doesnt have to be expensive, youprobably already have access to the mostostly items you need (digital video camera,omputer). Add some background material

and software and you can have a go.Objectives:

Teachers will have a workingknowledge of Chroma KeyTeachers will have an understanding ofhow this technique could be used in theclassroomTeachers will create resources usingChroma Key

Literacy Co-ordinators Network

Wednesday 3rd February 2010 - WoodlandsConference Centre, Chorley

Objectives:

It is intended that the day gives colleaguesan opportunity to look at national prioritiesand how their role can support thedevelopment of these across the curriculum.

Who should attend:

Literacy Co-ordinators in the secondaryphase

APP Market Place

Friday 5th February 2010 - LancashireCollege, Chorley

Aims:

Network support for English subjectleaders and English teachers.

Programme for the day:

The Market Place is an opportunity to hearshared examples of good practice and drawon the experiences of schools at various

stages of development work in the use ofAPP as an AfL strand.

Who should attend?

Subject leaders for English and Englishteachers.

Moodle for Beginners

This course is a re-run of the Using Moodleto support learning and teaching in English(Beginners) course held last year

Aims:

This course aims to support teachers of

English who would like to enhance theirteaching and pupils learning through theuse of Moodle.

It is intended that participants will bebeginners or novices who would like plentyof time to orientate themselves and practise

basic Moodle functions

Objectives:

Participants will leave with enhancedunderstanding of Moodle functions andhow to use them

Participants will have used Moodle todevelop some teaching resources to useback in school

Reading at L3 and Below

Woodlands Centre, Chorley - Monday 22nd

February 2010

Aims:

To help teachers in schools where studentsenter at or below level 3 and who maymake limited progress throughout the KeyStage.

Objectives:

Colleagues will leave with a clearerunderstanding of the processes of readingdevelopment and practical examples toengage students.

Who should attend?

Teachers and HLTAs who have directresponsibility for ensuring good progress

from level 3 and below.

Moodle for Librarians

Thursday 25th February 2010, WoodlandsConference Centre, Chorley (ICT Centre)

Aims:

This is a beginners course for librarianswho want to learn how to make a start withtheir school Learning Platform (Moodle).

The course offers hands on training in thebasic Moodle features that make it possible

for you to upload resources and activities.

There will be examples of good practiceand activities to help you think strategicallyabout how Moodle could develop as alearning resource.

Who should attend?

Librarians; Learning support managers;teachers and teaching assistants withresponsibility for libraries.

B k l l fl k/l

Secondary English Newsletter - Autumn 09

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Transcript of Secondary English Newsletter - Autumn 09