Oasis Academy Foundry

Teaching and Learning Overview

2015-2016

Contents

Page

Content

3

Teaching and Learning Overview

4

Marking and Feedback

5

Phonics: Planning and Organisation

6

Letters and Sounds: Whole School Approach

7

Reading: Guided and Daily Sessions

10

Reading Planning Guidance

12

Reading at home

13

Writing: Planning and Organisation

18

Maths: Planning and Organisation

20

Cornerstones Curriculum: Planning and Organisation

25

Foundry Assessment System Overview

28

Foundry Assessment Cycle

30

Early Years

33

Inclusion

Other Useful Documentation: Available on Staff Shared t://drive

Curriculum Skills

Guided Reading Resources

Agreed Writing & Planning Formats

Power of Reading Resources

Cornerstone Curriculum Resources and Example Planning

Phonics Overview and Planning Outlines

Early Years Observation Documentation and Resources

Teaching and Learning Overview

Steps to Success Success Criteria

Success Criteria are shared and are the means to articulate successful learning with the children. It can be teacher initiated or built with the children.

SC will always be evident in English and Maths. It will be in place in other subjects where it fits appropriately.

SC will often be displayed in the classroom and in books, so it can be used as a clear focus for learning and marking/feedback.

SC will be differentiated appropriately and are challenging for every pupil.

More able pupils may need flexibility within SC to allow them to explore alternative strategies or experiment.

Success Criterion are used as a follow on from modelling, then a support in the lessons, followed by a check in for plenaries and pupil/teacher assessment.

In maths, we model new concepts and skills, so that they can be accurate and confident. Then this model becomes the SC to support independence.

Process SC dont fit all areas of maths, so we shouldnt force it where it is not needed: therefore skill-based criteria are used in problem solving.

Where it is not needed SCs should still be present and possibly some probing tips or questions to support that particular concept.

Sometimes a really good model/image/diagram could be the SC as a visual, rather than lots of words for younger children/less able readers.

Every time there is a new Learning Objective (LO) we would expect to see new SC.

Differentiating the SC will need to be considered so that some children dont have too much to do that looks unachievable! There might well be three versions.

More able children in the top end of KS2 may be so able that they should be left to be personal and creative in their SC. That will need careful questioning and scaffolding though to begin with.

Marking and Feedback

Teachers and children are active in the marking process. They respond to feedback; orally and in writing

Pupils self-mark and peer mark regularly, using the agreed Success Criteria.

Presentation will also be marked by the teacher.

Theory

Picking up on misconceptions (fix it) and setting further extension (challenges) in the context of childrens work is a proven strategy (when done well!). Pupils need to make improvements on the current piece of work to be able to internalise and apply the improvements needed to other contexts. - Shirley Clarke.It develops a far better depth to the learning process.Professor John Hattie showed that feedback had more impact on learning quality than any other single factor. Hattie made clear that feedback' includes telling students what they have done well (positive reinforcement), and what they need to do to improve (corrective work, targets etc), but it also includes clarifying goals. This means that giving students assessment criteria for example would be included in feedback'. This may seem odd, but high quality feedback is always given against explicit criteria, and so these would be included in feedback' experiments.

In Practice - MAKING TIME!- Knowing that it is ok to spend lesson time on it leave a few minutes at the start for this (you can always have an extension task on the whiteboard for those who finish)- Ensuring that the time spent involves quality feedback consider the logistics.

Manageability and Organisation

Ideas for making it manageable.

Grouping challenges in advance to move groups forward Could be with an adult or independent.

Challenge stamp leading to IWB task.

Having a teacher intervention group (Teacher stamp) who work with you at the beginning of the next lesson and record their work/ reflections in blue.

KS2 Peer/Self assessment can lead to light touch teacher marking.

Using TAs with individual gap tasks.

Having pens/stamps to hand in lessons to use during focus groups.

Long sentences confirming Learning Objectives are met/or positive feedback are time consuming and not necessary.

Work does not need to be in books every day but reference to the LO and task is needed

Minimum 3x deep marking per week.

Marking carried out using green pen, children polish work

with red pen

See Staff meeting slides in Teaching and Learning files

for more information and examples.

Reading: Phonics

Phonics in KS1 is taught using Letters and Sounds.

Lively and vigorous teaching of synthetic phonics.

Extremely well resourced and thought out programme.

Designed so children can apply the specific sound theyve been taught in a reading and writing context.

Children are taught to decode and encode, taught to comprehend and compose out loud.

Highly supportive planning give deliverers practical, day-to-day guidance.

Planning

Pupils work within ability groups which are defined by their progress through each phase. Pupils progress is regularly checked and groups amended accordingly. Teacher generated planning is minimized as the planning is integrated into the teachers handbooks and follows set routines. Each group leader has a printed format for planning sessions. To thisframework, is added the particular phoneme or grapheme being studied, new phonic elements that are being introduced and any other points worthy of note for future use as well as an area to comment on the progress made in the session to inform the following days group.

Teachers and TAs are be responsible for planning for their groups, with the support of the Early Years Leader as required.

Delivery of Phonics

Initial sounds are to be taught in a specific order.

Sounds taught should be pure ie b, not buh as this is central to phonic teaching and ability to recognise sounds in words.

Blends are to be declustered. eg bl is two specific sounds.

Children are to be taught that the number of graphemes in a word always corresponds to the number of phonemes. This greatly aids spelling.

Phase 2 sounds are to be taught after Phase 1 (initial sounds)

Letter names are to be introduced alongside the grapheme.

Letters and Sounds: Whole School Approach

It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills.

Phase

Phonic Knowledge and Skills

Phase One (Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two (Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three (Reception) up to 12 weeks

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four (Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase Five (Throughout Year 1)

Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase Six (Throughout Year 2 and beyond)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

Reading: Guided Daily Sessions

It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations something that will help them to make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own. Katherine Patterson

Aims:

Remind of key non-negotiable agreements for guided reading

Give some clear guidance on the new guided reading resources organisation, plann