Whole School Literacy

August Baker Day 2016

Overview• Context and Literacy Action Plan

•Marking for Improvement

• SALAD days

• Speaking and Listening Assessment at Key Stage 3

1. What colour is your Starburst? Think of something you did in your summer holidays that this colour brings to mind, then tell a partner.

2. How many smaller words can you make from the word ‘Starburst’ in one minute?

3. You may now finally unwrap and eat your Starburst. Describe how it looks, smells and tastes, using as many adjectives and descriptive techniques as possible.

CONTEXT

“Literacy is a high priority for school improvement and is promoted well through English and an increasing range of subjects across the curriculum. Arising from discussions with the heads of the subject departments, the literacy team has implemented practical initiatives which help raise further the standards attained by the pupils in writing for a range of purposes”

The majority of the pupils use confidently a wide range of analytical literary terms to articulate their views and judgments, orally and in writing. In order to raise further the standards attained by all of the pupils in oral and written communication, it will be important for the teachers to develop further consistently high quality talking and listening to underpin higher levels of attainment in the pupils’ extended writing. While there is a clear vision for the development of literacy across the school, it will be timely to review the action plan in light of the inspection findings.

Literacy Action Plan 2016-2017• Available by 16th September for all: RM Staff>shared resources>literacy documents

• Key priorities are:

• Raising attainment (to include marking for improvement)• Improving the quality of speaking and listening across Key Stages• Building capacity for all Staff as Literacy Leaders• Promoting Literacy with all ‘stakeholders’

Marking for Improvement• Whole school marking code – DRAFT –have a go!

• PRSD opportunity - evidence for HOS/reviewer could include: marking codes used in books; suggested strategies for improvement recorded in notebooks with pupil responses (evidence of conversation);marking observations used to inform pupil targets; parents involved in marking conversation etc.

• Make it manageable! Where possible, use time in class to engage with pupil books/booklets and talk to them as you mark.

SALAD Day

School Focus – including an element of Speaking and Listening and Discussion to all lessons for one day.

Sharing ideas and good practice

Opportunities to visit other teacher’s lessons

Exploring other ways to engage learners

• Talking points• Discussion journal• Key words to use in discussion• Structured questions• Students to create challenging questions for other students to answer verbally• Give students roles eg question master, devil’s advocate• Explain how to, why and when• Lingo Bingo

• Oral feedback and reflections on each other’s ideas• Students act out a particular scene from a text • Walking dictation or back to back dictation• Peer-to-peer dialogue – what do you need to do to develop the last response – how could you make that a level 6 answer?

• Lessons dedicated to discussion – write it up as homework• Foster arguments/debates between students• Taboo, back to back taboo• Individual students come up with an ‘I think…’ then as a pair discuss their ‘I think’ and come up with a ‘we think’ then present to the class• Describing: ask students to describe an image

• Plenary: teach your partner• Students to lead starter and plenary tasks• Pick a partner to explain a key word• Debates• Teachers modelling acceptable standards• Questioning: students to lead questioning and question other students/the teacher, instead of the teacher leading

SALA

D DA

Y ID

EAS

Speaking and Listening Revision Tasks

Quiz: groups prepare and deliver different

rounds

Students/groups teach the class a particular

topicClass debate on an

exam question

Role play: groups include as many key

words/facts as possible

Groups create and perform/share poems, mnemonics, songs to remember key facts

A pack of discussion cards on key topics for

the exam

Spoken essay/essay plan around the class.

Hot seating: test individuals knowledge on key topics, the rest

of the class ask questions

Tarsia puzzles: groups create their own based on an exam topic, then

explain to another group/the class

Inspirational Hot Seat Task SALAD

• Students to get into groups of 3• Student 1 LISTENS as student 2 and 3 DISCUSS moments over the

course/term so far where they have noted something good about student 1.

• Rotate until all group members have been discussed• Students to sit with backs to the centre of the circle when ready to

move on with heads down.• Each student thinks about someone in the room that inspires them

(for whatever reason) to do well in this subject.• Teacher taps each girl on the head and they say the name aloud,

whole class LISTEN (for their own name).• To finish, DISCUSS as a group that it is a compliment to inspire others

to do well. Reward the students named. Encourage others that next time this task is done (later in the year) it is THEIR name they want to hear!

Assessing KS3 Speaking and Listening• 3 strands – presenting, role-play, group

discussion• Assessed in LEVELS (see booklet for

guidance)• Further training events on 3 strands to be

delivered during the year – dates tbc• Another PRSD /CPD opportunity – liaise with

English department to assess Year 10 S+L using Levels of Progression

The ‘Purpose’ Cycle

Model

Frame

Equip

Create opportunitie

s

Set boundaries

Give Feedback

Questions and further support• Don’t be afraid to ask!• Literacy Team available for support and advice;• Sign up for training events and / or suggest training needs;• Check RM Staff >Literacy folder for resources and guidance.