Preparing for Literacy – 3 day course
Audience: Subject Leaders/KS Leaders/Strategic Leaders/Class teachers
Timings across the year: Day 1 (17th May), Day 2 (28th June), Day 3 (5th July) – spaced with sufficient time for observations/gap tasks to be completed
Resources available: Videos of practice, Audit tool, Guidance reports, ppts, handouts and readings, EYs Toolkit, EYs Assessment database
| Title | 17th May Day 1 – Subject Knowledge Day | 28th June Day 2 - Subject Knowledge Day | 5th July Day 3 – Preparing for Action |
|---|---|---|---|
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Length |
Full day (9.30am – 2.30pm) |
Full day (9.30am – 2.30pm) |
Full day (9.30am – 2.30pm) |
|
Attendees |
Strategic lead +1
(CTs/Subject Leaders)
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Strategic lead +1
(CTs/Subject Leaders)
|
Strategic Lead
HTs invited to afternoon session to be involved in planning etc
|
|
Timing/ Pacing |
Spring 2 |
Summer 1 |
Summer 2 |
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Objectives |
Session 1 Introduction to the Early Years Toolkit and strands to develop Introduction to the Guidance report –how it is developed, the strength of the evidence, its relation to others To gain an overview of GR Session 2 Deep Dive into the Evidence Strand 1- oral language Session 3 Evidence into practice Strand 2, Reading Decoding and comprehension, reading to develop motivation Phonological Awareness Some examples of how the evidence can be translated into practice Session 4 Introduction to School’s Guide to Implementation 4 step model. Considering what we already know about these 2 evidence areas, planning to explore. Identifying questions to find out more about. |
Session 1
Reflecting on and sharing findings from the gap task- learning together
Using the school’s guide to implementation.
Session 2 Dive into the Evidence Strand 3 Handwriting CAP Letter knowledge Evidence into practice Session 3 Strand 4 Self regulation (thinkpiece) Evidence into practice Session 4 Strand 5 Parental Support Evidence into practice (language thinkpiece) Book apps lists PEEP, REAL, EasyPeasy Session 5 (short) Bringing the threads of the day together –planning questions to explore further in school. |
Session 1
Reflecting on and sharing findings from the gap task- learning together
Using the school’s guide to implementation.
Session 2 Strand 6 Dive into the evidence What is effective assessment? Intro to EEF EYs database – what do you recognise Exploring the difference between formative, summative and diagnostic assessment Validity Reliability Consistency Range of diagnostic assessments that can be used. The purpose of diagnostic assessments (validity/reliability) Session 3 Strand 7 High quality interventions Tiered waves of support – RTI model NELI PEEP EasyPeasy REAL Early Talk, Time for Talk – Intro into the effective use of structured interventions Intervention Health Check – EIF Session 4 Drawing the threads of learning together – what have we learnt, Formulating action plan (either school/classroom practice) – using a logic model Evaluating- planning to robustly evaluate the impact of the changes (using comparison groups) Evaluating outcomes Gusky model of evaluation – going deeper. |
|
Key things to cover |
Protocols for learning on with and behalf of each other
Stanovich’s early intervention argument
Session 2 Exploring the Evidence: Oral Language is the foundation of literacy. How children acquire language (user based model) Developing language Evidence in practice (select 1-2 to consider) Concept Cat Vocab acquisition Grammar etc Session 3 Exploring the Evidence: Early foundations of reading – SVR Importance of story telling Using the PEER framework PA and alphabetic knoweldge Evidence in practice: (select 1-2 to consider) Session 4 Evidence informed action planning Using audit tool to consider practice, identify one/two areas to consider further in school with colleagues – where are we, what are the issues, what do we know, how well does our current practice align with the evidence, |
Protocols for learning on with and behalf of each other Revisiting and sharing progress to date
Exploring the Evidence: Handwriting development Evidence in practice: Evidence informed action planning Using audit tool to consider practice, identify one/two areas to explore further in school with colleagues where are we, what are the issues, what do we know, how well does our current practice align with the evidence, |
What makes effective assessment in the classroom – monitoring vs diagnostic
Intro to EYs database Examples of assessments that can be easily used in the classroom. Obs survey; language assessment, PA, Wellcomm, simple handwriting, observations, Exploring diagnostic assessments, thinking about next steps and the learning for the child Using a case study examples. Puling the evidence together – from all the strands, what are the areas to work on? Deciding one/two areas to focus on Planning to change – Logic model Evaluating impact – using a comparison group Presentations (maybe as a marketplace/in a narrative format/from the front) of learning journey Gusky evaluation model |
|
Gap task |
Share learning with colleagues in school – completing audit as appropriate.
Audit provision in school
Begin to identify and consider priorities for action plan
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Share learning with colleagues in school – completing RAG audit as appropriate.
Audit provision in school – Intervention health check-
Begin to identify and consider priorities for action plan |
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Optional twilight session |
Twilight session covering: progress to date, further reading and discussion (study group), reflecting on translating the evidence into practice |
Twilight session covering: progress to date, further reading and discussion (study group), reflecting on translating the evidence into practice |
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Resources |
ppt PfL Guidance report School’s Guide to Implementation Think pieces on oral language Audit tool A selection of children’s picture books to use through out Video |
ppt PfL Guidance report School’s Guide to Implementation Audit tool Video Handwriting – video on Aspirer website Materials from National Handwriting Association |
ppt KS1 Guidance report School’s Guide to Implementation Audit tool Diagnostic assessments booklet Logic model Intervention Health Check |
Recommended course reading:
EEF Guidance reports: Preparing for Literacy, Improving Literacy at KS1, Improving Literacy at KS2, Maximising the Impact of Teaching Assistants
Ending the Reading Wars, Castles, Rastle and Nation, (2018) http://journals.sagepub.com/stoken/default+domain/10.1177/1529100618772271-free/full
Reading Development and Teaching – Stuart and Stainthorp.
Understanding and Teaching Reading Comprehension, Oakhill, Cain and Elbro
Reading Rockets website
Wider reading and other sources
WWClearinghouse Practice Guide –Teaching Elementary Students to Write Effectively, https://ies.ed.gov/ncee/wwc/PracticeGuide/17
WWClearinghouse Practice Guide – Teaching Reading Comprehension in Kindergarten Through 3rd Grade https://ies.ed.gov/ncee/wwc/PracticeGuide/14
WWClearinghouse Practice Guide – Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade https://ies.ed.gov/ncee/wwc/PracticeGuide/21
ECERS and ACERS environmental rating scales – Siraj-Blatchford et al.
Sign up before the 9th May 2022.
Early Years Foundation Stage &Primary Schools. 3 day course – £300 PP
It will be delivered in person at Everton Nursery and Family Centre, Spencer Street, Liverpool.
Megan Dixon
Consultant
Megan has a wealth of school leadership, school improvement and policy experience, including working for the Education Endowment Foundation, as a MAT Executive Leader, as a Local Authority English consultant, as a Head Teacher, teacher trainer and a teacher. She has balanced a career in school with an academic career and is currently studying for a doctorate at the University of Sussex, UK. Her specialist interests lie in the teaching and learning of literacy (in particular reading comprehension), special educational needs, language development and leadership. Megan writes a weekly column for the Times Educational Supplement, regularly presents at conferences and is often found writing in collaboration with researchers and academics. You can find her at @DamsonEd
Andrea Vaughan
Consultant Trainer for Early Years
Andrea Vaughan is an independent education consultant and trainer with extensive experience of early years. For instance, over the last 25 years Andrea has been part of the team at the outstanding Everton Nursery School and Family Centre in Liverpool. She led outstanding provision for babies and toddlers, was a school teacher and children’s centre coordinator. As a senior leader she has led provision that significantly improved outcomes for children, such as in physical development, literacy and communication and language. Andrea provides high-quality training for staff and leaders working in the early years in schools and nurseries locally and nationally. In particular, she uses research about teaching and children’s learning to inform training programmes that she devises, for example to develop children’s oral language skills, providing a rich reading curriculum in nursery, developing the early maths curriculum, movement play for physical development and self-regulation in the early years. Andrea has also provided early years training on behalf of the Education Endowment Foundation. In 2021, Andrea helped the DfE to train practitioners across England about the revised EYFS. Andrea has also acted as project manager for DfE-funded early years training programmes across local authorities in the north west. Andrea was recently appointed by the DfE as the Area Lead for Liverpool for the Covid-19 Early Years Recovery Programme. Her work involves coaching experts and mentors to effectively support leaders in early years settings to help children to recover from the effects of the Covid-19 pandemic. She is also involved with as a consultant with the Sutton Trust, helping settings to embed changes and sustain learning from evidence-based training.