ENGLISH NETWORK MEETING - 26 JANUARY 2021 - Schools Alliance for ...
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ENGLISH NETWORK MEETING 26 JANUARY 2021
TODAY’S HOSTS
My name is Sophie Murdoch and I I am Roxanne Gumbs and I have I am Emma Elliott and I have been My name is Megan Griffiths I'm Krista Greenwood and I am
currently work as Teaching School been teaching for 17 years across teaching for 8 years across KS1 and I am currently working at Head of Literacy and Year 6 at St
Lead and Teaching & Learning KS1 and KS2. I have been an and KS2 and prior to that I a primary school in Kingston. I Mary's Primary School, Oxted
Lead at St Polycarp's School, Advanced Skills teacher, Reading worked in children’s publishing. I I have teaching experience across
have taught across KS1 and
Farnham. Through my experience Leader and mentored English am currently Assistant Head at a both Keystages and EYFS. I am an
as a teacher and senior leader in leaders new to the role in my primary school in Woking and KS2 and work very closely SLE, supporting the improvement
KS1 and KS2, I have developed a previous schools. Most recently I have been English lead for 5 with our EYFS team. I am of LIteracy in schools
passion for quality first teaching was a headteacher in a primary years. I have been a SCITT & NQT currently Head of Year 2 and across Surrey.;
and challenge for all. In my role school in West London. I have a mentor and currently coach Team work as a Moderator for mentoring students and
as an English SLE, I frequently lead passion for teaching and learning Leaders as well as lead CPD. I am Kingston borough. I have a NQTs and I am a writing
training on subject knowledge, and curriculum design. I am passionate about supporting passion for early reading and moderator for Surrey. I am
moderation, best practice and interested in using cognitive teachers, providing ambitious particularly interested in
phonics. I am currently
coaching, from ITT students to learning strategies to help pupils learning for all pupils and children's literature as a platform
new English leads. I'm currently learn and remember more. I am ensuring children have access to reading, ‘Closing the Reading for supporting children's learning
reading 'Teaching in the online currently reading ‘The Learning high quality, exciting texts. I am Gap’ by Alex Quigley. and love of reading. I am
classroom' by Doug Lemov. Rainforest’ by Tom Sherrington. currently reading 'Closing the M.Griffiths@schoolsallexcel.c currently reading 'The Power of a
s.murdoch@schoolsallexcel.com r.gumbs@schoolsallexcel.com Reading Gap' by Alex Quigley. om Rich Reading Classroom' by CLPE.
e.elliott@schoolsallexcel.com k.greenwood@schoolsallexcell.com
2
AIMS OF NETWORK
SESSIONS
• Collaborate with peers and facilitate
discussion between schools
• Share expertise and good practice from
Teaching and Learning Leads,
other subject leaders and schools
• Keep abreast of key research, pedagogy,
latest local/national initiatives and
resources to ensure high quality English
provision
• Develop leadership skills
• Improve outcomes for pupils
• Inform SAfE’s professional learning
programme
3
TODAY’S FOCUS
• Review Literacy & Language Funding project
• Effective Remote Learning Provision
➢ Lessons learned from the first Lockdown
➢ Supporting Disadvantaged pupils
through remote learning provision
➢ Teaching Instruction and
supporting writing remotely
➢ Feedback strategies
➢ Maintaining good reading
behaviours during Lockdown
4
LITERACY & LANGUAGE FUNDING PROJECT
• Quality First Teaching and Expertise
• Assessment and Benchmarking
Refer back to the audit tool to focus your work:
• Parental Engagement
• Environment for Literacy
What changes are you
able to make to your
project so it can move
forward during
lockdown?
5
A 3-TIERED APPROACH TO CATCHING UP
• Are you confident that the changes you are trying to
implement are achievable?
• How many new routines and habits do staff need to integrate
into their work?
• Are these changes feasible and manageable for staff?
• Are those involved clear about the changes being made?
• Which aspects of your project are still achievable during
lockdown?
• Can the project be tweaked/altered so it can move forward
during lockdown?
Source: The EEF Guide to Supporting School Planning: A Tiered Approach to 2021
6
LITERACY & LANGUAGE FUNDING PROJECT
Quality First Teaching & Expertise Assessment and Bench Marking
• Have you booked training that is • Are small group or 1:1 meets
still able to happen? possible within your setting?
• Can you meet up with staff • Are staff aware of expectations
virtually to do this? for assessment during home
• Is it possible to meet up with learning?
groups of children online?
• What areas will need to be
• Are small focus groups still a picked up quickly when children
possibility virtually?
return to school?
7
LITERACY & LANGUAGE FUNDING PROJECT
Parental Engagement Environment for Literacy
• Can the project be altered to • What aspects of this can be
engage parents with online transferred to online learning?
learning? • Are you able to make use of the
• Do families need resources resources you may have
delivered home? purchased to engage children
• Is it possible to engage with through virtual lessons?
families virtually?
8
LESSONS LEARNT FROM LOCKDOWN 1
Children not writing Children were not completing work to
at length
• Reduced stamina
the standards seen in school.
Many children lacked
access to books
• Lack of fluency There was less opportunity to scaffold
Parents not engaged
• Reduced S & L, vocab children who were working below.
or trying to work
No resources • Less engaged
Parents’ subject
knowledge
• Focus on maths
Busy families • Fine motor dip
Typed activities • Letter formation
9
HOW TO REDUCE THE GAP
• Continue the class text • Make videos for
(echo reading) parents explaining
Subject
Fluency • Discuss vocabulary,
make predictions and knowledge
terms with
examples
retrieve information • Share WAGOLLs
• Set pieces of writing • Model using correct
that can be edited and letter formation
Stamina improved before writing
up a ‘best’ piece
Handwriting • Provide videos of
you forming the
• Provide lined paper letters
10RESOURCES TO SUPPORT
Handwriting:
Free printable resources -
https://www.jellyandbean.co.uk/fre
e-resources/
Free printable cursive resources -
https://debbiehepplewhitehandwriti
ng.com/free-resources/
Interactive letter formation practise -
https://teachhandwriting.co.uk/
Link to letter formation videos -
Create your own or search online for https://www.sythwood.surrey.sch.uk
parents' guide to grammar. /873/subjects/subject/51/english
11THE DIGITAL DIVIDE
• 35% of households in lowest income brackets do not have enough devices
• Only 5% of state school teachers report that all of their students have access
to the Internet
• 26% of children in working class households complete over 5 hours work each
day (over 40% in middle class households)
• 41% of parents with children learning remotely say that have not had much
time or no time at all to support their children
• 20% of teachers in most deprived state schools getting at least three quarters
of work back
• 33% of teachers feel this lockdown will increase the attainment gap
substantially
Data: Learning in Lockdown by The Sutton Trust, January 2021
12SUPPORTING
DISADVANTAGED CHILDREN
• Physical resource collection
• Access to laptops from DfE
• ‘Idiots guide’ for parents and children
• Model clearly and with targeted scaffolding
• Communicate with families often to see how else they
can be supported
• Ensure some activities are internet-free. E.g. find 10
items that start with a P, make up a story using your
favourite toys, read a story to someone else in your
house, etc.
• Direct to e-books or audiobooks so still accessing
ambitious vocabulary and varied text types
• Consider families with EAL and access to
GoogleTranslate or translators
13WAGOLLS AND SCAFFOLDING (FOR PARENTS AND
CHILDREN)
https://www.loom.com/share/8143 https://www.youtube.com/watch?
14e5a84f484185620b62bed82399 v=8t9FzUiqNVE&feature=youtu.be
14RESOURCES TO SUPPORT REMOTE READING AND WRITING
READING WRITING
https://authorfy.com/publisherpermissions/ https://www.pobble365.com/
https://www.getepic.com/
https://www.literacyshed.com/home.html
https://www.vooks.com/
https://www.lovereading4kids.co.uk/ https://www.talk4writing.com/covid-19/
https://www.booksfortopics.com/homebooks https://writers.scholastic.co.uk/free-
https://www.allyoucanbooks.com/ resources
https://www.storynory.com/ https://www.bbc.co.uk/bitesize/topics/zpc
https://www.storylineonline.net/ cwmn
https://home.oxfordowl.co.uk/reading/free-ebooks/ https://www.thetrainingspace.co.uk/
15FREE RESOURCES AND CPD
HTTPS://POBBLE.COM/POBBLE
-365
HTTPS://WWW.YOUTUBE.COM/CHANNEL/UCUA
Q74GHBALPCB1NBJ1EF2Q
16TEACHING AND LEARNING
WHAT WE KNOW SO FAR
• The quality of remote learning is more important than
the mode of delivery (synchronous or asynchronous)
• It is important that we keep it simple, both for children
and teachers.
• Engagement must go hand in hand with learning.
• Finding ways for children to interact with
one another can boost the impact of remote learning.
• Monitoring progress through remote learning
is still important.
• The settings children are learning in are vastly varied. - Various sources from
EEF, NFER and OFSTED
17CHILDREN AT HOME
Attainment prior to lockdown?
Young carer or responsibility for younger siblings?
Disengaged or low confidence?
Parent is a teacher? Limitations with technology?
Higher prior attaining but lacking motivation?
Learning style limitations?
Parents leaving them to it or fully involved?
What is really going on at home with each of your children? 18'Great teaching is the most
important lever schools have to
improve outcomes for their
pupils.'
Poll: how are you organising your remote learning
throughout this lockdown?
How do we know the difference between lessons playing in the
background and children actually engaging with the work?
19THE CHARACTERISTICS OF
EXPLICIT INSTRUCTION
How are you using questioning to support good
quality learning?
How can you use pictorial/concrete
representation virtually?
How can you structure collaborative learning
opportunities in the online classroom?
20
https://educationendowmentfoundation.org.uk/news/five-evidence-based-strategies-pupils-with-special-educational-needs-send/HOW THIS CAN TRANSLATE INTO THE
ONLINE CLASSROOM
Linking learning to solid foundations
Make full use of the question matrix
Time-bond and pace the day
Solidifying by prompting at points to engage
Visual cues through colour coding, pictorial representation, numbering..
Personalise the learning where possible
Cut out unnecessary dialogue
Stage the learning through visual direction, applying and consolidating each concept
Scaffold by breaking down each step, with the ability to practice each stage
Offer challenge through opt-in and choice, considering Blooms in approach
2122
23
24
SPECIFIC CURRICULUM FOCUS: WRITING
Consider the ask before teaching begins and ensure
this is explicit.
Create direct links between English lessons and across the
entire curriculum if possible.
Direct children towards purposeful writing where their work will be showcased.
Model incorrect as well as correct, and ensure the children have the skills to understand this.
Unpick successful without overwhelming, utilising collaborative learning in doing so.
Structure learning opportunities for pre-teach/revisit to break down barriers.
Feedback, showcase and use the purpose for the writing.
25WHAT IS BEST PRACTICE REMOTE
LEARNING?
A practical session to help teachers navigate the world of online learning.
•What current research suggests for remote learning
•Developing the 'lifelike' quality
•The importance of explicit instruction, and how to achieve it
•Monitoring and securing engagement/feedback, including assessment
•Resources and suggestions for useful tools.
Use the QR code to
Supporting Pedagogy session book onto the
Focus one: Getting to grips with remote learning with a webinar
curriculum focus on English
February 11th 3:45-4:45
Led by English Teaching & Learning Leads through SAfE.
Join the discussion in our collaborative learning environment.
26PROVIDING FEEDBACK TO REMOTE LEARNING
In developing their remote education, we expect schools to:
• select a digital platform for remote education provision that will be used
consistently across the school in order to allow interaction, assessment
and feedback
• have systems for checking, daily, whether pupils are engaging with their work, and work
with families to rapidly identify effective solutions where engagement is a concern
Restricting attendance during the national lockdown: schools Guidance for all schools in England
DFE January 2021
We need to set pupils tasks that are
designed to practise what they
cannot yet do and then to provide
meaningful feedback that moves
them closer to their target.
Claire Gadsby
27FEEDBACK STRATEGIES
DURING THE LESSON
1. Share and refer to the success criteria
throughout the teaching.
2. Use the success criteria to compare and
critique example texts (exemplar text from
pupils/books or teacher or pupils’ work from
previous lessons.)
3. Live Marking- Use anonymous pupil’s work or
teacher exemplars and demonstrate ‘marking’
the piece of work. Pupils then follow up
marking their own work and giving specific
next steps related to the success criteria.
4. Up-levelling- Use anonymous pupil’s work to
model improving a piece of work focused on a
common next step from previous lesson.
28FEEDBACK STRATEGIES FOR RESPONDING
TO WRITTEN WORK DURING OR AFTER THE
LESSON
• Carry out small group guided writing sessions
on a focussed area identified from previous
work e.g. varying sentence openers,
incorporating dialogue into narrative, editing
and revising. Prioritise disadvantaged pupils
• Be available at set times of the day for pupils
to contact you to respond to any difficulties.
Furthermore, contact pupils that you know
are struggling or pre-empt who will need
further support or a varied task.
• Showcase high quality examples and
publicize achievements for pupils to praise &
motivate pupils.
• Use technology to provide audio or
visual feedback (See next slide)
29FEEDBACK STRATEGIES FOR RESPONDING
TO WRITTEN WORK DURING OR AFTER THE
LESSON
Add Mote as a
chrome
extension
Mote will appear on
your home learning
private comment
section 30USING RETRIEVAL PRACTICE TO PROVIDE FEEDBACK
Vocabulary
✓ Flashcards with synonyms or pictures linked to vocab- use these as short activities to do in Live Teaching sessions or for pupils
to use to recall as consolidation activity.
✓ Get children to create their own flashcards for others and use as a chance to collaborate with their peers.
✓ Use technology like Kahoot! app to create quizzes linked to the texts you have read to encourage recall of new words and
provide feedback.
GPS
✓ Study knowledge organisers and then use for retrieval practice
KO Retrieval
✓ Get children to create own knowledge organizers for spelling rules or Practice
grammar
✓ Flashcard app for different word classes
Writing
✓ Use Challenge grids to recap different text features
✓ Compare and contrast 2 different text types CG Retrieval
Practice
Reading
✓ Recall the main events of a story using images (dualcoding)
✓ Make connections between two different texts, characters, parts of a story
31FEEDBACK BETWEEN PARENTS AND THE TEACHER
• Engage parents in providing feedback in response to key prompt questions:
? What kind of support did you need to provide for child to complete the task?
? What strategies did your child use to overcome difficulties?
? Tell me one thing your child found tricky this week?
? Was your child able to complete the task independently?
? What aspects of the learning did they ask for help in?
? What parts of the success criteria does your child need consolidation/further guidance on?
? How can I help you support your child with tomorrow’s task?
? Did you child complete the task quickly?
? What unknown words did they come across in the text?
• Provide links to further support or consolidation activities that parents can use to help
children before tackling the next task. E.g. If a child needs a framework for adding details about a
character's emotion, you could direct them to a video clip made by yourself or other teachers to
demonstrate a strategy. Then follow up with a consolidation activity.
https://www.youtube.com/user/HeygreenPrimary/search?query=alan%20peat
32A HOME DELIVERY
SERVICE
• 19 zones
• Staff volunteers
• Reading books
• SEN support packs
• Exercise books
• Any other resources
• Messages from
teachers
3
3REFLECTION & NEXT STEPS
Please share your thoughts via the chat ? Remote education is fundamentally different to
other forms of teaching/learning
1. What key messages from this session do you want to share
with SLT back in school? ? Remote education means digital or online
learning
? Next steps in the Literacy and Language Project ? The best way to deliver remote education is
? Audit of Remote learning provision always through live lessons
? CPD for staff ? The most important thing is pupils’
engagement
2. What strategies will you implement that were shared today? ? Remote education should be a different
curriculum/offer to the content that would be
delivered normally
3. What actions will you take to help staff as a result of
? It is not possible to assess pupils working
meeting today? What might be some of the remotely
barriers? ? New content should not be introduced and
taught remotely
4. What further support can the SAfE team
offer?
34FUTURE PROFESSIONAL LEARNING EVENTS
• Next Network Meeting: Tuesday 16th March
• ‘Supporting Pedagogy in Primary English and Phonics’ programme- Designed for NQTs and
RQTs as well as developing experienced teachers’ quality first teaching. Sessions will take
place on fortnightly on Thursdays starting 11th February @ 3:45pm-5:00pm. The cost of the
5 sessions is £200 per establishment and each school can send maximum of 2 participants)
• In School Support to implement whole school initiatives or support English Leaders with
areas of development
• Mentoring for New Subject Leaders- Please email us if this is something you may be
interested in
• Leadership Summit 10th February- School Leaders
• Assessing Progress without Statutory Data- 23rd February-School Leaders
• Curriculum Design with Christine Counsell- 2 term project with first session March 10th for
SLT- 'High Leverage Teaching for a Knowledge-Rich Curriculum'
35ANY FURTHER QUESTIONS?
Please also complete the Subject Leader Survey if you have not already done so by
Thursday 28th January
https://www.surveymonkey.com/r/SurreyPriEngLead
36REFERENCES, RESOURCES AND FURTHER READING
• What’s working well in remote learning DFE Guidance
https://www.gov.uk/government/publications/whats-working-well-in-remote-education/whats-working-
well-in-remote-education#feedback-retrieval-practice-and-assessment-are-more-important-than-ever
• Success Criteria
https://jamesdurran.blog/2019/01/24/re-thinking-success-criteria-a-simple-device-to-support-pupils-
writing/
• Alan Peat Exciting sentences
Teacher Instruction video clips
https://www.youtube.com/user/HeygreenPrimary/search?query=alan%20peat
• Virtual School Library
https://library.thenational.academy/
• EEF- Guidance on School Planning in response to the pandemic
https://educationendowmentfoundation.org.uk/covid-19-resources/guide-to-supporting-schools-
planning/#nav-guide-to-supporting-schools-planning-for-the-academic-year-2020-21
37You can also read
