WoW – lecture (verb, noun)         CPD Focus – Reading and Vocabulary

 

Literacy Priorities 2020-21

Reading

Reading widely and reading for pleasure

Writing

Spelling of subject-specific vocabulary

Use of WAGOLLs to model/scaffold (visualisers, mini-whiteboards)

Oracy

Purposeful and structured talk with others

This Week:

 

 

• Trainees and NQTs – observations and assessments this week.  Many thanks to Ann, who leaves us this week; we wish her well in the next phase of her training.
• New staff and trainee CPD – virtual CPD this Thursday on the theme of ICT across the curriculum (DTU and LCH are the leads and will send links). 
• Things to think about:
  • This note came in the Lancashire Secondary Consultants’ Update and is worth mentioning: ‘Following the Christmas break and the 'restriction break', we are likely to be faced with increased numbers of cases of COVID 19. Before the end of term, check remote learning and blended learning plans for January are in place. Perhaps consider trying to prepare the first fortnight's lessons in advance (NB. If staff have the capacity)’.
• Golden Rules – please be relentless in applying these rules, especially as we all grow tired; they really do work when used rigorously by all. 

 

Reflect…

Link to this term’s CPD focus – Reading and Understanding

 

This update comes from the Lancashire T&L lead and may be of interest.

 

 

Ofsted findings during Autumn term 'visits'

 

Having made 380 school visits between 29th September and 23rd October here are some of the key findings around the topic of Maintaining High Standards in Education:

• Most school leaders are aiming to return to a normal curriculum by next summer, or earlier. However, they reported several factors that may impede this.
• Through their assessment process, school leaders were aiming to understand any learning losses and to find pupils’ new starting points. Schools were using different approaches to assessment. Some were using standardised tests, reading-age tests and cognition tests that do not measure learning loss. Others were using more informal ‘assessment for learning’ practices. A few leaders reported that they had not received the assessment information from feeder primaries, so that assessing the starting points for their Year 7 cohort was a priority for them.
• Many leaders were considering how the sequencing of curriculum content could best support pupils’ progression. Some were bringing forward particularly challenging units of work, or practical ones in case of future lockdowns that would restrict access to resources or face-to-face teaching.
• Other schools reported re-sequencing to prioritise areas where more support was needed. For example, one school was continuing to focus on grammar in its MFL curriculum rather than pressing on to topic-based work. Some schools referred to ‘stripping out’ what they saw as non-essential content. A few schools had added extra curriculum time to support pupils to cover the content.
• Many leaders expressed concern over uncertainties with national examinations. A few were building in more assessment opportunities, including additional mock examinations, in case there are no public examinations again next year.
• Some leaders had decided that it was necessary to provide one-to-one help. Some, for example, had introduced one-to-one or small group tuition delivered by their own staff. Others were in the process of appointing additional staff to do this. A small number of schools had extended their school day to give additional teaching time to all pupils.

 

Remote learning

This month, the DfE has published updated guidance on remote learning which now contains a series of example lessons for different subjects and phases. The guidance also links to a new document on good practice in remote learning and an updated offer of remote education webinars. The DfE has also published a suite of example lessons for different subjects and phases.

 

 

Useful references:

Remote Learning Policy

Teaching and Learning Policy (containing blended learning approach)

WLD planning template

 

TOP TIPS

 

Over the last eight months, our mission has been to “stay connected and be kind”.  Our Top Tips in 2 Minutes are one way of doing this.  Please have a look back at the Top Tips offered by your colleagues.  They are stored here. 

CPD CASCADE

Tidying up files in Teams – thanks to LCH for this tip

 

Bridging the Word Gap at Transition – Oxford University Press Report Building on their 2018 Oxford Language report, the Oxford University Press (OUP)

…continue to carry on their sterling work on vocabulary in their most recent published report: Bridging the Word Gap at Transition. This timely document focuses on the heightened word gap among many children as a result of the Covid-19 lockdown, whilst also drawing attention to the general increased demand in terms of academic vocabulary that occurs at transition. It is certainly worth a read for both English leaders and literacy leaders, as is the OUP's accompanying documentation that offers practical advice about how schools can act on the report’s findings and support students' vocabulary as they move from key stage 2 to key stage 3.

 

National College of Teaching and Leadership

Please take the time to look at an area in which you have an interest.

Useful CPD webinars (please email RLO if you need your password re-sending)

Webinar: Scaffolding Strategies

Webinar: High Quality Feedback

 

Microsoft Educator Community

 

Immersive Reader – lots of resources are available to promote inclusion to help students to become better readers.