Whole education feb 7th 2013 literacyPresentation Transcript
A Whole Education atSwavesey Village College Innovations in Literacy Lesley Daniel firstname.lastname@example.org
Phase 1 - Inspire!Launched training day Jan 2012SVC Strategic plan 2011 - 2014:100% level 4+ by end of year 7.Establish whole school literacy priorities eachterm, implemented by all departments.
Another peculiarity of English that gives it special importanceis that it is the medium of instruction in school—as, indeed, it is the medium of all intercourse, social andcommercial, public and private. What should have been itsstrength in school has been its weakness. As the medium ofinstruction it has been everybodys business, andhas, therefore, become nobodys business. Teachers seem tothink that it is always some other persons work to look afterEnglish. But every teacher is a teacher of English becauseevery teacher is a teacher in English. That sentence should bewritten in letters of gold over every school doorway.George Sampson, English for the English, CUP, 1922
The science teacher who tells her class to write "Potassium was added to the testtube" rather than "I added potassium"; the RE teacher who teaches pupils to use theverbs "suggests" and "implies" instead of "says"; the PE teacher who teaches theconnectives "as", "although" and "despite"; the history teacher who reminds pupilsto spell the word "government" by saying it inside your head as "govern"+"ment" -these teachers arent just "doing literacy". They are teaching their pupils to speakand read and write like experts in science and RE and PE and history.That is why George Sampsons words from 1922 remain so relevant: every teacher inEnglish is a teacher of English, and all our pupils will benefit from a consistentapproach.But this time, lets not call it literacy. Just say its what all great teachers - whatevertheir subject - do.Geoff Barton, Headteacher, King Edward VI School, Bury St EdmundsTES, 5 March 2010
Perception of students:Only English and MFL consistently correct and assess spokenand written expression.Some teachers care more than others about the way you sayor write something.Perception of staff:Need for more consistency in our approach to teachingcommunication.Need for guidance.
PRESENTATIONS N u c l e i c1. Do not read from a script 2. Use only images or key words on visuals3. Make eye contact with 4. Use appropriate tone your audience and standard English
PARAGRAPH PYRAMID The sentence that introduces the subject of the paragraph – sometimes called the ‘topic Point sentence’. It should grab the reader’s attention and link your paragraph to the question or task and the previous paragraph. A sentence or two that clarifies exactly what you mean in the point and starts to introduce evidence in the form of examples, quotations from other texts and statistics to Explain - support what you are saying. Evidence The most important part of the paragraph and should be the largest part. This is where you combine your evidence with your own opinion and/ or analysis to convince the reader of your point of view. You could consider the variety of ways in which details could be interpreted, so that the reader knows that you have covered all parts of the topic or analyse details of your evidence to show greater Explore - Analyse understanding. You could introduce more evidence or compare with other texts ideas. A final sentence may provide a link into the next paragraph
Phase 2 - EmbedMarch 2012
Make the task and the assessment criteria clear to the class Show an example and how it is created The features that make it a success Students have a go themselvesSelf, peer or teacher assessment of the texts produced
Year 7 Science Example • In this lesson we are going to carry a practical investigation that will be assessed • This will be graded based on assessment focuses on the evaluation– AF 5 • Your task is evaluate the investigation on the weathering of rocks • Here is how you need to structure your evaluation
EvaluationThe experiment worked well because______________.The parts of the method which werenot as good were ______________________. I think thisbecause __________________________.I could improve the method by changing___________________. This would make the resultsmore accurate/reliable because ___________________.The data collected was/was not reliable. The evidence forthis is ________. OR The inconsistencies in the dataoccurred because _____________.Overall, I am confident/not confident in my conclusion. Ithink this because ________________.
Year 7 student KS3 MTG Level 6-The experiment went well because it was great fun and meand Emily worked well together and we wrote everythingdown.I could improve the method if there was more time. Thiswould help because I could do the experiment again.The data collected was reliable because we collected it inthe lesson.Overall I am pleased with my results. Level 3+Explain why repeating the experiment would make your resultsmore reliable. Remember PEE – point, evidence, explain
Year 7 Student KS3 MTG Level 8The experiment worked well because we collected enough data to draw aconclusion from. We repeated the experiment three times and had a good rangeof values.The parts of the method which were not as good were shaking the sugar cubeswith the same force. I think this because the results did not follow the expectedpattern.I could improve the method by changing the way the bottle is shaken by using amachine that would control the force and speed. This would make the resultsmore accurate and reliable because there would be less human error involved.The data collected was not reliable. The evidence for this is shown in the resultscollected. The inconsistencies in the data occurred because the person who shookthe sugar cubes got tired after some time and also may have lost count.Overall, I am fairly confident in my conclusion. However, there wasn’t a strongenough negative correlation shown on the graph. Level 6+ A really good demonstration of a detailed evaluation. Explain how the data might have been interpreted in a different way as the negative correlation wasn’t strong enough
Whole school literacy focusMay 2012 This term’s literacy focus: •the correct spelling and use of key words in subject areas •the correct use of capital letters
Which of these words should have a capital letter? mrs jones the lord of the rings newcastle the sun sophie oxfam of mice and men doctor edwards swavesey
Using tutor time
Word of the Week!Have you seenthis word aroundschool?Look out for it asyou gallivantaround thisweek!
Word of the Week: SimultaneousDefinition--Simultaneous- adj. happening at the same time.Discussion--Something that we have all been asked to do at some pointin our life is rub our stomach and pat our head at the same time. If yousuccessfully accomplished this feat, then you were able to performthese actions simultaneously! Etymology--Simultaneous- an English derivative of the Latin simul, meaning at the same time. French, German and Spanish all share the common Latin root with the English translation. French: simultané(e) German: simultan Spanish: simultáneo
Across:1. What is the name of the model forsolids, liquids and gases? (8)4. The process in which plants get theirenergy from the sun? (14) 5 6 8Down: 72. Name the waves that propagatethrough the earth after an earthquake?(7) 23. What are all living things called? 4Living... (8)5. A force that keeps our earth safe from 3solar flares? ( 9)6. A word for the process of reflecting onthe positives and negatives of your 1work. (10)7. A prediction for an experiment iscalled a... (10)8. Humans excrete these after digestion.(6)
Literacy GroupStaff training
Extending Vocabulary“If you can’t say it, you can’t write it” (Ros Wilson)“How do I know what I think until I have heard what Ihave said?” (W H Auden) Teaching and Learning Session October 3rd 2012
Group these words! Refrigerator Nebular Eclipse Balthazar Constellation Lunar Penguin Metal Jupiter Antarctica Microwave Camel
Getting more constructive speaking and listening into the classroom! Staff training day - January 7th 2013
Card ranking/sorting – good for thinking, decision making andworking with others: Preparation needed – resources and lesson organisation.Students in small groups receive a range of cards with points or facts oropinions on.They are asked to arrange them in order of importance/priority oragree/disagree. They might do this in a straight line or build up tiers.They might then compare each other’s ranking as a starting point for classdiscussion of the issue/topic.
In today’s task you are the leader.Your job: Clear roles defined•to make sure that every voice is heard•to keep talk focused on the learning taskSound bites:• Let’s hear from ____ next.”• “That’s interesting, but let’s get back to ourtask.” In today’s task you are the recorder. Your job: •to compile group members’ ideas on the Role cards for sugar paper •to write on the board for the whole class to group work see during the presentation Sound bites: • “I think I heard you say________; is that right?” • “How would you like me to write this down?”
2013 - the next stage:•department literacy audit•a common marking policy•extended pieces of writing in all subjectareas marked for literacy as well as content.
– the circled word is spelt incorrectly– there should be a punctuation mark in the circled area – the circled letter should be a capital – the circled letter should not be a capital- a new sentence should start at this point - a new paragraph should start at this point- the expression is poor or unclear in the underlined section - a word or words are missing from this part of the sentence