Leading Literacy Schools
for
Initial Teacher Training
wor king with the
Univer sity of Plymouth

Ann Dwyer

       Working...
Aims of the project
• To enhance the provision for ITT
  trainees of phonics and early
  reading through sharing good
  pr...
Context
• September 08 relocated from
  Exmouth to the heart of the
  University campus in Plymouth city
  centre
• Partne...
Implementation
• 08-09 initial emphasis on early reading
• Groups of students work in partner schools over
  half a day to...
Discrete Phonics
• Letters and Sounds in a variety of
  age groups and phases
• Segmenting, blending, reviewing,
  teachin...
Outcome 1-
Observational visits to schools
• Initial planning meetings with
  nominated leading literacy schools
• Observa...
Trainee evaluation (1)
• Useful to look at different classes
  and ages and see progression
  through key stages
• Good to...
Trainee evaluation (2)
• Schools had gone to a great deal of
  effort to make sure visit was
  beneficial - resource packs...
Outcome 2 -
Staff from LLS involvement in
the taught programme
• Core English BEd Y3

• Specialist English - the Role of t...
Additional outcomes
• English specialists undertaking
  research in LLS
• Faculty staff updates through day
  visits to LL...
Future developments

• Further years, LLS partnership to
  provide trainees with the opportunity
  to work in schools obse...
Detail 2009-10
• Observational visits for Year 1 and
  Year 3
• Planned opportunities for school
  staff involvement in th...
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Session 2 Ann Dwyer University Of Plymouth

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Session 2 Ann Dwyer University Of Plymouth

  1. 1. Leading Literacy Schools for Initial Teacher Training wor king with the Univer sity of Plymouth Ann Dwyer Working in partnership
  2. 2. Aims of the project • To enhance the provision for ITT trainees of phonics and early reading through sharing good practice with Leading Literacy Schools • To strengthen our partnership within the immediate locality (following relocation to Plymouth) Working in partnership
  3. 3. Context • September 08 relocated from Exmouth to the heart of the University campus in Plymouth city centre • Partnership with over 300 schools throughout the Southwest • 4-year primary BEd (600) & primary PGCE (70) Working in partnership
  4. 4. Implementation • 08-09 initial emphasis on early reading • Groups of students work in partner schools over half a day to observe and work with teacher (pre-lesson talk, lesson observation and post-lesson feedback) • Lectures and seminars in Faculty led by LLS staff • Focussed observations of systematic phonics built into School-based Training Programme • Ensure when trainees are placed in R, Y1 or Y2 they are observed teaching systematic phonics Working in partnership
  5. 5. Discrete Phonics • Letters and Sounds in a variety of age groups and phases • Segmenting, blending, reviewing, teaching • Practising and applying • Actions linked with sounds, whiteboards, talk time • Multisensory teaching • Use of TA to support EAL children Working in partnership
  6. 6. Outcome 1- Observational visits to schools • Initial planning meetings with nominated leading literacy schools • Observational visit - 154 trainees (BEd Year 3 cohort) • Follow up seminars for trainees (sharing good practice) • Evaluations by trainees and schools • Follow up meeting for schools to celebrate and look ahead Working in partnership
  7. 7. Trainee evaluation (1) • Useful to look at different classes and ages and see progression through key stages • Good to see a school teaching phonics to children with EAL • Opportunity to focus on a specific area which may have been missed on School Experience • Seeing the theory put into practice is invaluable Working in partnership
  8. 8. Trainee evaluation (2) • Schools had gone to a great deal of effort to make sure visit was beneficial - resource packs were very useful • Talks from school staff and Q&A sessions very helpful - set the visit in context • Good to see teachers having fun teaching - inspired me Working in partnership
  9. 9. Outcome 2 - Staff from LLS involvement in the taught programme • Core English BEd Y3 • Specialist English - the Role of the English Co-ordinator • PGCE Lecture Working in partnership
  10. 10. Additional outcomes • English specialists undertaking research in LLS • Faculty staff updates through day visits to LLS • LLS staff interviewing prospective English students • Requests for whole school mentor training • Requests for CPD to be facilitated by Faculty staff Working in partnership
  11. 11. Future developments • Further years, LLS partnership to provide trainees with the opportunity to work in schools observing and developing national literacy priorities such as • Every Child a Reader- Support for Writing • Every Child a Talker - Talk for Writing • Boys’ writing • APP in Reading and Writing (and Speaking and Listening) Working in partnership
  12. 12. Detail 2009-10 • Observational visits for Year 1 and Year 3 • Planned opportunities for school staff involvement in the programmes • Updates for Faculty staff • Auditing trainees’ phonics experience in school • Specialist English trainees undertake research projects utilising the strengths of LLS partners Working in partnership

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