Session 2    Ann  Dwyer    University Of  Plymouth
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Session 2 Ann Dwyer University Of Plymouth






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Session 2    Ann  Dwyer    University Of  Plymouth Session 2 Ann Dwyer University Of Plymouth Presentation Transcript

  • Leading Literacy Schools for Initial Teacher Training wor king with the Univer sity of Plymouth Ann Dwyer Working in partnership
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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