Linking Literacy between
Primary and Secondary:
The Mutual Benefits
– Developing links and CPD across our Teaching
School Alliance / Challenge Partner Hub
– School Improvement Plan – “Litera...
– Under-developed transition within the borough due to the
fact that primary students go to a vast range of schools
– Tran...
• “Although the survey uncovered areas of good practice, the
quality of transition between Key Stages 2 and 3 in English
w...
• The 5 Bridges of Transition:
• “The pedagogy bridge deals with how teachers teach. A
shared understanding of how student...
• 5 primary colleagues from 4 different schools:
– Looking at Assessing Pupil Progress grids used to level at
KS3 and unde...
• 5 primary colleagues from 4 different schools:
– Looking at Assessing Pupil Progress grids used to level at
KS3 and unde...
• Who?
– Primary: A mixture of senior staff, classroom teachers and TAs.
– Secondary: 1 literacy teacher and 3 English tea...
• A shared understanding of what makes a piece of
writing and reading level 6 respectively.
• Assessing Pupil Progress gri...
Department Level:
• Developing a common language for literacy – new SATs paper.
• Literacy booklet accompanying a SoW.
• W...
• Whole School Level:
– Using the common language for literacy across the
curriculum – still in development.
– Inspired by...
• Cross-phase peer-to-peer support is enriching and
reinvigorating.
• Collaboration and having the time and space for
dial...
• Cross-phase peer-to-peer support is enriching and
reinvigorating.
• Collaboration and having the time and space for
dial...
• A formalised transition unit explicitly building on skills
taught at primary which has grown out from the project.
Pedag...
Moving English Forwards (2012) cited the following examples of
transition to be effective:
• Writing produced by Year 6 pu...
QuestionandAnswer
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Linking Literacy between Primary and Secondary: The Mutual Benefits - Jen Field, The Compton

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  • Half termly meetings where the Partnership talks about Teaching and Learning. CHECK DISPLAY BOARD!
  • In 2005, the Department for Education and Skills (DCSF’s predecessor) published a report from the London Challenge programme on a project in four London boroughs to develop innovative solutions to ensure effective pupil transfer from primary to secondary schools. MENTION ABOUT TRYING TO CREATE A SUSTAINABLE MODEL TO BRING ABOUT IMPROVEMENTS IN CLASSROOM TEACHING AND STUDENT OUTCOMES. Transferable – sustainable.
  • Allow colleagues a few minutes at this point to have a talk to their neighbour about the materials. Say at the end that it became apparent that vital opportunities to make the learning mutually beneficial had been missed. 10 minutes maybe to look through their packs? Q&A? (St. Catherine’s, St. Mary’s, Northside and Sacred Heart)Read through for 5 minutes – build in Q&A… Is there another opportunity for people to share their experiences?
  • Allow colleagues a few minutes at this point to have a talk to their neighbour about the materials. Say at the end that it became apparent that vital opportunities to make the learning mutually beneficial had been missed. 10 minutes maybe to look through their packs? Q&A? (St. Catherine’s, St. Mary’s, Northside and Sacred Heart)Read through for 5 minutes – build in Q&A… Is there another opportunity for people to share their experiences?
  • Linking Literacy between Primary and Secondary: The Mutual Benefits - Jen Field, The Compton

    1. 1. Linking Literacy between Primary and Secondary: The Mutual Benefits
    2. 2. – Developing links and CPD across our Teaching School Alliance / Challenge Partner Hub – School Improvement Plan – “Literacy for Learning” – Refining school-wide literacy policy – The Compton’s English department aware of the need to improve the way skills of technical accuracy were taught – SPAG at GCSE, area of development for students TheContext The Compton School Context Sowing the seeds…
    3. 3. – Under-developed transition within the borough due to the fact that primary students go to a vast range of schools – Transition SoW not necessarily appropriate at this stage – needs to be about the pedagogical skills – Primary Schools within the Partnership are “outstanding” – looking for “the edge” – Challenge Partner hub has created space for more dialogue and focus on specific teaching and learning needs – Challenge Partners framework has created trust between the schools – openness. – This linking work came out of Partnership discussions with Primary Headteachers – pilot project with one primary school: • English AST outreach work with a local primary school. TheContext The Cross-Phase Context Sowing the seeds…
    4. 4. • “Although the survey uncovered areas of good practice, the quality of transition between Key Stages 2 and 3 in English was too often no better than satisfactory. The lack of regular communication and exchange of ideas between primary and secondary schools created problems for continuity in teaching and assessment. There was similar evidence about whole- school literacy. This report includes some examples of good practice but the majority of schools visited did not have systematic procedures in place to develop good literacy practice across all departments” – Moving English Forwards (2012) • “Maintaining the academic momentum”- More Able Ofsted Report (2013) TheContext The Educational Context Sowing the seeds…
    5. 5. • The 5 Bridges of Transition: • “The pedagogy bridge deals with how teachers teach. A shared understanding of how students are taught will improve the continuity in teaching and classrooms between phases. It seeks to counter stereotypes held by teachers in each phase and to encourage cross-phase and professional support and dialogue” – DFES report from London Challenge programme, 2005. TheContext The Educational Context Sowing the seeds…
    6. 6. • 5 primary colleagues from 4 different schools: – Looking at Assessing Pupil Progress grids used to level at KS3 and understanding the level 6 criteria. – Pupil friendly level ladders. – Assessment focus posters to raise awareness of the different reading and writing skills. – Question stems to encourage higher level reading skills for the respective assessment focuses. – Exemplar level 6 work / exercise book scrutinies. – The level 6 SATs paper- familiarisation. – KS3/ KS4 strategies for tackling writing exam questions shared. Firststeps… The Primary School Teachers’ Conference Level 6 Workshop
    7. 7. • 5 primary colleagues from 4 different schools: – Looking at Assessing Pupil Progress grids used to level at KS3 and understanding the level 6 criteria. – Pupil friendly level ladders. – Assessment focus posters to raise awareness of the different reading and writing skills. – Question stems to encourage higher level reading skills for the respective assessment focuses. – Exemplar level 6 work / exercise book scrutinies. – The level 6 SATs paper- familiarisation. – KS3/ KS4 strategies for tackling writing exam questions shared. Firststeps… The Primary School Teachers’ Conference Level 6 Workshop DISCUSS
    8. 8. • Who? – Primary: A mixture of senior staff, classroom teachers and TAs. – Secondary: 1 literacy teacher and 3 English teachers from The Compton visited 4 respective primary schools within the Partnership. • What? – Precise focus: 2 terms – develop primary school teachers’ confidence in how to stretch G&T primary students in Literacy and for secondary school teachers to enhance their teaching practice. – Precise timescale: 2 terms – Secondary teachers observing literacy in action at the primary schools – Year 6 G&T students visit The Compton for a day-long Year 6 “master-class” focusing on how to achieve a level 6. Primary colleagues observed this teaching. – Fundamentally, this was an opportunity to have time and space to discuss what goes on in their classroom, reflect and make changes. • How? – Use of subject credit of funds as a result of Challenge Partnership. Cross-PhaseCPD Making Mutually Beneficial Links The Logistics
    9. 9. • A shared understanding of what makes a piece of writing and reading level 6 respectively. • Assessing Pupil Progress grids and how to use them. • Question stems to develop students’ thinking against the particular assessment focuses. • What level 6 teaching looks like in practice. • A range of teaching methods to try out in their own classrooms. Cross-PhaseCPD Making Mutually Beneficial Links Lessons Learned: Primary Colleagues
    10. 10. Department Level: • Developing a common language for literacy – new SATs paper. • Literacy booklet accompanying a SoW. • We have “raised the bar” in terms of our expectations of year 7. • Reinvigorated and more creative approach to teaching core skills. • Improved understanding of phonics in relation to spelling strategies. • Visual targets and prompts. • Varied reading approaches: one-to-one, reading recovery, differentiated reading groups, whole class. • Students grouped by ability, not just mixed ability all of the time. • Use of the visualiser to help model proof reading and editing skills. • Spelling and vocabulary books. Cross-PhaseCPD Making Mutually Beneficial Links Lessons Learned: Secondary Colleagues
    11. 11. • Whole School Level: – Using the common language for literacy across the curriculum – still in development. – Inspired by how a primary school used “The Power of Reading” to ensure texts read by students are suited to their capabilities – we will be trialling Accelerated Reader with year 7 next year. – Sustaining and building on the love of reading students have in primary schools. Cross-PhaseCPD Making Mutually Beneficial Links Lessons Learned: Secondary Colleagues
    12. 12. • Cross-phase peer-to-peer support is enriching and reinvigorating. • Collaboration and having the time and space for dialogue around Teaching and Learning was vital. • The effectiveness of Challenge Partners in providing structure and organisation in a deregulated and autonomous system of education; it is a vehicle for ensuring consistency and cohesion between the phases. Cross-PhaseCPD Making Mutually Beneficial Links Lessons Learned Generally
    13. 13. • Cross-phase peer-to-peer support is enriching and reinvigorating. • Collaboration and having the time and space for dialogue around Teaching and Learning was vital. • The effectiveness of Challenge Partners in providing structure and organisation in a deregulated and autonomous system of education; it is a vehicle for ensuring consistency and cohesion between the phases. Cross-PhaseCPD Making Mutually Beneficial Links Lessons Learned Generally What can you learn from each other?
    14. 14. • A formalised transition unit explicitly building on skills taught at primary which has grown out from the project. Pedagogy first, curriculum next. • Policies on teaching and learning shared across phases – moving towards a cross-phase literacy framework. • Continuation of observation and “master-class” model to further enhance cross-phase CPD. • Refining the way we teach spelling strategies to include reference to phonics. • Evaluating the impact: improved numbers of level 6, qualitative data surrounding primary school teacher feedback. A more systematic approach needed. Cross-PhaseCPD Developing Mutually Beneficial Links… Our Next Steps…
    15. 15. Moving English Forwards (2012) cited the following examples of transition to be effective: • Writing produced by Year 6 pupils on their introductory visit to the secondary school that was later built into English lessons in Year 7 • A reading passport or record that moved with the pupil between primary and secondary school, giving the Year 7 teacher good, early information about each pupil’s reading habits • The English department asking students to bring their best piece of Year 6 work to school in September • A transition unit involving joint work by teachers across phases including teaching by secondary staff in the primary school or vice versa • In a summer school focused on literacy and aimed at Year 6 pupils. Cross-PhaseCPD Developing Mutually Beneficial Links Other ideas…
    16. 16. QuestionandAnswer

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