#End

 

Contents:
 

Spreading of Effective Practice	1
Middles English Conference 15 Feb.	2
LEA Targets KS2-GCSE; Bedfordshire Collaborative Writing Project update	3
Competitions; resources; KS1&2 checklist	4
KS1&2 NLS/LEA training; How Does A Czar Eat Potatoes?	5
LEA Training 2002-3; FLS in year 5	6
Literacy CD-Rom; parents; EAL	7
Raising standards in year 6; KS3 checklist	8
Yr 9 Booster; Non-fiction writing	9
KS2/3 poetry; GCSE/A level update	10
Publishers; networks; KS3 training	11
Geography Matters 2	12
KS3 good books; recommended perfomers	13
Year 3: planning for writing instructions	14

The November newsletter wrongly dated the following conference as happening on 18 March 2002. It should read 19 March 2002. The correct details are as follows:

Spreading of Effective Practice

There is some excellent teaching of English and literacy in Bedfordshire schools which is spread by sharing, planning, teaching and assessing together. (cf articles in this newsletter.)

There is money to support this. In the primary years NLS ‘platform schools’ and Beacon schools offer colleagues the chance to visit, observe and discuss effective approaches to planning, teaching and assessing English and Literacy. (Phone the Centre if you would like further information.)

In addition last year we ran focus groups for English and Literacy Coordinators of Middle and Lower schools. These groups met to develop approaches and resources, to support and encourage one another. Teachers and headteachers have found this a particularly effective model. We plan to expand the focus groups this year so that not only can they support and reward (and retain?) good teachers, but also so that would-be coordinators can be included for their own professional development (and recruitment?). (Again, if you wish to be included – or know of someone who would benefit by being invited, please do contact Simon at the Literacy Centre)

Consultants have observed a great deal of effective practice in the last few years and those teachers have been invited to Maryland on 16 April 2002 to plan how best to develop Bedfordshire capacity – by formal and informal methods. They will be conducting classroom-based research and disseminating their practice (further details will appear in next newsletter).

In KS3 the following schools are researching practice in a number of different aspects: Vandyke Upper, Gilbert Inglefield Middle, Leighton Middle; St Johns Special and Ridgeway Special; Grange Special and partner schools. They will work together and disseminate their practice by workshops, cluster groups, newsletter, website, BSIP conference or by hosting visits by others wishing to observe their practice.

An English Study group has also been set up at KS3. This is jointly organised by BSIP and the KS3 English and Literacy team. It is for those English teachers and departments interested in taking a lead in developing Bedfordshire practice. The group meets for the first time on March 15 at the Rufus Centre when the chosen aspect will be drama and English at KS3. The day will be led by Advanced Skills Teacher and head of drama, Barry Thompson. Teachers will be given space to reflect on approaches, develop them in their own contexts and then feedback to others later. They will each undertake to participate in some way in the spreading of effective practice.

On February 15 Middle schools met in Maryland for the morning to share effective practice in English at KS2. This was organised by the Middle Schools and the LEA, supported by the Standards Fund for Literacy. It featured a morning of 4 excellent workshops in which teachers shared their practice and insights as follows:

Markers are sent 5 scripts whose relative merits are later discussed in a group led by a senior marker when scores and levels are determined. The non-narrative prompts are underused; organisation scored at 12-14 is awarded level 3, 15-17 level4, 18 + level 5. Suggested strategies include:

• coming up with a plot in a minute,

• practising beginnings and endings,
• consulting BBC Revise wise site,
• teaching variety of connectives
• avoiding comma used in place of full stop – the comma splice
• balanciing dialogue and description
• precise identification of evidence to prove character’s feelings, accompanied by reasons.

• Focus on the writing process – as a whole class and in pairs
• Emphasise writing from own experience
• Demonstrate use of whiteboards – then in pairs as ‘study-buddies’
• Devote an hour’s English lesson to writing, in addition to the 5 literacy hours
• Aspects- description, action, dialogue – taught explicitly and in sequence
• Pupils trained in identifying good aspects of each other’s writing

• Make SATs marking explicit to pupils
• Reminders of narrative and non-narrative features placed in the middle of each writing table
• ‘The Hobbit’ and pupils’ own work used as a starting point
• Alternative words displayed (overused words explicitly ‘buried’ in a flowerpot!)

• Conduct word-sort, line-sort activities before exposing pupils to whole text
• Annotate text and use as a stimulus for own writing
• Hot-seating and other drama activities such as speaking a line at a time as pupils cross the room (done as a sixth lesson during the week)
• Role-play situations and characters before Shakespeare’s language encountered
• Present key events in story-board before seeing scenes
• Conduct relevant non-fiction research
• Use of Shakespeare video shorts

Beware of stereotyping boys’ literacy. Interactive, higher order challenges appeal to both boys and girls. Boys will often sustain interest in narrative if linked to factual information element, so it was found useful to link texts to history, hence ‘The Art of Writing - Victorian Britain’ (Nicolas Roberts Publications, 2 the courtyard, Main Rd, Barleythorpe, Oakham. LE15 7FZ. 01572-722444).

The 3x3 Tic-Tac-Toe grid forces pupils to choose from three tasks displayed on each of three lines on a grid. Research accompanied by strong visual prompts proved effective, especially when pupils had to write 3 sentences: a question, a statement and a command. Different ways of formatting text and representing information – in time-lines, in ladders of progression, in speech bubbles, in reported speech - helped boys to ‘chunk up’ texts.

Non-fiction texts were linked to fiction texts: The Railway Children, Wind in the Willows, script version of Berlie Doherty’s Streetchild (Dr Barnardo’s). Problem-solving exercises proved popular: ‘You know about steam, now, with this fiction extract, find out where references to contemporary technology feature in the narrative…’. Boys’ interest was sustained because they could bring their prior knowledge to the task of understanding the text.

Recommended. Texts:

Differently Literate. Elaine Millard (available through NATE)

Active Whole-class teaching. Robert Powell. ISBN 1-901841-00-6. Matrix Publications department, Mere Houise, 75a King St, Knutsford, Cheshire WA16 6DX. Tel: 01565-650045.

Schools which attended received a day’s supply cover so that theycould arrange another half-day off timetable in school for sharing the ideas explored in the morning.

As a result of a decision of the KS3 consultation group (27/2/02), we shall be setting up a special teacher assessment focus group. The purpose is to produce a portfolio of year 8 English writing which has been assessed by Middle, Upper and LEA colleagues from Bedfordshire, as well as corresponding colleagues from Suffolk LEA, we hope. The portfolio would contain

• a description of the context;
• the process by which the writing was developed;
• the pupils’ work and reflections;
• teachers’ commentary and recommended next steps.

• help liaison groups agree standards at transfer and set targets for end of year 9;
• raise expectations of what pupils can do over longer time spans and with more collaboration than tests allow;
• raise the status of teacher assessment;
• respect the professional partnership of Middle and Upper schools;
• support the breadth of the curriculum endangered by over-emphasis on tested skills;
• provide a point of reference when test results arrive.

If you would like to participate in any of the above schemes, or simply learn more about what is currently available, please contact your attached consultant (list in last newsletter) or phone Simon Wrigley at the Literacy Centre: 01234-408195. wrigleys@deal.bedfordshire.gov.uk
 
 

Simon Wrigley

Table 1: Lea Performance Measures		All pupils on roll	Year 2002 Target(%)	Year 2003 Target(%)	Year 2004 Target (%)
KS2	English Test	% L4+	85	85	86
KS2	English Test	% L5+		33	38
KS2	Maths Test	% L4+	82	82	85
KS2	Maths Test	% L5+		34	34
KS3	English Test	% l5+	70	74	78
KS3	Maths Test	% L5+	72	74	76
KS3	Science Test	% L5+	72	72	73
KS3	ICT	% L5+		72	76
16+	5+ A*-C GCSE (or equivalent)	%	53.5	53	55
16+	1+ A*-G GCSE (or equivalent)	%	97
16+	5+ A* - G GCSE (or equiv) inc. En and Ma			92	94
16+	Av. Points score per pupil		41.4	41.0	42.0

Collaborative Writing Project: update

Year 4 pupils have been looking at Degas’ painting and reading UA Fanthorpe’s response, ‘Look No Hands!’ (printed in last newsletter) They have imagined monologues for both artiste and artist, capturing their concerns in their language and their thoughts.

Trapeze artist:

What a smelly crowd!

At least I’ve got my Garnier shampoo

In my hair woo!

I wonder what my eldest child has cooed me for dinner?

Also I wonder how my small child is behaving.

I wish I could see the time from up here

It’s boring!

Gooor! I need to see a dentist

I think I’ll buy some more Garnier shampoo because the next audience might be even smellier!

Uuuum yum yum! Look at all that popcorn down there

That ceiling looks appalling,

They need some polyfiller to fill those huge cracks.

They must have bought that ceiling from Treasure Trove

• the second hand shop!

I might dream o her in my dreams tonight

I love her boots they’re lovely and silvery

I bet she wants to stop doing this job –

It must absolutely do her teeth in

Lewis Garner (not Garnier) and Mark Cox

Year 4 Robert Peel Lower School

Lynn Lynsell, their teacher, outlines the writing process:

1. Discuss the who, what, where and why of the painting.

2. Pupils in pairs jot down thoughts, sights, sounds, smells.

3. Discuss ideas and word-process to explore line endings.

4. Evaluate and revisit later in order to explore another point of view.

The class have also been involved as ‘book consultants’ for Barrington Stoke, 10 Betford Terrace, Edinburgh, EH4 3DQ.

The third annual gathering of the Beds Collaborative Writing Project, including our research colleague, Gabrielle Cliff-Hodges from Cambridge University, will take place on 30 September 2002 at the Forest Centre.

You may have seen Bedfordshire’s good work reported in NATE’s Secondary English magazine.

Simon Wrigley

Key stage 3 consultants have recently sent in to schools (FAO Literacy Strategy Manager) a 5 page blue leaflet entitled ‘Key Stage 3 National Strategy’ which lists a whole range of publications available from PROLOG, CFBT and TBC. Look out for it, it could be useful!

There are many useful resources published to assist you. The chances are that you may like to know how to get hold of ones you have not got. If so, here are the contact numbers for Prolog, the distributors:

Primary 0845-602-2260

KS3 0870-241-5771

World Book Day Competition

Short story competition: 500 words incorporating something local (current-day or historical).

Prizes awarded for both under 16 and 16 +.

Submit your entry by Thurs 28^th March 2002 with your name, age and address to Waterstone’s, 11-13 Silver Street, Bedford MK40 1SY.

Winners will be notified by post on Tuesday 2 April.

Recommended website to see examples of children’s writing at KS2 & 3 : www.cleo.net.uk

A5 hand-outs, ideas and resources available free to Beds schools on request:

1. NEW Grapheme charts 1&2 for spellers
2. NEW Writing weekly plan for year 3
3. NEW 20 ways into grammar for Lowers
4. NEW Mapping drama across KS1 curriculum
5. 25 word, sentence and text level starter activities KS2&3
6. 38 drama games
7. Grammar to help writing
8. Spelling
9. Advice about reading: 10 tips for parents
10. The writing process
11. Responding to pupils’ writing
12. Questions for able and talented
13. English curriculum 2000
14. Setting writing targets
15. Reading and writing assessment profiles KS1-3
16. Boys and English
17. EAL and English

Recommended by Yvonne Sowerby, Kymbrook Lower - also phonics cards, picture cards, rhyme cards and beginning and ending of word cards - available at £2:79 a pack from Wilkinson’s, High Street, Bedford.

Ongoing	Review identification of professional development, allocation of spending (according to Literacy Development plan) and arrangements for cascading training. Literacy hour, including guided reading and writing (5hrs); extended reading and writing, speaking and listening, inc. drama opportunities (2.5 hrs); Progression in phonics, Developing early writing (KS1); ALS (yrs 3&4), Grammar for writing (yrs 3-4); consultants work with schools towards Beds 2002 targets. (KS1 90% level 2+; KS2 85% level 4+) Teachers attend identified training/ take part in spreading of effective practice.
Jan – Apr 02	KS1: ELS group(s) of yr 1 pupils supported by teaching assistant (visit by Regional Director judges training ‘exemplary’); KS2: Aspects and pupils identified for booster classes - classes run; Attend fully funded 4-day training for teaching assistants (includes 2 sessions on Literacy) 25 Feb – 29 Apr.
April – July 02	New funding details received. Further ELS groups run. Outcomes from tests and end of year pupil assessments help evaluate successes of LAP and suggest areas for development. Attend Literacy and Numeracy Coordinators conferences 24 –28 June, Shuttleworth.

Date	Focus	Target audience	Venue
13.3.02	KS2 Spelling bank.	Yr 3-6	Mary
11.4.02	Supply, returning & overseas *	R-6 teachers	Mary
11.4.02	ALS – years 3&4.	TAs: 3&4	Forest
16.4.02	Effective practice.	by invite	Mary
23.4.02	Progress in Phonics.	Yr R-2	Forest
1.5.02	ELS – years 1&2.	Yr 1&2.TA	Forest
9.5.02	Guided reading KS1	Yr R-2	Forest
20-21.5	2-day writing KS1	Yr R-2	Forest
27-28.5	2-day writing KS2	Yr 3-6	Mary
24, 25, 26, 27 & 28.6	Daily: Literacy/Numeracy Coords’ Conferences.	Lit/Num Cos	Shuttle
11.9.02	Progress in Phonics.	Yr R-2	Forest
20.9.02	Further Literacy Support	Yr 5 + TAs	Mary
23.9.02	Further Literacy Support	Yr 5 + TAs	Forest
24.9.02	Further Literacy Support	Yr 5 + TAs	Forest
15.11.02	ELS – years 1&2.	Yr 1&2.TA	Forest
19.11.02	Guided reading KS2	Yr 3-6	Forest
25.11.02	Supply & returning teach.	R-6 teachers	Forest
2.12.02	Further Literacy Support	Y5 ,TA,Senco	Forest
3.12.02	Further Literacy Support	Y5 ,TA,Senco	Forest
4.12.02	Further Literacy Support	Y5 ,TA,Senco	Forest
9-10.1.03	2-day writing KS1	Yr R-2	Forest
28-29.1.03	2-day writing KS2	Yr 3-6	Forest
31.1.03	Supply & returning teach.	R-6 teachers	Forest
11.2.03	Guided reading KS1	Yr R-2	Forest
26.2.03	Guided reading KS2	Yr 3-6	Forest
12.3.03	Progress in Phonics.	Yr R-2	Forest
26.3.03	ALS – years 3&4.	TAs: 3&4	Forest
31.3.03	ELS – years 1&2.	Yr 1&2.TA	Forest
(Forest = Forest Centre, Marston Moretaine; Mary = Maryland College; Shuttle = Shuttleworth College, Old Warden)

"Children, children,

Answer all of you, my question:

How does a czar eat potatoes?

Potatoes?

You raise a wall of butter

And a soldier with a cannon

Shoots potatoes through the butter

Into the czar’s mouth.

And that’s the way, that’s the way

A czar eats potatoes.

Tell me, child,

Your father, how does he eat potatoes?

My father?

He grabs a handful

And eats them fast.

He grabs another,

With some cabbage,

If there’s any

And that’s the way, that’s the way

My father eats potatoes.

… drink tea …

… bathe …

… sleep …

… live …

… cry …

… be happy …"

The text contrasts the lives of humble father and the grand czar. It is accompanied by humorous illustrations, a page at a time. The twist is that the father owns his happiness deeply and occupies it energetically, whereas the czar’s happiness is a shallow, borrowed, formal thing.

Voices can be heard in the text: the voice of the inquisitor of the children, the pompous voice of the detailed instructor of czar’s practices, the energetic voice of the child describing his/her father. These are partly carried by the repetitions characteristic of oral language which lend themselves to various intonations:

" … potatoes?

Potatoes?"

"That’s the way, that’s the way…"

The voices are also carried by the register and vocabulary: the pompous ‘raise’ (czar) and the colloquial ‘grab’ (dad) indicate very different actions – and the unaffected directness of ‘grab’ contrasts with the elaborate arrangement of the wall, the passivity of the czar and the absurdity of ‘you’ – how could the children be expected to carry out these instructions? The voices are also carried by the text markers – or absence of them. The child’s short sentences and afterthoughts separated by commas "… , if there’s any…" contrast with the instructor’s compound sentence replete with prepositions.

This is a good example of what is meant by a richly-patterned text and one which lends itself readily to a range of children’s writing. Contrasts between rich and poor (anglicised), old and young, tidy and messy, happy and sad, big and little, good and bad .. all yield rewarding trawls through appropriate language and would challenge children to find appropriate endings!

Simon Wrigley

Forthcoming 2002-3 Portfolio courses:

ST36: Word & sentence level (R-4)

22 Jan & 21 March 2002 B.U.S.

ST35: Lower School Coords’ Conf (R-4)

19 March 2002, Maryland

RA39: Conference on Children’s Literature (All)

12 November 2002. Corn Exchange, Bedford

RA40: Practical Strategies for Improving Writing SATS Results at KS1 & 2: 7 March 2003, Forest Centre (1-6)

RA41: Beds Collaborative Writing Project (All)

30 Sept 2002, Forest Centre

RA46: Extra! Extra! Read all about it! Extending Reading Approaches: good reading habits (1-9)

3 Oct 2002; 30 Jan; 24 April 2003 Forest Centre

RA45: Talking the Same Language: ICT to support Literacy

17 Oct 2002, Russell House (R-6)

RA48: Drama years 3-6

5 Nov 2002, Forest Centre (3-6)

RA42: ICT and English – Branching stories (R-6)

6 Nov 2002, Russell House

RA47: Middle School English Coordinators Conference

11 Nov 2002 Forest Centre (5-8)

RA 51: Secondary English Conference (7-13)

14 Nov 2002, Foresty Centre

RA 50: Secondary Drama Conference (7-13)

25 Nov 2002, Forest Centre

TU5: Tackling underachievement in English years 3&4

28 Nov 2002, Forest Centre (3-4)

RA49: Drama years 7-9

27 Feb 2003, Forest Centre (7-9)

RA40: Improving KS2 SATs results

7 March 2003, Forest Centre (1-6 + heads)

RA43: Primary Coordinators Conference (R-6)

19 March 2003, Forest Centre

RA44: Thinking Through Writing

27 March 2003, Forest Centre (R-6)

Further Literacy Support (FLS) for pupils in year 5

This will be a major part of the strategy’s work over 2002-3 and completes the sequence of two-yearly interventions aimed at groups of pupils who require extra support in order to maintain sufficient progress.

£ 958:75 will be devolved to each Middle school for activities and resources.The separate SF budget for teaching assistants will be used to support extra hours. The training is fully funded by the LEA and attendance will trigger release of £145 a day towards supply cover costs.

Teachers have adopted the NLS planning, framework and interactive teaching and refocused on learning for all. Because children learn in different ways and at different paces, schools systematically review progress every year and determine which aspects and which pupils may require extra attention in the year ahead. This may require a rethink of where teaching assistants and other staff are deployed.

The Strategy has provided funding for the training, resourcing and teaching of intervention programmes:

Years 1-2

In KS1 ELS (Early Literacy Support) focuses on identifying and supporting pupils who may have difficulty with particular phonic patterns and the orientation of letters. Particular group programmes support these pupils for short periods so that they develop confidence.

Years 3-4

At the beginning of KS2 ALS (Additional Literacy Support) provides in-class support for pupils who may need to refocus on applying reading strategies to new texts and composing new writing structures. This is an age range where progress (judged by value-added KS1 – year 4 interim tests) seems slower in many Bedfordshire schools.

Years 5-6

In the later years of KS2 FLS (Further Literacy Support) focuses on developing the skills of reading between the lines and choosing more formal language structures in different kinds of writing.

Years 7-8

At the beginning of KS3 LPUs (Literacy Progress Units) provide half-term modules focused on 6 areas of weakness which may inhibit pupils’ ability to access the secondary curriculum: Phonics, Spelling, Sentences, Reading for Information, Reading Between the Lines, Writing organisation.

The training programme for FLS will run in the autumn term for all Middles and Specials with pupils in year 5.

2. A half day for year 5 teachers and teaching assistants and SENCOs to look at screening.
3. A half day for year 5 teachers and teaching assistants to look at an intervention programme to support identified pupils.

Part 1 for one year 5 teacher + teaching assistant from each Middle school: 20 Sept Maryland; 23, 24 Sept at Forest Centre.

Part 2 for one year 5 teacher + teaching assitant + SENCO (half a day only): 2,3,4, Dec at Maryland.

Further details will be sent to Middle schools nearer the time.

Simon Wrigley

________________________________________________

Once you have successfully installed the CD Rom, the layout is very easy and you can quickly navigate around the three areas.

There is useful information (the orange button) on web links to Literacy sites (for example, Becta, Naace), with lesson plan ideas that could be used as starting points for teachers.

There is also a section on information about hardware used in the video clips (the green button).

The blue button leads you into a breakdown of ICT Literacy activities from Reception to Year 6. These I find very interesting, as they show the different teaching approaches, software, and hardware used across KS1 and 2.

Within this section are video clips and lesson commentaries –so sound cards and speakers are required. Although the clips are just snippets of lessons, I feel that the classrooms and the equipment displayed are not yet the norm in the majority of schools, which could be dispiriting for many teachers.

Also included in this section are lesson details that need to be read very carefully in order to get a clearer overview of the lesson as a whole. The lessons demonstrated show many sound advantages for using ICT in the Literacy Hour with whole class teaching. Most noticeable advantages are:

• Total pupil involvement
• The teacher can face the class more easily and therefore is more likely to ensure that pupils participate fully and effectively in the lesson
• Manipulation of text can be done very quickly
• All changes and stages of progression of work can be easily saved and revisited
• It is easy to yearly access prepared and saved work and quickly change and adapt it to meet the changing needs of pupils.

Overall the contents of The Use of ICT in the Literacy Hour for Whole Class Teaching are sound. With careful selection of the literacy elements that can be covered, more even distribution of modern equipment and a growing confidence amongst teachers’ in their ICT skills, this could be a very useful classroom tool in the 21^st century.

Rachel Old, Margaret Beaufort Middle School

________________________________________________

Training was run on 4 March 2002 at the Rufus Centre by John McAlister from MASS (Minorities Achievement Support Service) and Moyra Beverton of the English and Literacy team.

Both teams have written guidance about how best to support pupils learning English as an additional language. This gives practical advice about how schools might best remove 10 frequently encountered obstacles to learning.

This was initially done for EAZ schools to help integrate a programme called ‘ESL in the Mainstream’. Copies of this guidance can be obtained from the Literacy Centre.

Many Primary schools run parents’ evenings and open days in order to explain how Literacy Strategy is working. Parents are shown interactive classroom approaches and given advice about how they can support at home and in school.

The literacy team have supported about 100 such evenings – and are looking forward to developing similar parental partnership with parents of secondary pupils. FREE hand-outs are available at the Literacy Centre. If you are running such an evening or event and would appreciate some support, do phone us on 01234-408195.

Schools might wish to promote the DfES FREE magazine and other FREE publications aimed at involving parents more in the education of their children. Freephone: 0800-389-389

________________________________________________

Raising standards in year 6

____________________________________________________________

Key aspects of the new DfES exemplification materials, which are also on the web include:

• TIME: Objectives-led planning leading to a considered written outcome every 2 or 3 weeks
• A>A: Analysis of reading leading to application of features in writing (cf Grammar for Writing: the 10-part process, including modelling)
• SHORT TO LONG: Short activities which make explicit the language features at word and sentence level
• TALK: Regard for the whole writing process involving talk
• PURPOSE: Emphasising how audience and purpose affect language choices

In a sample of unaided work by pupils in year 6 teachers identified the following positive features.

Some pupils could already:

1. use a range of connectives fluently
2. support opinion persuasively with evidence
3. construct an introduction
4. use simple present tense and conditionals

1 construct fluent sentences and paragraphs rather than list points;

Possible teaching strategy: modelling phrasing, altering sentence constructions for smoother links between one point and the next; use connectives in sentences on whiteboards

2 make clear paragraph breaks;

Possible teaching strategy: jumbled sentences to sort under headings; dictation – hands up where the break comes…

3 add commas to complex sentences;

Possible teaching strategy: text annotations: where and why are commas used.

4 to accommodate opposing views.

Possible teaching strategy: role-play cards; use of connectives: ‘although’, ‘however’, ‘on the other hand’.

Details were also given out about how to obtain

free resources to help raise standards of argument:

On animal rights and environmental issues:

1 20 minute video tape from Compassion in World Farming (CIWF):

‘Farm Animals and Us’

Charles House, 5A Charles Street, Petersfield, Hampshire GU 32 3EH

Tel: 01730-26807020

(Teachers’ Pack sold separately at £5)

2 20 minute video tape ‘Share the World’

from Share the World PO Box 24198, London SW18 4FG

3 20 minute video on the fur trade narrated by Dawn French: ‘Raw deal’

RSPCA Education: Causeway, Horsham, West Sussex RH12 1HG. Tel: 01403 264181.

Accompanying newsletter and literature also freely available from the RSPCA.

Also useful is the weekly TES magazine feature which presents ‘for’ and ‘against’ arguments on an issue provoked by ‘the Big Picture’.

Research: What are teachers doing where writing results are higher?

• using time flexibly and provide extra time for practising extended writing
• emphasising purpose and audience in planning and teaching
• doing plenty of reading into writing
• providing good resources for private reading and wide range of extra-curricular experiences (Schools Library Service)
• using challenging whole texts with clear conventions and predictable structures
• explicitly linking writing assignments to other work
• involving pupils in target-setting

Nov-Dec 01	Pupils identified for LPUs. Review policy for role of teaching assistants and apply for fully funded 4-day training for teaching assistants (includes 2 sessions on Literacy) 9 Jan– 11 March by completing form already received or by phoning 01525-292931. Numerical targets agreed with consultant. Consultants help English departments review lesson structures and objectives-led teaching from the framework. Consultants demonstrate English teaching approaches at KS3, observe teachers and support them in in reviewing English lesson structures. Schools choose how to take part in spreading effective English practice.
Ongoing	English s.o.w. increasingly show where objectives from framework are taught; lesson structures explored; pupil progress tracked; cross-curricular literacy actions explored; consultants work with schools towards Beds 2002 targets (KS3 70% level 5+) Teachers attend identified training/ take part in spreading of effective practice.
Jan – Apr 02	Teachers, mentors and teaching assistants attend training e.g. fully funded 4-day training for teaching assistants (includes 2 sessions on Literacy) 9 Jan– 11 March. LPUs introduced in Phase 1 schools. Regional director, Wendy Whitewood, visits LEA to see KS3 English teaching in Middle and Upper schools.  Effective practice groups/ schools begin research, demonstrations and discussions. Organisation of booster classes.
May – July 02	Review of progress by those who started year 7 at level 3. Outcomes from tests and end of year pupil assessments help evaluate successes of LAP and suggest areas for development. Schemes of work yr 7-9 now show objectives; lessons now show appropriate adaptations to focus, support and challenge learners, as well as helping them reflect independently on learning strategies.. Attend Heads of department training. Attend year 8 training. Arrange participation in effective practice options. Attend BSIP conferences 28June-5 July.

Checklist of 10 key features where it’s working well:
	Very much	Sort of	Not yet
Headteacher enthuses and supports staff , especially Literacy Strategy Manager
Staff share understanding that literacy is everyone’s concern
Audit has informed our literacy action plan & training needs
We have set curricular and numerical targets
Dedicated SF money is focused on our needs (Training, observation, Booster, Transition, LPUs…)
Actions are being carried out
Training is having an observable effect in classrooms
Pupils are making progress
BSIP, T&L, KS3 strategy are all linked
We monitor and evaluate

The DfES have asked us to point out the following:

STARTER ACTIVITIES

• Sort vocabulary cards into written or spoken English
• Pair cards with argument and counter argument
• On OHT work with class to link clauses and subordinate clauses
• Brainstorm emotive words showing positive and negative attitudes towards zoos
• Use posters of zoos and discuss, highlighting persuasive vocabulary
• Sort sentence starters and connectives into formal (for writing) and informal (for conversation)

• In groups read text in favour of/against the idea of keeping animals in zoos. Text mark relevant words or phrases to support point of view. Report back to class and record on flip chart for future use
• In groups list the pros and cons of keeping animals in zoos
• In groups gather information for the reasons for having zoos
• Whole class reads a positive text about zoos. Highlight positive words and phrases. Identify features of the writing style.
• Use video as text as basis for debate on zoos.
• Recap the features of a discursive essay (from year 6) introduce the topic ‘should animals be kept in zoos?’ Groups use information sheet to begin highlighting useful points for the essay.
• Pupils come to front of the class and stand in line 0-6 to show their opinions about keeping animals in zoos e.g. 0 strongly against – 6 strongly in favour.

• Each group designs a poster either in favour of or against zoos.
• Write a discursive essay on the merits and disadvantages of zoos.
• Write a persuasive essay giving one point of view about zoos
• Prepare a talk to give to the class persuading them to a particular point of view.
• Plan a debate on the topic of zoos
• As a group design a game which highlights some of the issues raised. Write a clear set of instructions and plan an advertising campaign to promote the game.

These phrases are taken from ‘The non-fiction book ‘ EMC KS3 English series.

Julie Moxon

From a Woodland Middle anthology: ‘Journeys’, Oct. 2001

Commentary and teaching ideas:

This poem tapers to its anticipated conclusion, reflecting the shape of the writer’s mental journeying. Oliver’s meaning is in the shape of his writing – the habitual present tense, the withholding of the destination, the colloquial style of statements followed by qualifying additions:

"I do a journey every Sunday.

Not always the same journey.

But …"

" …twice, three times."

"I sit in the car waiting, waiting."

The writing is a kind of preparation for itself, in training for the match of ideas to fixed meanings. Pupils should be encouraged to experiment with the effects and contexts for this ‘thinking aloud’ kind of writing.

e.g. Visiting relatives.

I will meet the cousins, the bubbly cousins. The cousins who always …

He moves through questions, repetitions, actives and passives (and aren’t we always scratching our heads how to teach this? Yr 6) ending with a mixture of three tenses on three different lines: finite past passive, present and present subjunctive. Now there’s a writing frame!

e.g.

My weekend has vanished.(finite)

I am in the classroom. (present)

Whatever that may mean.(present subjunctive)

An EDEXEL GCSE meeting will be held: Tues 12 March, Northampton (Code: 2LE/A02/18)

To book a place go to www.edexcel.org.uk and follow the link GCSE Latest News

Full day planning meetings will be offered in the Spring Term for teachers who have adopted the Edexcel specifications. If you miss the opportunity to attend a launch in your area, or would like further information and advice, please contact Subject and Curriculum Adviser, Jen Greatrex Tel/Fax 01226751796jennifer.greatrex@edexcel.org

Recently published books and other materials are always on display at the Literacy Centre. For Spring and Summer term 2002 , recently published materials are on display from Rigby Star (KS1&2)and CambridgeUniversity (Primary & Secondary).
 
 
 
 
 
 
 
 
 
 
 
 
 
 

A comment, which invariably appears on course evaluation sheets, is that it was valuable to talk to colleagues to share ideas. There are numerous opportunities during the year for this dialogue to take place; some have proved more popular than others. It would be beneficial to know from departments which settings have the greatest value.

Pyramid meetings: Useful for discussion of specific topics relating to transfer and liaison. They work best when there is a very clear agenda; sharing effective practice and developing practice across a key stage.

Area meetings: Make an excellent forum for discussion on a bigger scale, linking ideas between Upper and Middle schools, enabling continuity and liaison. A good example of this is in the Leighton Buzzard area where a unit of work has been planned to be taught across years 8 & 9 and ladders of progression have been developed to be displayed on all key stage 3 classroom walls.

BSIP meetings which provide a particular focus for discussion, frequently evaluating ideas which have been tried in the classroom. (BSIP Conferences: Middles 28-29 June; Uppers 4-5 July)

Subject surgeries Provide opportunities for individuals or groups of teachers to discuss issues of their own choice with a member of the advisory team. (Phone in advance if specific information is required or drop in for more general matters.)

Network meetings Occasional meetings organized by consultants with a particular topic focus e.g. ‘audit to action plan’, as at the last meeting.

Spreading of effective practice groups Schools have volunteered to be part of these groups, sharing their successes in particular aspects of English and literacy. There is a small amount of funding available to assist these groups.

Courses A vital part of all courses is the opportunity to discuss issues with colleagues.

• It is worth remembering that your attached consultant can be present at any of the above.
• Networking is not simply for subject coordinators and Heads of Department. Any member of the English Department would benefit from being part of such a group and could well bring a refreshing perspective to discussions. Share the load!
• Let your consultant know which meetings are of greatest benefit to your department – Subject surgeries and network meetings have not always been well attended – can they be improved to make them more relevant to your needs or are they surplus to requirements?
• We are here to help you raise standards in your school and to link you with other teachers. Let us know how the service could be improved to meet your needs.

Half-day training on modules from the ring-binders: English at KS3 (Eng) & Literacy across the curriculum (CC)
	Focus & corresponding modules in English (Eng) or cross-curricular (CC) ring-binders	Target audience
27 Feb 02 1:30-3:30	Reading: Eng 8 (GW)	English  department
19 Apr 02 1:30-3:30	Reading for information. CC6 (GW)	All staff across the curriculum
17 May 02 1:30-4	Spelling. CC4; Eng 5. (GW)	All staff across the curriculum
30 May 02 1:30-4	Active reading. CC5&7, Eng 9 (GW)	All staff across the curriculum
13 June 02 1:30-3:30	Writing Style. CC3. (MB)	All staff across the curriculum
26 June 02 1:30-3:30	Grammar for Writing. Eng 10 (MB/GW)	English department
To book a place on these courses, ring Literacy Admin 01234-408190. Use your Literacy Standards Fund money for supply cover costs. No course fee.
Further Strategy training will be arranged in schools and externally. Please keep your consultant informed of your needs.

What do we want of learners in geography? Successful geographers need to have enquiring minds and the ability to communicate effectively whilst sustaining enjoyment of the subject. Using the principles of thinking skills, teachers enable more of the students to stay focused, and to remain active learners for longer periods of time. Providing short focused parts in the lesson is a useful device, which can be used as an interactive starter to some lessons, as a stopgap between activities or as a focus at the end of the lesson in geography, or other subjects. Geographers have been finding ways of connecting student thought with word walls of subject-specific vocabulary as one aspect of their learning.

How many of the strategies suggested have you tried from the cross-curricular folder, module 4, Spelling and Vocabulary? The following are examples of a range of activities provided by a group of geography teachers, which you can adapt or use directly with your classes:

Ask students to design mnemonics for keywords which include a definition
 

Cut	Linking the mnemonic to the meaning of the word is a useful trick, as a display of spelling jogs will provide good definitions too. If students create their own mnemonics, they are more likely to remember the word, even if they do not remember the phrase. The key principle is to experience the process.
Out
Rock
Reason
Ice  Erosion

In another example a degree of sense is created through the definition:
 

The	Once again the spelling jog is connected to the meaning of the word. The process of creating the jog, however, will mean that students have to look at the key word for some time. If the task is completed in pairs, students will have a good opportunity to discuss possible meanings, with the result that a simple task has activated the visual, auditory and kinaesthetic aspects of learning.
Eskimoes
May
Prefer
Equatorial
Regimes
Although
Temperature
Usually
Rises
Eventually

Another fun way to start or finish a lesson is through individual or group hangman with a difference. All students must take part, using paper and pen or whiteboards. Start by providing the number of letters in the word, and then give a letter clue followed by a definition. Add another definition and letter clue until the majority of students have guessed the word. Decide how students should respond once they have guessed the word. Here are some for you to try, (answers are given at the bottom of the article)
 

A Eleven letters C is 5th letter Definition: necessary to survive Definition: subsistence or commercial	B nine letters definition: coastal feature in middle final letter y it’s an order from top to bottom
C Eleven letters 6th letter is r it ain’t ‘alf ‘ot the mercury rises	D Nine letters 6th letter u it’s a process it’s something to do with water it’s an action

Another strategy is to focus students’ attention on the part of a word, which is causing problems for many students, in order to create a mnemonic for that aspect:

In temperature, students can create jogs for era

Explosions

Ruin

Atmosphere

Word webs will intrigue some students; an example for demonstration purposes exists in the cross-curricular folder, module 4, Spelling and Vocabulary. Students are shown how words are often derived from ancient languages, which can be a useful tool for unlocking meaning. Using geography as a starting point, the teacher tells students that geo means world and graphy means writing or recording. How many similar words can students find which link with these roots?
 

Geophysics Geophysical Geomorpho-logy		Biology Psychology Physiology Chronology
	Geography
Automatic Automobile Automated Autograph		Autobio- graphy Calligraphy Biography Photography

A graffiti board or working wall display of the above, started in class, but added to each day by students in the group can add further interest. Drawing attention to the ways in which you can "cheat" appeals to some children’s sense of fun. Select one of the words which has a link with the main word, then show how the word can be changed by adding a different ending or suffix, for example ing or ic or ical.

Definition Bingo has been trialled at John Bunyan School, where a range of bingo cards are distributed to the class, which contain keywords for history: the teacher calls out a definition of a keyword from a list, which students then match to the choices on their card. At Sandy Upper geographers have been experimenting with Word Tennis: the teacher nominates a specific area of study from which students can pick relevant vocabulary. A nominated pair of students calls out specific vocabulary in turn, until one concedes defeat. The strategy is a useful device for revision, or retention of keywords explored during the lesson. At Burgoyne Middle School the ICT department have been working on a version of "Who wants to be a millionaire?" using the keywords with 4 options of definition. The mathematics department have also devised a novel way of displaying key words which is simple, yet effective: large covered card discs are suspended from the ceiling to which keywords for the half-term are blutacked.

For those who want to experiment with a wordsearch or crossword for subject-specific vocabulary, try www.puzzlemaker.com for a quick and easy way of producing revision sheets.

The subject-specific vocabulary referred to has been created by teachers working in a range of national schools in order to provide a clear focus for teaching key vocabulary across the curriculum. You will find these words in the Keystage Three Framework for Teaching English, which is available from Prolog. It is worth noting that the font Comic Sans is recommended by the NLS because of its clarity. In addition, it is more useful to write keywords in lower case letters, as they would be written in textbooks, to avoid confusion about capitalisation. The subject-specific vocabulary is available electronically, courtesy of Herts CC.: for details contact Rachel Mitchell or Chris Hogan at The Literacy Centre.

All of these strategies offer quick and simple ways of engaging the interest of students and adults alike. Why not create your own ways of working in geography or other subject areas and then send them to the Literacy website to share with others.

(Answers to group hangman activity:

A agriculture B hierarchy

C temperature D hydraulic)

Gill Woodland
 
 

This weekly club will be run for KS3 pupils over the first half of the summer term. The intention is to promote reading. Every week we’ll choose a book – discuss it and take up a reading and writing challenge.

Books will be chosen from a range of good contemporary writers. Each week students will focus in detail on a book and its possibilities. Activities will include –

1. Losing and finding yourself in a book
2. Forum session: advocates and detectives
3. Turning books inside out – 1^st person collaborative narratives
4. Enacting books
5. Character, author and reader interviews.
6. Devising book trails

Books will include some from the following list:

The Amazing Maurice and his Educated Rodents: Terry Pratchett

The Amber Spyglass: Philip Pullman

The Stinky Cheese Man and other Fairly Stupid Tales: Jon Scieska

Postcards from No-mans Land: Aidan Chambers

The Wreck of the Zanzibar: Michael Morpurgo

The Boy Who Lost His Face: Louis Sachar

Red Dog: Louis de Bernieres

Angus, Thongs and Full Frontal Snogging : Louise Rennison

Paul Jennings: Uncanny

Aimed at 15-20 gifted and able students in KS3

Dates and times of 6 sessions: Thursday 4:30 – 6 p.m.

April 18, 25, May 2, 16, 23, 30. Venue: Music room, Beauchamp Middle School, Hawk Drive, Bedford. Sessions will be led by Simon Wrigley

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