Post on 03-Aug-2020
transcript
@HIASEnglish
Ensuring effective transition
from primary English
What secondary school leaders need to know
Jo Kenyon and Owen Tromans
Hampshire Teaching and Learning Advisers
School
curriculum
National
curriculum
Text-driven English teaching sequence
towards written outcomes
Reading teaching (often distinct but linked)
Phonics and spelling
English structures in our primary
schools
What can continuity and
progression look like in primary
English?
• Text types are introduced and returned to carefully –
what is the difference between a set of instructions
written in Year 2 and Year 4?
• Strong links are made between reading and the wider
curriculum, reinforcing, and drawing upon, pupil
knowledge.
• The sequenced introduction of grammar content allows
for pupils to develop as writers, making grammatical
choices for purpose and effect and building on existing
knowledge.
• Themes in texts allow pupils to return to ‘big ideas’ in
different year groups, building a shared reading history.
Theme – Journeys
D
Age-related expectations:
Working at the Expected Standard
https://www.gov.uk/government/publications/2018-
teacher-assessment-exemplification-ks2-english-writing
Exemplification of Greater
Depth in writing at KS2:
Frankie’s collection
Some perceptions
of KS2 outcomes
If they can do all that, why don’t they use capital letters
and full stops correctly?
Primary school teachers basically do the pupils’ work
for them
You can’t trust those test results
Outcomes in primary don’t mean the same
as they do in secondary
They only write stories in primary –that’s not what we
need
How far do these
common ideas about KS2
chime with what you hear
in your own schools?
Written outcome
Stimulate and generate Capture, sift and sort Create, refine, evaluate
Rich text stimulus
Planning a learning journey towards a clear outcome
Evaluate
Continue to teach skills and behaviours of a writer
Additions, revisions,
proof reading
PublishPossible ‘drop in’ write,
applying prior learning into a new and meaningful context
Word level
Shared reading ‘reading as a reader’
Hook / immersion
Spoken language
Skills needed for final outcome
Genre and form
Planning
Shared reading ‘reading as a writer’
Embedded GPaS
Apprentice writes
Teacher modelling
Additions, revisions, proof reading skills
Exploring WAGOLLs
Initial
predictions
following
discussion
Glossary to
clarify
unfamiliar
vocabulary
Annotation of
WAGOLL after
purpose,
audience and
form of journey
has been made
clear
‘Explain,
Change, Create’
task focused on
figurative
language
Grammar in context -
rehearsing the use of
commas to clarify
meaning
Planning
Draft letter
Ebbinghaus’ forgetting curve
The summer break is a factor for every age group, including the adults
The writing gap between primary
and secondary school
Learning to write accurately and effectively
Writing accurately and effectively to express learning
Challenging
academic
curriculum
Focus on
subject
disciplinary
content
Increased
expectation
of formal and
critical
writing
Writing is
often used to
capture
learning
Different
approaches
to writing in
different
subjects
…most of the writing pupils do is an exercise in
missed opportunities. And almost none of this
writing is valued in any way other than that it
indicates whether or not they’ve understood what
you were teaching…
We’re participating in a conspiracy that says: “It
doesn’t matter how you write.”
David Didau, The Secret of Literacy, 2014
Everyday expectations?
• Based on the KS2 standards, consider what expectations the
school should agree for all students across the range of subjects
• How should all teachers ensure that students meet these
standards consistently?
• Keep it very simple!
– Articulate expectations – a short list
– Reminders before and during writing
– Give sufficient time to write
– Proof reading after writing
– Value the writing itself
National assessment of reading
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
key stage 1key stage 2key stage 4
themes andconventions
language for effect
inference
comprehension
Forms of assessment
Critical writing is not a clear window into
children’s thinking
This Photo by Unknown Author is licensed under CC BY-ND
The reading gap between primary
and secondary school
Learning to read for
comprehensionReading
comprehension for learning
Challenging
academic
curriculum
Focus on
subject
disciplinary
content
Increased
reading
demands of
texts in use
Teachers
may have
limited
literacy
training
Different
approaches
to reading in
different
subjects
Progression from KS2 to KS3 in reading
KS2
Phonemic awareness and
phonics
Comprehension focus
Vocabulary and content
instructionFluency
Reading for pleasure
(pedagogy)
KS3
Reading for information
Disciplinary reading
Analytical and critical focus
Literary and world heritage
Reading for pleasure (time)
Is it too late to learn to read?
• Last year, 120,000 disadvantaged students left primary
school below the expected standard for reading
• As a society, we strongly equate the ability to read with
intelligence
• The majority of secondary school teachers do not know
how to teach students to read
High expectations for all
• Address the unconscious motivation for teachers
to reduce reading demands in lessons
• Reading as an element of all lessons within the
context of the subject
• Provide scaffolding to enable student to access
the reading required for the curriculum
Scarborough’s Reading Rope
Increasingly strategic
Increasingly automatic
Why does reading fluency matter?
Fluency is the bridge between decoding and
comprehension… Fluent oral readers should be able
to read orally with speed, accuracy and appropriate
expression. The National Reading Panel report
cautions, “If text is read in a laborious and inefficient
manner, it will be difficult for the child to remember
what has been read and to relate the ideas expressed
in the text to his or her background knowledge.”
(Fisher, Frey, Hattie, Teaching Literacy in the Visible Learning
Classroom, 2017)
Use active reading strategies for
comprehension across the school
Predicting Clarifying Questioning
Summarising Inferring
Employ a disciplinary approach to
reading
• What does a competent reader do in each subject area?
• How is this modelled?
• How are students supported to practise?
• What opportunities are offered for students to apply their
reading like a scientist/historian etc?
The importance of continuity and
progression
Secure, shared understanding of progression and
the curriculum is crucial to establishing the
appropriate pitch for teaching at any age; teachers
need to understand what has been learned
previously and where pupils need to get to in order
to ensure that their own teaching is appropriately
challenging and builds on prior learning. This is
particularly important for disadvantaged pupils, as
evidence suggests that these pupils are often less
able to cope with points of transition and as a result
can fall behind. (Tackling Educational Disadvantage:
Building Blocks for Excellence, HIAS
publication 2018)
Getting from here to there
• Working forwards from KS2 yields far greater results than working backwards
from KS4 - much more effective in establishing the appropriate level of
challenge, particularly in writing
• Bringing primary pedagogy forward into the KS3 classroom supports transition
• A distinctive difference between KS3 and KS4 in English should emphasise
crafting, drafting, editing and polishing writing
• KS3 reading needs to privilege deep and broad understanding of texts –
comprehension and inference
• Consider how to assess what students can do and have learned, rather than
shaping learning to an assessment that might not be age appropriate
Line management of English
• How well does the English team understand the standards and
expectations of KS2, and the ways that these are achieved within
feeder primary schools?
• What forms of assessment are used at KS3? How do these
identify what students know and can do? Do assessments set
students up to succeed?
• How well do schools share information about students’
achievements and learning gaps?
• If students have not achieved the expected standards at KS2,
what happens next?
• How does curriculum content and subject-specific pedagogy build
forward from KS2?