Event
Venue
Tutor
Audience
Cost
Getting it ‘Write’ for Donaldson Year 5 and 6
This new two-day training programme focuses on supporting teachers to create opportunities for rich literacy learning, enabling learners to develop, apply and embed oracy, reading and writing skills across the curriculum. ‘Competence in literacy, including competence in the spoken word, syntax and spelling, is essential for learning across the curriculum, not least because of the fundamental role of language in thinking. The key to developing command of these skills lies not in repetition and drill for significant periods of time during the school day but in a sound understanding of their essential components supported by developmentally appropriate teaching and learning and rich contexts within which they can be reinforced, extended and applied.’ Outline Day One: Morning session in a host school where teachers will present how the use of the Lively Literacy/Getting it ‘Write’ pedagogy, planning guidance and units of work meet the demands of Donaldson and enable learners to become ambitious capable learners, ready to learn throughout their lives. • Book Look to identify outcomes generated by use of the Lively Literacy/ GIW approach • Learning Walk to identify the ways in which the learning environment supports oracy, reading and writing skills across the curriculum. • Observation of a 30-minute Lively Literacy/ GIW lesson and follow on discussion with the class teacher. Afternoon session at an EAS training venue: • Training to provide guidance on the Lively Literacy/Getting it ‘Write’ pedagogy and planning - Oracy, reading and writing skills development - Rich text stimuli and cross-curricular contexts for learning - Use of ‘hooks’ to stimulate, engage and motivate young learners - Differentiation to ensure challenge for all learners - Modelled and shared writing - Assessment for learning opportunities • Planning workshop, referencing and developing units of planning from the Literacy Learning Pathway, adapting and creating planning to meet the needs of specific groups of learners. Day Two: Assessment • Training and discussion to develop appropriate ways to capture evidence to support the teacher assessment of oracy, reading and writing
• Examining evidence in relation to the Language, Literacy and Communication skills outcomes for Foundation Phase • Practical activities to develop teachers’ accuracy of assessment, through peer group activity |
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| Maximum places | 14 | |||||||||||||||||||||||||||||||||||
| Minimum places | 7 | |||||||||||||||||||||||||||||||||||
| Is this course taught in Welsh? |
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| Event Tutors | Penny Cole / Rebecca Kelly / Catherine McMahon / Nick Penn | |||||||||||||||||||||||||||||||||||
| Admin Contact | Business Support (business.support@sewaleseas.org.uk) | |||||||||||||||||||||||||||||||||||
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| Key Stages |  Foundation KS 2 KS 3 KS 4 7-14 Post 16 |
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| Target Audience | Year 6 Class Teachers, Year 5/6 Classroom Teachers, Year 5 Class Teachers, Teachers, KS2 Subject Co-ordinators | |||||||||||||||||||||||||||||||||||
| Event Types | Course | |||||||||||||||||||||||||||||||||||
| Event Subject/Aspect Area | English / Literacy | |||||||||||||||||||||||||||||||||||
| Programme Area | Improving Literacy, Improving Numeracy & Reducing Poverty/Disadvantage | |||||||||||||||||||||||||||||||||||
| Event Outcomes | Outcomes and Benefits for the Target Group • Improved task setting and evidence to support the teacher assessment of oracy, reading and writing • Enable staff to plan and set appropriately challenging writing tasks for the range of pupils, matched to their ability • Develop approaches to teaching cross curricular writing through reading and oracy-rich approaches Outcomes and Benefits for Learners in School(s) As a result of the programme, learners in school will • Develop improved outcomes for all learners • Demonstrate resilience and perseverance when faced with appropriate challenge and respond positively to the high expectations set, particularly for writing across the curriculum • Make progress against all pupils nationally, against similar groups nationally and against other groups in school |
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