WHO ARE WE?
• Collaboration with Plymouth Teaching School
• Roles of SLE & PLE
• A team of Literacy leaders and specialists
Aim:
To reach out to ALL Plymouth schools, to provide training
opportunities for all teachers, to keep up to date with current
and future curriculum changes, tackling challenges together!
POSITIVES:
SOLUTIONS:
CHALLENGES:
Higher expectations
for children lower
down the Key Stages
•
Huge opportunities
to be creative
•
Renewed focus on
audience and
purpose
•
•
It encourages higher
expectations
Assessment and
levelling changes
•
•
It’s not that
different!
The meta-language –
teachers and TA
understanding
•
•
Reading for pleasure
– home versus school
• Working together across
ALL Plymouth schools –
• Targeted and
purposeful CPD with all
staff
•
Open dialogue, using
and sharing of quality
resources
•
Developing & sharing a
consistent assessment
policy
•
Use of ICT – blogging,
radio etc
WHAT ARE THE CHALLENGES AND OPPORTUNITIES
IN THE NEW CURRICULUM FOR YOUR SCHOOL?
NUTS AND BOLTS OF THE NEW
CURRICULUM…
•
Word-reading
Spoken
Language
•
Comprehension
• Drama
•
Transcription
•
Discussion about
books
• Speaking & listening
•
Poetry
• Oral storytelling
•
Grammar and
punctuation
•
Spelling
Reading
•
Attitudes to reading
•
Phonics/spelling
Writing
•
Composition
HEADLINES
• In the new English programmes of study there is:
• Year-by-year specification at Key Stage 1, with Key
Stage 2 curriculum organized in two-year blocks.
• Less focus on specific text types and genres.
• More flexibility about what to teach in many areas.
READING
•
Word reading: the National Curriculum for Key Stage 2 continues to
refer to word reading, both in terms of pupils applying their
knowledge to understand the meaning of new words and for
children working well below age-related expectations in Years 3 and 4
•
Comprehension: less detailed prescription on genres and text types,
although pupils should continue to read books with a range of
different structures in Years 3 to 6
•
Writing: greater emphasis on spelling, grammar and punctuation,
including statutory lists of words to be learnt in Lower and Upper
Key Stage 2 in Years 3 to 6
•
More detail is included on handwriting in Years 3 and 4
READING FOR PLEASURE
• There is a focus on reading for pleasure with all
children encouraged to “read widely across both fiction
and non-fiction …, to establish an appreciation and love
of reading, and to gain knowledge across the
curriculum.”18
• This is important to increase pupils’ vocabulary. Reading
for pleasure is also emphasized in the introductory
section on language and literacy, which states that
schools “should provide library facilities and set
ambitious expectations for reading at home”.19
Achieving reading for pleasure
HTTPS://GLOBAL.OUP.COM/EDUCATION/CONTENT/PRIMARY/KEYISSUES/READING-PLEASURE/?REGION=UK
SPOKEN LANGUAGE
• As with all subjects of the new National Curriculum 2014,
spoken language is embedded and is highlighted in the English
curriculum with the inclusion of reciting poetry, debates etc.
The introduction to the spoken language curriculum
emphasises that all children should have the opportunity to
participate and gain knowledge, skills and understanding of
drama.
•
There is a single, discrete programme of study for spoken
language for Years 1 – 6, which highlights the importance of
vocabulary development.
WRITING: WHAT YOU NEED TO KNOW
• The English programme of study includes continued
emphasis on systematic synthetic phonics, including a
progression in teaching which will be familiar to schools
already using high quality approaches to teaching systematic
synthetic phonics.
• At all levels, there is emphasis on spelling, punctuation and
grammar, as well as vocabulary development.
• Staff must become familiar with the appendix relevant to
each year group
PHONICS
• The new National Curriculum covers the two dimensions of
the simple view of reading – word reading and language
comprehension.
• Phonics for spelling and the programme of study for word
reading and spelling are statutory which means reading must
be taught using phonics.
• Although there is more emphasis on teaching reading using
systematic synthetic phonics, you will be able to teach the
grapheme-phoneme correspondence and the common
exception words in the order set out in your quality phonics
programme (which ever one you use)
GRAMMAR, PUNCTUATION AND SPELLING
•
The new National Curriculum states that pupils should “acquire a wide
vocabulary, an understanding of grammar and knowledge of linguistic
conventions for reading, writing and spoken language”.21 This is particularly
important for "articulating and communicating ideas"22 when writing.
•
In 2013, Year 6 pupils sat the first English, grammar, punctuation and spelling
test. The new National Curriculum puts a lot of emphasis on these aspects of
English with appendices including lists of words that children must learn to
spell, as well as the grammar and punctuation that they must learn in each
year. Staff must refer to the National Curriculum appendices which set out
statutory requirements for grammar, punctuation and spelling, as well as the
terminology that children are expected to learn.
•
These are different- lots of content has moved down into Key stage 1 and
lower KS2.
KEY STAGE 1 SUMMARY
•
Word reading: there is an emphasis on re-reading books and reading aloud in Years
1 and 2
•
Comprehension: there is increased focus on engaging with and interpreting texts
in Years 1 and 2
•
Spoken language: pupils will be expected to recite some poems by heart in Years 1
and 2
•
Transcription: some elements are now introduced earlier such as use of prefixes
and suffixes now in Years 1 and 2
•
Composition: there is an increased focus and more detail is included on grammar
and punctuation. Check the appendices for Years 1 and 2
•
Writing: there is increased challenge, including developing “stamina”23 for writing
through longer compositions in Years 1 and 2
•
Writing: pupils will be expected to write from memory simple sentences dictated by
the teacher that include words taught so far in Years 1 and 2
KEY STAGE 2 SUMMARY
• The programme of study is set out in two
blocks for Lower (Years 3 and 4) and Upper Key
Stage 2 (Years 5 and 6).
• Key changes include the emphasis on spelling,
punctuation and grammar and there is also no
listing of genres for writing.
• Poetry also has a larger element in spoken
language.
HOW DOES THE NEW
CURRICULUM WORK WITH THE
LIPS PROJECT?
•
•
•
•
Teach grammar through context
Implicit before explicit
Through demonstration then application
Cumulatively – one example of progression can be
found at http://www.talk4writing.co.uk/portfolioitems/year-on-year-progress
LITERACY IN THE NEW CURRICULUM
What might it look like?
What aspects of literacy did you see/hear?
STRATEGIC PLANNING
Audit - Where are you now?
Action – What needs to be done?
Dissemination – who, what and when?
WHAT CAN PLYMOUTH LITERACY
NETWORK OFFER?
•
Initial meeting in January for Literacy coordinators and teaching
staff who have an interest or strength in literacy to network and get
updated information and resources on the New Curriculum.
•
Future INSETS for all staff to share resources and have up to date
training.
•
Workshops, CPD and advice from leaders in literacy, including
advisers from National Literacy trust, Somerset literacy network and
the Specialist Leaders in Education (SLE) already supporting literacy
in the city.