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F LS Group Intervention

F LS Group Intervention. Aims. To review the principles of intervention support To outline the structure of the Further Literacy Support Programme To introduce the intervention lesson materials To identify implementation issues for schools. Slide 3A. Programme for the day.

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F LS Group Intervention

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  1. FLS Group Intervention

  2. Aims • To review the principles of intervention support • To outline the structure of the Further Literacy Support Programme • To introduce the intervention lesson materials • To identify implementation issues for schools Slide 3A

  3. Programme for the day Session 3.1 (5 minutes)Introduction to the FLS intervention programme Session 3.2 (20 minutes)An Overview of FLS – ‘Where do we start?’ • Outline of the programme structure • Principles of FLS • Successful learning Session 3.3 (70 minutes)The group intervention programme –‘What does it look likeand how does it work?’ • Aerial view: programme overviews • Wide-angle view: weekly summary • Close-up view: supported sessions Slide 3B

  4. Programme for the day…Cont. Session 3.4 (70 minutes)Group intervention in action – ‘What do we do ?’ • Observing a supported session • Managing and organising FLS in the classroom • links with whole-class literacy • keeping track • guided work • Setting up the supported sessions • Supplementary homework Session 3.5 (15 minutes)Planning the next steps • See how it fits • Planning to implement • Following on from FLS Slide 3B

  5. Structure of the Programme • Term 1: Quality First Teaching • Term 1: Screening to support selection of focus group • Term 2: 12 weeks of intervention and support for focus group, using FLS materials Slide 3C

  6. Quality First Teaching -Characteristics • Well planned literacy hours • Teaching and support informed by good subject knowledge • Objectives and targets used to inform children • Work enabling children to meet objectives and achieve targets • Teaching taking account of learners • Assessment by adults and children Slide 3D

  7. Principles of FLS - Intervention • Supporting focus group in the literacy hour and through additional sessions • Accelerating progress to achieve age-appropriate NLS objectives • Building on success to secure, practise and apply key objectives • Providing opportunities for children to talk about their learning and reflect on their progress • Linking activities and structure to children’s interests Slide 3E

  8. Children will learn best when they • See clearly what it is they have to learn • Recognise how what they have to learn fits with what they already know • Involve themselves actively in the learning • Use a range of learning strategies • Recognise their own achievements • Reflect on what they have learned Slide 3F

  9. Programme overview for each module, listing each week’s: • writing and reading targets; • key objectives; • speaking and listening objectives, and any additional objectives; • outcomes for the week. • Programme summary • gives an overview of the whole module showing what is planned for each day of each week Slide 3G

  10. Weekly summary • shows what is planned for each day and includes a summary of resources for each day, indicating location in the materials or need for preparation • Session notes and scripts for each session • give suggested approaches and prompts for guided and supported sessions Slide 3G

  11. Sequence of a supported session • On your marksClarifying the objectives • Get setIntroducing the task and establishing key principles • GoApplying skills • Finishing lineConsolidating, then reviewing, in preparation for independent application Slide 3H

  12. Successfully setting upthe FLS supported sessions • Finding a time • Finding a place • Fitting in with the timetable • Informing parents • Ongoing support Slide 3i

  13. Homework materials with FLS • Pupils deserve the best available support • Homework should provide an enjoyable challenge in a supportive structure • Materials should be personalised to support a sense of ownership • Homework should help to keep parents / carers well informed Slide 3J

  14. Following on from FLS • Module 3, Week 12: teachers might want to provide an opportunity for the FLS group to present their work. • Monitoring the impact of the FLS is important: • to evaluate the children’s ongoing progress while the intervention programme is running; • after the programme, to monitor the impact in the longer term, to see that the progress that has been made is maintained. Do children need additional ‘top-up’ sessions during term 3? Slide 3K

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