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Every Child a Writer

Every Child a Writer. Raising Standards in Writing. What and Why?. ECaW is a national initiative aimed to: Ensure faster progress at the beginning of Key Stage 2 with expectations of Securing Level 3 at the end of year 4 Making two levels of progress across the key stage;.

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Every Child a Writer

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  1. Every Child a Writer Raising Standards in Writing

  2. What and Why? ECaW is a national initiative aimed to: • Ensure faster progress at the beginning of Key Stage 2 with expectations of • Securing Level 3 at the end of year 4 • Making two levels of progress across the key stage;

  3. Provide a three tier model for all children through: • Improving quality first teaching whole class • Developing guided writing to meet group needs • Providing 1-to-1 intervention for those children that need it most. • Draw on leading teacher support to demonstrate the process at all tiers • Target the areas that children find the hardest – especially sentence construction and text cohesion

  4. Why are we involved? We have been selected to be a ‘Lead school’ as we have good conversion rates across Key Stage Two I will be a ‘Lead Teacher for ECaW’, supporting four colleagues in two schools ( _____ and ______) I will also be working alongside ________ and ________ in our school (as we get the funding for this too).

  5. What will I be doing? • Helping Year 3,4 teachers make effective use of the Primary framework and the new range of writing related materials; • Supporting teachers in years 3 and 4 in order to secure shared and guided teaching approaches; • Developing for one to one intervention in writing, through testing different models and approaches.

  6. There are no new materials… • Primary Framework • Supports for Writing (including Pupil Writing Targets) • APP • Improving Writing: With a focus on guided writing

  7. What will this look like? • 5 days in-reach – working with ____ and _______ • 10 days out-reach at ______ and _____ • 11 days across the year for planning, preparation and meetings • Four twilight sessions over the year.

  8. A brief timeline… Autumn Term • Initial meeting- ½ day • Visit literacy lesson and feedback- ½ day per teacher • ½ day review and identify 1:1 pupils • National CPD for Y3/4- 1 day • Twilight Cluster meeting

  9. Spring Term • In class coaching and support- 1 day per teacher • National Y3/4 teacher CPD- 1day • Twilight cluster meeting

  10. Summer Term • Review visit- 1 day per school • National Y3/4 teacher CPD- 1day • Twilight cluster meeting

  11. What are the expectations for all schools, including ours? • Implement assessing pupils’ progress (APP for writing). • Set targets to increase the number of pupils who are secure L3 (L3b) in writing by the end of Year 4. • Provide baseline data and termly tracking of writing in Years 3 and 4. • Provide basic data on quality of teaching and learning in Y3 and Y4 • Receive bespoke in-class coaching and support

  12. What does this mean for us? • Challenges and Benefits • I will be out of my class for over half a day per week • Our partner school colleagues will visit • Writing will continue to remain a focus for our school – what will we get out of this? • We can work collaboratively (with funding!)

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