Year 6 Teachers’ Workshop

Year 6 Teachers’ Workshop

Year 6 Teachers’ Workshop – Literacy and Mathematics

Shared Aims of the Workshop Slide 0.1 • To revisit key teaching and learning strategies. • To raise the attainment of children, with a particular emphasis on those children working at Level 3. • To consider areas of particular difficulty for children’s learning. • To identify best use of Year 6 support materials. • To review changes to the national tests. • To identify the implications for teaching and learning.

Structure of Workshop Slide 0.2 Focus Title Day 1 Introduction NLS/NNS Introduction to the workshop 1 Literacy Planning for effective literacy teaching 2 Literacy Assessing writing: the new writing tasks 3 Mathematics Teaching and learning mathematics 4 Mathematics Assessment and teaching mathematics

Structure of Workshop Slide 0.3 Focus Title Day 2 Day in school Literacy and Mathematics tasks Day 3 5 Mathematics Moving children on 6 Mathematics Planning support 7 Literacy Revisiting writing 8 Literacy Revisiting reading

Effective teaching and learning Slide 0.4 • Clearly structured lessons • Teaching led by objectives taken from the Frameworks • Objectives and learning outcomes shared with the children • Range of explicit and interactive teaching strategies e.g. • demonstration • modelling • Different levels of teacher support • shared work • guided work • independent work • Balance of whole class, group and individual work

Session 1: Planning Exemplification

Outline of the session Slide 1.1 1. Introduction to the Year 6 planning exemplification 2. Exploring a unit 3. Using the plans – a case study 4. Plenary and post-course task 15 minutes 25 minutes 25 minutes 10 minutes

Aims of the session Slide 1.2 • To become familiar with the Y6 planning exemplification and consider its use

Test results 1997-2002 Slide 1.3 1997 1998 1999 2000 2001 2002 English 63 65 71 75 75 75 Reading 67 71 78 83 82 80 Writing 53 53 54 55 57 60

Consider the following questions: Slide 1.4 • What different kinds of literacy plans do you produce? • Why do you produce plans?

Year 6, term 1Medium Term Planning Slide 1.5 Unit Text level Sentence level Word level Weeks Text(s) Outcome(s) Poetry 3, 4, 5, 10 1 (GfW 44) 1, 2, 3, 7 2 Work of • Poems two poets • Presentation Narrative 7 1, 5 1, 2, 3, 4, 5 2 Class novel • Narrativewriting (SB p. 58) and extracts Media/plays 1, 2, 6, 9 6 (GfW 47) 1, 2, 3, 9 2 Class novel • Narrative and video version • Scene Journalistic 8, 12, 15, 16, 18 1 (GfW 44) 6, 8 2 Curriculum subject/ • Newspaper articles 4 (GfW 46) (SB p. 59) current events Narrative 7 1, 4, 5 1, 2, 3, 6 3 Class novel • Two narrativeswriting and extracts Biography/ 3, 4, 5, 11, 14 5 (GfW 47) 1, 2, 3, 10 2 Biography • Biographical/autobiography /curriculum autobiographical /autobiography writing Reports 13, 17 2, 3 (GfW 45) 1, 2, 3, 4 2 Curriculum subject • Report These units can be taught in any order and some word and sentence level objectives may need to be rearranged.

Y6 Exemplified Units Slide 1.6 This unit is designed to be used in the late spring and early summer terms – the five weeks before the Key Stage 2 test in week beginning 12 May

Slide 1.7 We were really happy to use the planning exemplification, because it took the pressure off the planning and enabled us to focus on how we delivered the lessons. The fact that the texts were already there was great – it saved us lots of time.It was well organised and the units linked together well so the learning made sense to the children. The lesson structure was pacy but there was enough time for the children to absorb the learning. The fact that there were links to other things we were already using, such as the skeletons, helped even more. We linked using the exemplification with detailed analysis of children’s work, which enabled us to target with them what they needed to do. The children really got involved with this process and some made great progress. One child went from a high level 2 to level 5. Jayne Gilbert, Conway Primary School, London

Slide 1.7a As a qualified teacher returning to the classroom after a spell away from the profession, I found the Year 6 planning exemplification an invaluable teaching aid and a great boost to my confidence in delivering a quality learning experience for Year 6 children. I believe that the children gained greatly from the use of the soundly-structured and well- resourced teaching material. In particular, I liked Book 3. This gave clear and detailed guidance which was easy to follow and deliver. Altogether, the three exemplification booklets were an excellent and long-awaited resource which immensely supported my literacy teaching. Rod Vigrass, supply teacher, Cheshire

Slide 1.7b Unit 2, Narrative Writing, was very useful for reinforcing prior teaching of the text form. Children enjoyed the story, building up each new paragraph in a structured and guided way, in clear small units. The demonstration notes were detailed, though user-friendly, thus freeing the teacher from planning and enabling them to concentrate upon the delivery of the materials and guiding the children towards effective writing of suspense. Liz Pitchford, Childer Thornton Primary School, Cheshire

Slide 1.8 In pairs, skim-read your unit plan and look at the accompanying resources. Make brief notes on Handout 1.2. After 10-15 minutes have a round-table discussion to share your thoughts. Decide on one person to summarise the unit and give a couple of points from your discussion. After 5 further minutes, you will be asked to feed back to the larger group.

Slide 1.9 • Read the unit plan for your case study as shown in the booklet. • Read the school background and examine how the teacher has annotated the unit plan. Think about the adaptations and why they have been made. • Look at the accompanying work samples. • In the light of the case study and work samples, discuss how you might use this unit of work with your class.

Slide 1.10 / HO 1.3 You should discuss this task with your headteacher and literacy coordinator. In your follow-up time in school Examine your literacy medium-term plans and unit plans in the light of the criteria given in Handout 1.1 and the Year 6 planning exemplification. Decide whether your existing planning: • is satisfactory; • needs revising; • needs replacing with the planning exemplification or something similar. Undertake the necessary actions to implement your decision. Decide on a one- or two-week unit you will teach before the next joint session. Teach it and collect a case study following the model of the one you have examined. Bring this, and writing that arises from the unit, with you to the next workshop day.

Session 2: Assessing children’s writing: the new writing tasks

Outline of the session Slide 2.1 5 minutes 10 minutes 45 minutes 5 minutes 10 minutes 1. Introduction to the test changes 2. Overview of the writing tasks 3. Reading children’s writing analytically 4. Implications for teaching and learning 5. Plenary

Aims of the session Slide 2.2 • To become familiar with the changes to the writing tasks in the national tests. • To examine the assessment focuses for writing. • To understand how analysis of writing, using the assessment focuses, can inform teaching and learning.

Slide 2.3 • The design and question formats will be more consistent across key stages. • The assessment focuses to be used for reading and writing are applicable at any key stage. • The reading test remains the same. • The changes are in the writing tasks/tests only. • At each key stage there are two writing tasks but at Key Stage 2, there is no choice of prompts.

The longer task – ‘getting it all together’ Slide 2.4 • a complete piece • 45 minutes • planning sheet included (cannot use own planning sheet) • 28 marks available

The shorter task – ‘every word counts’ Slide 2.5 • two or three paragraphs • structure provided • 20 minutes • 12 marks available

Slide 2.6 and HO 2.1 The aspects of writing to be assessed are pupils’ ability to: • write imaginative, interesting and thoughtful texts; • produce texts which are appropriate to task, reader and purpose; • organise and present whole texts effectively, sequencing and structuring information, ideas and events; • construct paragraphs and use cohesion within and between paragraphs; • vary sentences for clarity, purpose and effect; • write with technical accuracy of syntax and punctuation in phrases, clauses and sentences; • select appropriate and effective vocabulary; • use correct spelling.

Handwriting Slide 2.7 • criteria focus on legibility, consistency and fluency (not ‘copperplate’) • 3 marks available • at Key Stage 2, assessed in the longer task

Spelling Slide 2.8 • 20 word separate test • 7 marks available • main change is at Key Stage 1, where now marks are awarded for correct whole words, not initial letters

Sentence structure and punctuation Slide 2.9 Assessment focuses • Vary sentences for clarity, purpose and effect. • Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. In the mark schemes • At Key Stage 2, these are assessed in the same strand for both tasks.

Identify: Slide 2.10 • different kinds of sentence structures; • use of connectives; • words and phrases expanding nouns and verbs; • sentence demarcation; • punctuation of phrases and clauses; • choice of verb tense.

Text structure and organisation Slide 2.11 Assessment focuses • Organise and present whole texts, effectively sequencing and structuring information, ideas and events. • Construct paragraphs and use cohesion within and between paragraphs. In the mark schemes • At Key Stage 2 these are assessed in the same strand.

Identify: Slide 2.12 • how the paragraphs relate to each other and the effects of the breaks between them; • the organisation of the content in each paragraph; • the function of the dialogue within paragraphs.

Composition and effect Slide 2.13 • Write imaginative, interesting and thoughtful texts. • Produce texts which are appropriate to task, reader and purpose. Assessment focuses

Key ideas Slide 2.14 Adaptationhow the writing is tailored to reader and purpose Viewpointis there a consistent sense of what the writer wants to say? Styledifferent techniques used to create specific effects

Slide 2.15 • Identify the features of progression in each key idea • In each band: – the first bullet in each band relates to adaptation; - the second bullet relates to the viewpoint; - the third bullet relates to style. • Consider the implications for teaching these types of writing.

QCA writing mark scheme Slide 2.16 Sentence structure Text structure and Composition and Total and punctuation organisation effect marks Shorter task 4 8 12 Longer task 8 8 12 28 Handwriting within longer task 3 Spelling 20-word spelling test. Results scaled to maximum score of 7 7 50

Recurring messages from QCA Standards reports, 1998-2002 Slide 2.17 In order to progress towards level 4, pupils achieving level 3 need to: Writing The following items were mentioned in at least three of the last four annual reports. • Punctuation: recognise sentence boundaries and use full stops and capital letters to mark them. • Spelling: know and use spelling rules especially consonant doubling, medial vowels, and long vowel phonemes. • Word choice: use a variety of connectives to link sentences and clauses, use varied adjectives and adverbs to add clarity and precision, vary noun choice and use of pronouns for interest.

Recurring messages from QCA Standards reports, 1998-2002...cont. Slide 2.17 The following have been consistently mentioned but the emphasis within the comments has shifted. Other comments over the four yearshave referred to punctuating direct speech, possessive apostrophes and the structure of texts including endings. • Commas: the emphasis has moved from commas in lists (1999) to the use of commas in complex sentences. • Paragraphs: the emphasis has moved from simply organising writing into paragraphs to extending and developing ides within paragraphs. • Sentence variety: from simply using sentence variety to using both subordination and coordination and, latterly, to using subordination more effectively to link ideas and events.

Session 7: Revisiting writing

Outline of the session Slide 7.1 10 mins 5 mins 20 mins 10 mins 20 mins 10 mins • Introduction and follow-up to school-based task • Teaching sequence for writing • Shared writing and interactive teaching strategies • Grammar for writing and sentence level work • Spelling • Plenary

Aims of the session Slide 7.2 • To review and secure the use of demonstration writing, scribed writing and supported composition in shared writing. • To explore key strategies that promote interactive teaching of writing. • To review the place of sentence level work for writing. • To recognise the importance of regular spelling work. • To review the range of resources to support the teaching of writing.

QCA writing mark scheme Slide 7.3 Sentence structure Text structure and Composition and Total and punctuation organisation effect marks Shorter task 4 8 12 Longer task 8 8 12 28 Handwriting Within longer task 3 Spelling 20-word spelling test; results scaled to maximum score of 7 7 50

Slide 7.4 / HO 7.1 Teaching sequence for writing • Shared reading • Sentence and word level work • Shared writing • demonstration/modelling • scribing • supported composition • Independent writing and guided writing • Review

Slide 7.5 / HO 7.2 Strategies to promote interactive teaching of writing • ‘Show-me’ activities • Drama techniques • Discussion in pairs or other groups to • explore and elaborate on ideas • generate ideas, words, phrases, sentences • explain and justify • speculate and hypothesise • compare responses • Alternatives to questions • Games and investigations

Slide 7.6 • Text cohesion • Sentence construction and punctuation • Word choice and modification Grammar for writing: three key features

Slide 7.7 Discuss this task with your literacy coordinator. Give your class a spelling cloze/dictation. Alternatively, undertake a scrutiny of the writing samples you have from the unit you taught and have brought with you today. Use these to assess which areas of spelling need attention by • the whole class; • a group; • individuals. Plan spelling activities that address the issues you have identified. Include activities from Spelling bank in this programme.

Session 8: Revisiting reading

Outline of the session Slide 8.1 1. Introduction 2. Reading for meaning and personal response Part 1:Developing comprehension, inference and deduction. 3. Reading for meaning and personal response Part 2. Narrative reading unit / poetry unit 4. Post-course task 15 minutes 35 minutes 15 minutes5 minutes

Aims of the session Slide 8.2 • To consider the reading repertoire. • To examine how deeper understanding of texts can be taught. • To assess the reading opportunities within a unit of work and the strategies used to support children’s understanding.

Test Results 1997 - 2002 Slide 8.3 1997 1998 1999 2000 2001 2002 English 63 65 71 75 75 75 Reading 67 71 78 83 82 80 Writing 53 53 54 55 57 60

Year 6 Teachers’ Workshop