Professional Documents
Culture Documents
Formative Practices
Oral feedback, feed forward, Some written feedback
Providing them with relative feedback/feed forward
Providing daily feedback/feed-forward - teacher/peer
Success Criteria - Spoken/Written/Co-Constructed /unpacked /
displayed
Sharing work with others as an exemplar
Students have ownership of goals and targets
Student agency
Ownership of learning placed on student
Engaging learners as self-monitoring learners
Evidence based learning conversation structure in place
Knew what they were learning
Children articulate their learning and successes
Student voice - Where am I? Where am I going? Next steps
Notice - analyse - practise
Use literacy progressions to help identify students
LLP - Creating a pathway of progress
Visual tracking for kids
Breaking down learning needs - specific acts of teaching
Identifying skills in reading
Meeting needs as they arose
Personalising learning needs and addressing these everyday
Using identified needs to teach to
Regular dialogue about childrens needs to classroom teacher
Knowing individuals, knowing teachers
Creating student / teacher agency
Responsive to student / teacher needs
Explicit Teaching
Work from what the children can do
Move at the right pace
Planning/discussion
Engagement
Getting to know learners/ positive relationships
Building student relationships
Knowing the students and building on strengths/interests
Relationships-making connections, teacher-teacher, teacher-student,
teacher-parent
Creating a safe environment
Knowing ourselves as writers - Self belief
Confidence building
Purposeful learning vehicles
Writing on topics that matter
Focus of active learning driven by student
Student ownership - Authentic/interests/tangible / real contexts
Contextualising learning - Authentic, purpose, meaningful
Meaningful topic - to hook boys - purpose
Meaningful making connections
Learning experiences and inquiry to engage reluctant writers
Oral language explicit - Student talk input, purpose
Language enrichment - experiences and dialogue
Writing from prior knowledge or high interest (building vocabulary,
planning, getting ideas into structure)
Integration with topical events, use of language to motivate e.g. create
Curriculum integration
Collaborative planning and reflection with children
Moved away from recount - purposeful writing
Children shared their writing with others - purpose/engagement
Children carry forward their confidence and attitude into class
Selecting texts that are relevant to children - engagement- audience
Text selection - key to engagement
Scaffolding
Use of models/visual aids/reminders
Sharing great writing models/exemplars / Examples of quality writing
Writing Models - more than one, constantly refer back to, revisiting,
Well planned
Embedded culture of differentiation
Explicit instruction/deliberate/small acts of teaching
Explicit precise teaching - specific
Consistent teaching or regular teaching session
Interweaving reading and writing
Purpose based writing - audience
Making connections
Students able to explain and express parts of writing cycle
Developing ideas/structure
Focus on reader strategies
reusing
Modelling book
Modelling - using teachers models
Modelling/prompting together
Shared experiences
Student conversations - lots of talk
Clear link to a foundation of oral language - learning experience,
building oral vocabulary, teaching inquiry questions, team meetings,
voice record then write - shared reading and questions
Motivation before writing
Brainstorming
Organising thinking and reading - GO
Capturing moments
Develop independent writing tasks for students to work on while teache
takes group Writing tasks for at home
Use of science book - 1 blank page/1 lined for writing
Teaching as Inquiry
Inquiry and knowledge building cycle
Building teacher effectiveness in teaching and understanding
We can make a difference
Notice recongise, respond, flexible
Teachers to look to themselves and their practice first - willingness to
change
Urgency
Being passionate
Flexibility to change your approach
Establishing collaboration between teachers
Creating collaborative inquiries
Linking TAI to school appraisal
Inquiry planning sheet
Self-review - in-depth - in class, across inquiry group
Professional conversations
Teachers having critical learning conversations
Collaboration between teachers
Professional reading
Mini-lessons
planning and writing links DATs
Risk taking Pedagogy
Short sharp and simple
Quick writes/power writing
Writing is a tool to access across the curriculum
Regular in-depth lessons (build on needs) Reflection every day
Think, pair, share
Peered learning/became tuakana
1-1 conferencing
Writing buddy (older children working in junior call to support)
Strong Collaborative writing - shared need
Interactive writing,
Working together (shared writing)
Learning buddies taking learning back into the class
Celebrate success
Strategic Planning
Chain of influence from charter to strategic goals
Strategic whole school plan
Thinking strategically - BOT inclusion / ownership/support
Self-review - Rubrics - Part of what a school does
Alignment - annual plan - ALL - teacher appraisal
School-wide approach/consistency / Sustainability
What does sustainability look like?
Having everyone on board - A clear vision - Buy in from all
Early intervention
Support of the school structure
Transferring the learning
Planning - taking intervention to other Y4+Y1 teachers
Range of intervention support at different tiers, identifying individual
ICT
Piclits.com
How IT can support the writing - meaningful
Use the technology as a learning tool