Category Archives: Courses

Course notes on various training

Be Outstanding through formative assessment – a close focus

Will be trying to update this as the course goes on.
So far the important things – staff at venue lovely. Suggested I put my bike in the spare bar when in asked where I should lock it. Thanks the biggest worry of the day sorted. Tea drank and pain au chocolate eaten and now working my way through the biscuits.

Nothing in the booklet (which runs to almost 50 pages) which jumps out as being new or something that we don’t either know or already do.
Will switch back to report writing whilst waiting.

Once every two years. New book being written at the moment. Carol Dweck Growth Mind Set strongly linked to her work. Included in pack case study’s of s hoop development of whole school. Long term and short term.

Use video observation sheets in lesson observations?

Paul Ginnis check his website. Global citizenship not national citizenship.
John Hattie the effect size of what we do to impact children’s learning. 0.4 is the impact level above do. Below why are we doing it?
Ability groupings little impact on chn impact. What effect will this have on maths for next year. Visible Learning by John Hattie Amazon link
What you do before teaching
How do yo start the lesson
Development of lesson
End of lesson
Growth mind set assemblies all in from September.
CD article for chn (share it with staff). Why and yet two key ideas. Why for everything. I can’t do it yet – chn need to understand this and that it is okay that thy cant do it at the moment.
Will have to look at the reward system. SC achievement and effort – would it not be better to have progress and effort?
Use chn as learning resources. Can we get the y6 to create fixed and growth mind set videos especially for lower down the school.
4R’s resilience, resourcefulness, reflections, reciprocity displayed in the classroom.

Really miss my smartboard. :(

Split screen lessons not just academic but learning strategies. Idea of learning muscles – SC breaks down to 8.
Learning wall including chn comments.

Share Hattie thing with staff and parents especially homework.
Don’t ask chn what they know about topic title. Break down the aspects of Romans and asked them what they know about soldiers, buildings etc. interrogation of chn understanding not just what do you know. How do we immerse chn in subjects? Next we need to present the key skills they will need. Again returning to key skills. We need to know what they are. Look again at the planning from SLT we looked at topics not what skills.
Key words at the beginning of a topic to find what they know and what they want/need to know. Ask parents to give ideas to us and would key in skills that the parents already have.
Discuss with chn that they must talk with the person next to them not someone else on the table.
Talk partners – no hands up must be seen in the whole school. Must remember from sept.
TSR need to reinstall this. Chocolates numbers on chairs to answer.

“Can go get familiar with your talk partner?” Feel a law suit coming.
Lolly-sticked as a verb. Not talk partners – learning partners.
Chn need to explain not tell – will need to model.

And we’re back.
Mixed ability teaching not a good idea. Teachers must work collaboratively, think about this for next year. What can we do for cover? MS? Specific day/ morning?
Finding percentages in maths clip- was he only differentiated three ways? Is that enough? End of clip claims 1a to level 5.
Can all do Chungking but what about larger concepts?

Look at classroom organisation U shaped for improved feedback. Difficult to do with current class sizes. Possibly a V Shape?

Now going to look at the beginning of lessons
RPL. Then tell chn what they have learned, capture interest, questioning. Look again at HoT poster.

Get chn to come to the IWB to explain things again. Timer on each slide so that you really do give the. 30secs.

Diamond 9 to group and order items.

Importance of chn knowing learning intention, (intention or objective?)
Need to have whiteboards on tables? Could the y5 cope?

Could use activity starters before sharing the intention.
SC has just quoted herself… Skills not task for learning intentions. Weekly objectives so that chn need to know where they are going. Learning journey again. Especially for literacy and two week units. Can we do the same for maths? Fortnightly units? Pupil generated SC much better than just giving them the SC.
Use the levelled bookmarks as every time we write ideas. Use compare and contrast to generate SC. listen to what chn say and magpie them. That way you could add any that they missed.

Open skills – like you could add dialogue to your story. You could use flashback. Include them as a way of extending learning. Looking at beyond the SC for writing, more discussion on how the reader feels.

Lunch done and back to it.
Rather a lot of teacher talk in latest video, is this because of the editing? Snowballing ideas across the classroom.

Classroom poster
Slant – sit up, listen, ask ?, nod your head, track the speaker

Developing the learning
Constant questioning. What are you doing and why?
SC possibly slightly out of the loop. Didn’t seem to know what recriprical reading was. Slightly doing it wrong no need to read aloud unless EAL. She has spent a year in America.

Fold arms when finished or ready. Like it, like it a lot.

SPIKE as G Reading thing.

Feeling slightly disappointed by today can’t quiet put my finger on why. Every thing being said is good but not inspiring, possibly because of the time of year ? I’m tired? Informative not inspiring.

Next steps – during the lesson, find a way of showing how the improvement different colour, chn initials. Cooperative feedback will need to be modelled and embedded. Chn will find it difficult to start with. Share book – not I’ll mark yours you mark mine.

Loosing the ability to concentrate now. She’s mentioning a learning stop. I’d like one of those now.

Working and editing work use double page so chn can add other things on the extra page.

With a different coloured pen feedback colour. Assessment budget.
Progress purple
Marked in blue
Self assessed green

For maths different order.
This is what we are doing
Chn to create the SC

Iris- buy webcam for professional developments.

They don’t want to be told what to do. Somehow we have to con staff into making the changes themselves.

No fixed destination.

Could use transition days to work on growth mindset.

Display in background punctuation volcano – nice.

Grammar Course

Waiting to go on the grammar course that was put back from earlier in the year. Feel it may be a little late for this as we have now done so much work on grammar and punctuation.
Hoping for tea and biscuits and maybe some freebies.

Biscuits eaten, tea being drunk.
Y6 playing catch up. Start teaching Y5 so that this doesn’t happen again.
Oh god two hours – not sure I’ll survive this.
Introducing us to the ‘grammar for writing’ book.
Jolly Grammar – kinaesthetic approach, lots of worksheets. Homework?
Obsessed with language features. Missed/ dropped sentence structure.
What is standard English? Not about speaking, it’s knowing about grammar. It’s about knowing the rules.
Language rich environments – chn coming from those think in sentences early on.
Reading writing and communicating. Ofsted guide to English teaching.
Don’t just underline, get children to do something, next step marking. Same for all errors. Must get chn to act on the next steps.
Joined up handwriting by level 3 according to National Curriculum.
Bold words must be learnt and understood in the new framework.
Loosing the will to live now. 
Teach the language of grammar – it’s important. Repetition is key.
Adverbs and verbs, be carefully what rules you teach don’t dumb down.
Activity time
KS1 – simple sentence games.
Use picture clues to help create sentences
Adverbial hand – 5w’s for the verb create for school tonight look for old spelling hands adapt.
Talk about location of words in sentence and how they change in a sentences.
Have we got time to play games, share with lower down the school. Pie Corbet?
Sentence chains and story chains – use cards to differentiate.
Basic identification of sentence types. Whole school colour approach. Same sentence throughout school but slowly grows as you go up through the classes.
The solider sat
The kindly solider say gently on the mat.

Play around with the word order of the sentences ask them to start with the noun, start with the adverbial phrase, start with when etc. use the adverbial hand.

Ask a question shows understanding.

Colour texts – underline all the adverbs in blue etc.

Whole school approach all the way from foundation stage.
Think about expectations for whole school. Differentiated.

Getting the best English Results

Easter school?
Teachers bookshop in Oldham
Readers for grammar, Maddie Lindley at Salford, if they have one in class. Times test.
Level 5 in reading before allowed to do the level six.
Shorter and longer writing tasks all work in topic and literacy.
Question (stem) starters, give an example (model) then make them do it.
Chn to create language for working wall at beginning of topic

Nick Sharrat You chose. you imagine

How to live for ever by Colin Thompson, Castles as well.

Kevin Crossly Holland – short book of short stories

Actions to remember genre types.
Story giant – Brian Patten

Give chn characters and ask them to order them. Most scared, bravest, most powerful etc.
Class book, blogged. Extreme reading. More talk about reading, why do you like this etc. Change the reading area.

Add stems to writing displays. look at website
30% of writing for grammar and writing.
70% writing.

SAT teach navigating the page. Without reading the paper.
Purpose use the word ‘to’  This text is ‘to’ persuade, ‘to’ inform
Hide the mark number ask chn to guess
Give chn AF cards can they identify the type of question.
Question the text, five question that the chn can ask a partner


Amazing Floodsopedia

Rising stars, Y4 aiming at level 4
Theme, structure , language: speed reading
Draw, label with direct quotes from the text
Note taking and summarising
Colour when reading a text. What colour is the author making you think?
Colour Pantone colours.

Maths graphs/ Venn diagrams and caroll diagrams to organise texts.

Flip paper with board
Forum theatre explain how to do things
Speech bubbles, thought bubbles, red heart. Say, think, feel
Physicalise description first then model the description orally. Then sentence stems and then chn to write.

A Horowitz – Granny.
Organisation diagrams for text types
Purpose and audience use the why. Why is the title at the top.
Keep plot simple, work on plots.

Invisible Fiends Mr Mumbles – Barry Hutchison

Nursery Crimes website

Achieve level – Rising stars. Pie Corbet website

The small book of big word

Black dog Levi Pinfold

Teach then application.
Wanted Have you seen this Alligator?

‘What’s wrong?’ Activities.
Chris van Oxburg

Opening topic sentence to add to displays
Primary literacy – website
Reason for writing then chn to write txt message, newspaper, radio report etc.

Chris Quigley Course

Visible progress
Assessment keys in the LO
Check on progress during lesson
How do you cover the range of LO in a class.
Recall for retention, recap in topic/theme work
Get them doing the writing that they find difficult
Comprehension skills to start lesson theme/ topic work
Clear focused LO
Focused on learning as apossed to outcome.
School wide definition of clear learning objective
Recap LO for staff meeting
Essential knowledge, essential skills, essential understanding
How to showing assessment to explain lesson and LO?
Individual/ group LO linked to skills based curriculum
Action plan Decide on the curriculum key skills
LO: Ask yourself, would you write it on a child’s report
Add context to our SC label?
Is the LO repeatable. If it is it is probably essential
To know with absolute clarity what it is we are learning
Key objectives then narrowed down to specific eg LO to calculate accurately using written methods of subtraction; LO to recognise the structure of a text: identify opening paragraph.
LO targeted to levels
LO: To know and use numbers

  • L3 know times table
  • L4 division facts
  • L2 know 2,5,10 table

Key skills and national curriculum

Side Note: display on Y4 walls including language up to level 5, do the same to promote further learning. Think about maths.

Road map.
Will then lead to accelerated process.

Look at the planning why are we doing it. Does it show what the chn are doing or what the pupils are doing
Is this planning showing what chn will be doing to show progress, planning for delivery or accomplishment. Build something in so that chn will show me progress in planning.
Start lesson with the opportunity for assessment. Will help show progress.
Look at chn coming into classroom and working independently, what do we have to do to make this happen?

  • Explain to chn the change
  • Model it
  • Embed it

Good principles not necessary good practice
20:80 but not every lesson. Over the week, over the term etc.
Progress will be shown by the stuff they produce.

  • Preparation
  • Expectations
  • Methods
  • Structure
  • Attitudes

Progress pyramid
Subject progress over the lesson
Subject progress over the term
Basic skills. Attitudes

Thinking questions based on curriculum areas
History questions, Geographical questions, etc

Key indicators levelling other work including maths and literacy

AfL questions for middle of the lessons/ small groups. These things need time to work chn have to active

  • Flagging – thumbs up etc, rag flags to ask for help
  • Pupil questions -
  • Number check – 1 tell 2 what your doing, 3 tell 4 how to solve this
  • Show me – where, how, etc.
  • Pounce and bounce – what are you doing partner why
  • Curved ball – difficult questions, like the perimeter question
  • Statements – ask questions with no right or wrong answer
  • Timed challenges – during work, in the next five minutes I want.
  • Go for three – especially for boys, ask them for three
  • Checklists – what have you done what do you need to do next
  • Learning buddies – with someone else in the room. It on their table.

Progress over time depends on progress now.

Highlight strengths, move to two stars and a wish linked to SC. with verbal feedback ask chn why it is good to do the things that they do well.
Linked to something that they are going to do
- Now
- Next time
- Next few months
Most marking should be now, less target, next time. Make them clear specific and actionable. Must be able to see the progress in the marking. Principle lead a key term. That’s the key thing in looking at people’s marking. 1/3 adult lead marking 2/3 peer or self marking

Order whiteboard pens and handwriting pens in blue for marking.

After VF ask the chn to add a key word about their learning.
Ask chn to ring their mistakes and correct them. Especially in maths.

Varied lesson starters, not showy but productive. Sorting activities. Hands in, heads on. Use cards ask staff to create their own three they have triedand used to add to ideas.

Stephen Covey seven habits for highly effective people. Chn to learn in teams, interdependent, not independence.

Use roles like in guided recipricol reading teams. Spy, joker, motivator, leader, note takers, reporters.
High challenge low stress. Best atmosphe for learning.
Hour in need to move on my chair so uncomfortable, think about children. 
Magpieing, steal, take but don’t be fake.

Tokens – chn to use guides reading questions to reward good questions. Lesson review questions, what’s did you learn, what did you find difficult easy.
Promotes progress, key idea. I’m doing this and this is showing progress like this.
Attitudes to learning

Learning traps, teach concentration skills, teach them to work hard and not give up. Imagination, don’t let them forget. Knowning how to improve, and don’t give up.
Help to focus on the whole process. Yearly approach, a lens a term. Really focused and staff lead meetings after the curriculum is sorted out. Bottom up, staff to lead the change.