GTP
160020044767600-57150-31115NMWCTE Skills Guidebook Series: Literacy0NMWCTE Skills Guidebook Series: Literacy Literacy (English) Guidebook for NMWCTE ITT courses123761564770Our vision:To educate, support and motivate students to become excellent and creative teachers, who will inspire and empower all learners to reach their potential 00Our vision:To educate, support and motivate students to become excellent and creative teachers, who will inspire and empower all learners to reach their potential 133350296545Contents0ContentsIntroduction3Synopsis of personal literacy skills in the Classroom4Assessment of trainees’ personal literacy skills:Overview and procedures at interviewInitial audit and literacy support56Tracking trainees’ personal literacy skills:The key assessment points 7Literacy (English) Guidebook on School Experience:8Literacy skills in the classroom:Assessing trainees’ ability to develop learners’ literacy skills in the classroomThe grading of the application of literacy in the classroom9Examples of comments, grades and targets.10The grading of trainees’ standard of personal literacy on school experienceExamples of comments for personal literacySummative data collection points1112Planning for literacy:Lesson Plan Exemplars13Foundation phase: Knowledge and understanding of the world and literacy 14Key Stage 2: Art and literacy18Secondary: History and literacy 21Design and technology (secondary) and Literacy 24References and further reading27Acknowledgements28Appendix 1: Personal literacy progress tracker for PGCE primary /secondary Appendix 2: Personal literacy progress tracker for BA(QTS) & BSc29INTRODUCTION The aim of the skills handbook series is to provide consistency in the Centre’s provision and procedures in relation to all key skills. The Literacy Skills handbook is designed for use by trainees, tutors and mentors to ensure shared knowledge and understanding across the centre (university and school based) and within the ITT courses regarding literacy skills. The four courses at the centre are:BA (QTS) Bangor UniversityBSc (QTS) Bangor UniversityPGCE (Primary) Bangor UniversityPGCE (Secondary) Bangor and Aberystwyth UniversitiesLiteracy Handbook for all QTS courses This handbook addresses two aspects of literacy within ITT courses provided by the North and Mid Wales Centre of Teacher Education: the development and assessment of trainees’ and students’ personal literacy skills; the development and assessment of trainees’ and students’ ability to apply their knowledge of the literacy framework to improve and extend learners’ skills in the classroom.The handbook will also include:exemplars of cross curricular skills lesson plans across all phases to demonstrate effective planning that will also serve as a starting point for discussion and analysis: during school experience skills briefing session; during mentor and tutor training days;and as possible focus in weekly mentor and tutor meetings;general literature, documents and websites to provide ideas, critical references and practical activities when applying literacy in the classroom.Synopsis of personal literacy skills and literacy in the Classroom within the North and Mid Wales Centre of Teacher EducationPersonal Literacy skillsAll courses will ensure that all trainees are assessed as having functional personal skills in literacy applicable in a professional teaching context, appropriate to the phase/key stage and subject of study. All courses will also ensure that all trainees’ personal skills in literacy are regularly and accurately assessed throughout their training and at the point that trainees are assessed against the QTS Standards at exit (as set out in WG document number 127/2013, “Requirements for initial teacher training courses at higher education institutions in Wales”).Literacy in the ClassroomAll courses will develop trainees’ ability to plan effectively for the teaching of literacy and to address learners’ needs appropriate to their phase/key stage and subject and subject area. Trainees will become familiar with the skills that learners are expected to develop throughout their time in school. They will become adept at recognising opportunities to apply literacy in the context of their lessons and will use the Literacy Framework to plan for and assess learners’ progress (as set out in WG document number 120/2013 National Literacy and Numeracy Framework. To support schools in introducing the National Literacy and Numeracy Framework.) All courses will assess trainees’ ability to plan and deliver lessons which implement the literacy framework; this assessment will contribute to the grading of trainees against the QTS standards during school experience and at exit. All grading will conform to guidelines outlined in the booklet “Grading Accurately and Consistently.”Assessment of trainees’ personal literacy skillsOverviewAll trainees’ literacy skills will be assessed at interview when applying for all QTS courses. Once accepted onto the course, they will undertake an initial diagnostic audit to identify areas of literacy which they need to develop. PGCE /BSc Secondary /PGCE PrimaryFollowing the initial audit trainees will be identified for extended support customised to address their needs. A monitoring task will be set in January to evaluate progress. All trainees will be expected to access online materials to improve their literacy during courses and their progress will be monitored using their professional development documents file (PDD-Secondary) or personal progress file (PPF- primary) and formally assessed on exit. The final audit will inform their career entry profile and enable them to continue their progress in their first year of teaching.BA (QTS) First and second year undergraduates will attend all literacy sessions provided and various tests/audits will be conducted. A small number of third year undergraduate and post graduate trainees will be identified for extended support in small classes customised to address their needs. All trainees will be expected to access online materials to improve their literacy during courses and their progress will be monitored in the Personal Progress File (PPF) and formally assessed on exit. The final audit will inform their career entry profile and enable them to continue their progress in their first year of teachingProcedures at interviewAll trainees will sit the half hour all Wales literacy test agreed by UCET in response to the guidance given in WG document number 120/2013 Requirements for initial school teacher training courses at higher education institutions in Wales. Candidates who have recognised additional learning needs such as dyslexia will be accorded an additional 10 minutes (this complies with both Universities’ codes of practice for the provision for students with additional learning needs). Candidates must achieve a minimum 50% to be accepted to all courses. Should they show particular promise in other areas at interview then they will have the opportunity to retake the test once to gain access to the course. The literacy test will focus on the functional literacy skills required by teachers in their professional role. A sample test is available at The test is similar to those set for ITET courses in England and additional support can be found here: audit and literacy supportThe Centre provides an initial audit on entry during the first two weeks of all courses. All trainees who gain less than 50% in these tests are required to attend additional literacy classes. However, tutors may recommend that other postgraduate trainees attend especially if their first subject area is science or during the third year of the primary phase; all PGCE and third year BA/BSc QTS trainees are welcome to attend the sessions voluntarily. The number of timetabled support lessons provided:PGCE (Primary and secondary) 8hrsBA and BSc (QTS) 6 sessions per yearThese additional support classes will focus on basic concepts such as word classes, parts of speech, punctuation, spelling and letter writing in accordance with trainees’ general needs. As the PGCE and BA QTS third year classes are expected to be small, content is tailored to individual learner’s needs.These sessions are timetabled for both PGCE primary and secondary courses and in the first and second year of the BA and BSc courses. Additional individual one to one/small group sessions will be provided to cater for individual needs on the BA and BSc courses, especially in the third year.In addition to these support sessions, all primary trainees (PGCE primary and BA) attend English subject knowledge sessions which combine subject knowledge with effective pedagogic approaches to English and literacy. Secondary PGCE students will receive specific sessions on Literacy and the Literacy Framework; skills planning focus sessions – introduction to the literacy guidebook; best practice and activities to support adoption of subject/cross curricular planning of literacy by literacy co-ordinators in partnership schools. Those gaining higher than 50% in the literacy audit are required to identify areas of their own literacy requiring development. They will study independently using online materials developed by the centre and linked to other websites aimed at improving literacy skills. These online materials are embedded in all courses’ Blackboard sites and students track their own progress throughout the year in their PDP Professional Development Profile (-secondary) or Personal Progress File (PPF- primary) noting their attainment at the following key points: PGCE (Secondary and Primary) - within SE1, within SE2 (alongside the interim report)BA, BSc: end of SE1, SE2 and SE3All trainees will then be audited towards the end of each course. The results of the audit exit will identify targets for the Career Entry Profile which will be the basis for further development as part of the statutory induction period for each newly qualified teacher (NQT).Tracking trainees’ personal literacy skillsThere are three aspects to the tracking of trainees’ literacy skills:Test based auditsTrainee self-audit School Experience Personal Literacy Grades. The key literacy assessment points are as follows:PGCE Primary and secondaryActivityWhenAssessorInitial audit SeptTutorResponse to the initial audit to be recorded in the Personal Literacy Tracker and filed in PDD (secondary) PPF (primary)Start of SE1TraineeResponse to the School Experience personal literacy grade to be recorded in the Personal Literacy Tracker and filed in PDD/ PPF.Monitoring tasks within support sessions /and or self-study tasks. Start of SE2TraineeExit audit and SE 2 Personal Literacy Grade to inform CEPJuneTutorBA (Primary), BSc (D&T)ActivityWhenAssessorInitial audit (test)SeptTutorResponse to the initial audit to be recorded in the Personal Literacy Tracker and filed in PPF Start of Year 1TraineeInterim Audit End of SE1TutorResponse to the interim audit and School Experience 1 personal literacy grade to be recorded in the Personal Literacy Tracker and filed in PPFStart of Year 2TraineeExit Audit to inform CEPEnd of Year 2TutorIdentify trainees needing further supportStart of year 3tutorResponse to SE2 personal literacy grade and Exit audit result to be recorded in the Personal Literacy Tracker to inform CEPEnd of year 3PGCE Primary and Secondary Personal Literacy Tracker – see appendix 1BA and BSc Personal Literacy Tracker – see appendix 2-247650-52705NMWCTE Skills Guidebook Series: Literacy0NMWCTE Skills Guidebook Series: Literacy Literacy (English) Guidebook on School Experience862965121285Our vision:To educate, support and motivate students to become excellent and creative teachers, who will inspire and empower all learners to reach their potential00Our vision:To educate, support and motivate students to become excellent and creative teachers, who will inspire and empower all learners to reach their potentialLiteracy skills in the classroomAssessing trainees’ ability to develop learners’ literacy skills in the classroom.Whenever appropriate, trainees should be developing learners’ literacy skills with reference to the literacy framework, planning clear learning objectives and success criteria and applying pedagogy based on sound theory and recognised good practice. Planning and implementation should be supported by effective assessment of pupils’ attainment in literacy using appropriate questioning.We expect all trainees to apply literacy in most lessons and that the aspects of literacy targeted are appropriate to both phase and subject and relevant to the identified learning outcomes of the lesson. The grading of the application of literacy in the classroomThe grading of trainees’ application of literacy in the classroom should focus on the extent to which trainee is able to:?recognise relevant opportunities to plan and apply aspects of literacy (oracy, reading and writing) and as they arise;?use literacy specific vocabulary correctly and demonstrate good understanding when selecting, composing and analysing the content and language of different types of texts and their features in cross-curricular contexts;?use a range of teaching and learning strategies, visual and practical aids, and ICT in their planning to develop pupils’ understanding of literacy where appropriate;?have appropriate expectations of pupils according to age and prior attainment and plan realistic differentiated literacy tasks and questions;?respond appropriately to pupils’ misconceptions and errors;?assess pupils’ understanding of literacy through appropriate assessment of learning strategies and skilful questioning based on prior literacy assessment.When assessing literacy the observer should assess whether the above are: outstanding; good; in need of development; in need of considerable development; unsatisfactory.The grade given for literacy should be the same as or one less than that given for S3.3.For example, in the lesson shown below the grade given for S3.3 was 2 (good) but pupils’ progress in literacy was only 3+. The corresponding comment is also shown:9779098425Appropriate modelling of how to write and structure an advert was demonstrated during the week as well as identifying appropriate persuasive language by searching models of adverts in given websites. However differentiated models of adverts would have further developed the 4 more able and talented learners in the class.Note that if there is no literacy observed in the lesson the observer should assess whether the omission is justified or not. If the trainee misses numerous opportunities to plan for literacy, then the trainee should receive a grade 4. When observing note either “missed opportunity” or “n/a”, leaving the grade blank.0Appropriate modelling of how to write and structure an advert was demonstrated during the week as well as identifying appropriate persuasive language by searching models of adverts in given websites. However differentiated models of adverts would have further developed the 4 more able and talented learners in the class.Note that if there is no literacy observed in the lesson the observer should assess whether the omission is justified or not. If the trainee misses numerous opportunities to plan for literacy, then the trainee should receive a grade 4. When observing note either “missed opportunity” or “n/a”, leaving the grade blank.Examples of comments, grades and targetsComment:The debate activity created a good opportunity for learners to present a case but you provided limited support to enable all learners to fulfil the task Grade3Target: Provide speaking frames and appropriate language mat to support learners’ debating Skills. Comment: Good use of learners’ reading skills for key informationGrade 2Target: Combine different reading skills in related tasks e.g. skimming for key information and close reading for ment:Missed opportunity - the task included the need to use impersonal language. This aspect was not addressed. Grade4Target: Model the use of impersonal language - make key language features explicit. Numerous missed opportunities to plan for literacy during the last fortnight of ment: Your use of a range of sources for differentiated groups allowed learners to investigate language features at an appropriate level. Grade1Target: Consider how you can support the more able to develop their insights into language from this lesson. The grading of trainees’ standards of personal literacy on school experienceThe trainee’s standard of personal literacy is assessed twice during the school experience: during the interim assessment and the summative assessment. Interim grades and comments should be noted on the ‘Interim report on trainee’s progress and target grades form’ and the summative grades and comments on the relevant summative report form (End of placement summative school experience report form/ Final school experience summative form)When defining the trainee’s personal standard of literacy, the primary focus is on the trainee’s personal oral and written skills when teaching learners, and fulfilling the broader requirements of the course during school experience (e.g. requirements of the planning file, recording professional meetings, observation notes/logs, writing comments on the whiteboard and on learners’ books.) Trainees are expected to communicate orally and in writing fluently, accurately and persuasively.See the table below for the assessment criteria for grading trainees’ standard of personal literacy: language and expression. (Please note that there is no grade 3 criteria when grading trainees’ standards of personal literacy in order to correspond with the National Welsh Language Competency Certificate for Trainee Teachers) Grade 1 Grade 2Grade 3+Grade 4 ExpressionPrecise and elegant expression. Guides the reader.Clear expression.Some awkward expression.Consistently awkward expression.Meaning not communicated clearly.Vocabulary and spellingAccurate and confident use of specialist terms.Wide range of vocabulary.No spelling errors.Uses specialist terms.Good range of vocabulary.Rare spelling errors.Limited use of specialist terms.Appropriate vocabulary.Some spelling errors.Rare use of specialist terms.Consistent misspellings.No use of specialist terms.Limited vocabulary.Frequent errors.PunctuationUses a range of punctuation accurately (e.g. colons and semi-colons) to enhance meaning.Sentence boundary punctuation is accurate (i.e. does not use commas inappropriately).Some sentence boundary errors (comma splices).Some errors in apostrophe use.Frequent errors in apostrophe use.Intrusive punctuation errors.Sentence structure and agreementUses a variety of sentence structures to communicate meaning. Secure control of tense and agreement.Some variety of sentence structures.Mostly in control of tense and agreement.Limited range of sentence structures.Some errors in tense and agreement.Very limited range of sentence structures.Frequent errors in tense and agreement.Persistent errors in sentence structure, tense and agreement. Examples of comments for personal literacy:Comment: Make sure that words you have written on powerpoint slides/prezi or resources have been spelt correctly e.g. necessary, camouflage Modelling how to use a dictionary to check a word that you are unsure of with the children is good practice. Use a variety of strategies and resources to help learners spell familiar and unfamiliar vocabulary and subject-specific words ment: Use standard English when talking with the children avoid words/phrases such as , I’m gonna ..(instead of I’m going to…) I dunno… (instead of I don’t know) or What’s up? (instead of What’s the matter?) so that you provide a continuous model of good language. Comment: Use punctuation correctly when writing in the planning file and when introducing and correcting aspects of punctuation in learners’ work. Comment: Support learners in the effective use of Spellcheck. Some place too much reliance on the software and simply accept the first word on the list regardless of meaning.Summative data collection pointsFor each school placement, mentors should grade trainees’ application of literacy and standard of personal literacy in the classroom within the following documents:The Interim Report on trainees’ progress and Target GradesThe End of School Placement ReportPlanning for LiteracyDuring the course of any lesson learners might respond to questions, employ a specific reading strategy and explain ideas in writing. When planning for literacy, however, it is necessary to find a clear focus rather than noting every aspect of the lesson. It is important to focus on the most relevant statements linked to the task and to the identified needs and/or expected age related outcomes of your pupils. AssessmentIt is also important that you record both the opportunity your pupils have had and their attainment of that element. You should follow your school’s policy for assessing pupils’ progress against the LF.You should be asking questions and prompting learners throughout the lesson. The exemplars show the type of questions and prompts you should be planning but they are not exhaustive. More importantly, you cannot prepare for all pupils’ responses; how you react to misunderstandings, original interpretations and unforeseen events is part of the delivery of excellent lessons.Finally, when evaluating the lesson you should listen critically to pupils’ oral responses, note the ways in which they work and talk together and evaluate their completed artefacts/problems/written work. These can be linked to the success criteria and contribute to the overall literacy assessment for your learners.Lesson Plan ExemplarsThe following pages detail lesson plans in four different contexts:Foundation phase – Knowledge and understanding of the world & literacyKey Stage 2 – Art & literacySecondary – History & literacySecondary - Design and technology & literacyWhen planning for literacy there should be clear links between the element of the framework, the learning objectives, the success criteria and the questions designed by the trainee. The learning objectives should ideally be based on the higher thinking skills of understanding, application, analysis, evaluation, creation, while SCs should be visible or audible evidence of learning.-40640-525780Foundation Phase: Knowledge and understanding of the world and literacy skills00Foundation Phase: Knowledge and understanding of the world and literacy skillsPLANNING PROFORMA Name:ClassReceptionDate15-19 :10:16Subject/Context KUW/LLCTRAINEE’S TEACHING SKILLS TARGETSTiming - ensuring that my presentations are not too long for the children's level of development.Using varied strategies for presenting (avoid depending on PowerPoint)LEARNERS' LEARNING TARGETS Becoming familiar with their new discussion partner.Putting resources away independently after shaking the tambourine.CT to use his visual timetable. Miss Tomos to reward him by taking him out to play with a ball after achieving a card on the visual timetable.SKILLS DEVELOPMENT Knowledge and understanding of the worldResearch into sources and issuesSort and group information.Language, literacy and communication, OracyUsing an increasing range of appropriate vocabulary when playing and in structured activitiesStarting to answer questions using the correct formsSpeaking audiblyMathematical DevelopmentTransferring mathematical skills to playing and classroom activities.Sorting and classifying objects using one (or more than one) criterion.Key:Literacy and Numeracy Framework StatementExtended Skill ΔLearning Area Skill Digital Competence:Using a slideshow with images or photographs on a tablet/deviceLEARNING OBJECTIVESLO1 - identifying natural features and man-made featuresLO2 - placing according to featuresLO3 - correctly negating a sentenceLO4 - Using iMovie to record findingsSUCCESS CRITERIA The work will be good if I remember......……to film three different things when I go for a walkto use the record button to voice three photosto explain whether the image is of something natural or man-madeto remember to use the pattern "it is.... because" or "it isn't.... because" SC differences:Growth mindset: "does anyone want more of a challenge?"Choose Hot Chillis criteriaFilm 5 different itemsLive broadcastingExplain whether the image is of something natural or man-maderemember to use the pattern "it is.... because" or "it isn't.... because" "does anyone need more help to understand the work?" Green chilli: Choose the Book Creator app.Take a photo of three different things when you go for a walk.Use the record button to voice three photos.Explain whether the image is of something natural or man-made.Remember to use the pattern "it is.... because" or "it isn't.... because" (there are discussion cards in the green chilli box)ASSESSMENT FOR LEARNINGRecord on a learning slip (use "ability for achievement" and "learning" when they need to re-visit)'Bob is .......... distinguish between physical human resources.’‘Bob is ....... negate a sentence.’Observe the children sorting independentlyListen to their reasoningChallenge further by questioning... What about Barti's scarf? Is it human and physical?Structure of the lesson and detailed plan of activitiesSKILLS DEVELOPMENT Thinking Skills, PSE, ESDGCTimeLesson activitiesPlenary/AfL10.45-11.0011-11.3011.30-11.4511.45-11.55INTRODUCTION: (The children are familiar with the story about Barti's scarf)FOCUS PRESENTATION:Create a Small World of Barti's farm in conjunction with the children, using soil, grass, a small wooden fence made with lollipop sticks, a tractor, sheep, etc. giving the children a multi-sensory experiences as they handle the objects.Share the aim of the learning and demonstrate it:We are learning about the natural features and man-made features. Look in detail at Barti's Farm in the Small World while discussing and sorting the resources of the farm in hula hoops and placing them according to features. Explaining and reasoning their choices while focusing on negating a sentence He does not have / he is not (growing). Introduce natural and man-made vocabulary while sorting.FOCUS TASK:Going on a walk in the local area and filming and reporting an iMovie that looks at the natural features around us. Sharing the SC and ensuring that they are visible.Continuously modelling language - labelling features in the environment. Continuously drawing attention to the negative form of the sentence in addition to natural and man-made words.PLENARY:Watch and evaluate the iMovie as per the learning outcomes.Play the Headbandz game - headgear and cards (provided) e.g. a tree - One child in the headdress wears a hidden card and asks questions-“Does it have ears? ““No, it doesn't have ears”Promoting the question “Is it natural/man-made?”Putting away time Wash hands before lunchBring the hoops into the circle. Choose various children to group the objects and explain their criteria.Observe the children sorting independentlyListen to their reasoning as they sort/place. Encourage them to think about conditions as they sort. What is similar??Regular questioning with the small world resources and while out on the walk.‘Is there ...?’‘Does it … ..?’Enrich the small world for a week with hoops to allow the children to apply and practice their skill.Evaluate each other - leading the questions.Why did you choose to take a picture of...?‘Is it…’'Is this natural or man-made?''How did you record? Can you show us?' 'I have''I don't have...'Leave the Headbandz game in the reading corner together with the oral cards to promote independent practice of the questions.INCIDENTAL WELSHYdi...yn ? Mae…. yn…Na, tydy … ddim yn…KEY VOCABULARY/TERMShuman, physical, hard, factory, growing, natural?man-madeRESOURCESHoops, ipadsHEALTH AND SAFETYIn accordance with the school's community afternoon policy.ROLE OF SUPPORT STAFFModelling vocabulary/sentence pattern, prompting the children to reason, reminding the children of the criteria.Lesson evaluationLEARNING OBJECTIVES (from page 1)LO1 - identifying natural features and man-made featuresLO2 - placing according to featuresLO3 - correctly negating a sentenceLO4 - Using iMovie to record findingsEVALUATING THE LEARNING (against the LOs)LO1 - nearly all the children identified the natural features and man-made features in the local environment.All the boys were motivated particularly well by the iPad and being in the open air.Everyone from the MAT group demonstrated a good understanding of LO1LO2 - all the children placed the small world resources according to a criterion. The MAT group set their own placing conditions and evolved sets from both placements into a VENN diagram.LO3 - The majority correctly negated a sentence by the end of the session. The game was introduced to promote the use of an oral framework to promote accuracy so this result may not be truly reliable. I will continue to assess and observe further, and offer further opportunities to acquire the skill.LO4 - Nearly everyone used the iMovie app on the iPad to complete their work. CT and ER used the book creator app because they felt more confident. Everyone successfully made a voice recording of their findings.LEARNERS' TARGETS (carried over to the next lesson)Naturally negate sentences orally correctly and independently with the game during the week and in new contexts.Gain confidence in using iMovie - importing music.Look at Barti's scarf – wool is natural but the scarf is man-made. Challenge the concept.PLANNING PRO FORMANameClassYear 3DateSubject/Context Art & Design/Cwricwlwm Cymreig – Eleri MillsTRAINEE’S TEACHING SKILLS TARGETSS3.3.3 make learning objectives clear to learnersS3.1.3 Visual Aids. I have prepared laminated flash cards, images of both Jackson Pollock’s work to re-cap and images of Eleri Mills’ work for lesson S3.3.6 They take account of the varying interests, experiences and achievements of all those they teach to help learners make good progress.LEARNERS’ LEARNING TARGETSWhole class to be aware of health and safety at all times Focus task group to be equipped with the skill of sewing so that they are able to model to another groupST & GD on computer (near me) so that they are able to complete that task without disruptionSkills development Art & DesignUnderstandingExperiment with and examine the methods used by other artistsInvestigatingSelect and record from observationMakingExplore, experiment and apply visual element of lineLiteracyExplain information and ideas using relevant vocabularyYear 2Express opinions, giving reasons, and provide appropriate answers to questionsYear 4explain information and ideas using supportive resources,?e.g. on-screen and web-based materialsDigital Competence Framework (draft)Planning – Sourcing and SearchingYear 3 Develop strategies for finding informationLearning objectives LO1To develop knowledge and understanding of line as a visual element through the use of literacyLO2Consider health and safetyLO3Record from observation and explain information and ideas through investigative pieces of artworkSuccess CriteriaSC1I can use different adjectives to describe lines in the work of Eleri MillsSC2I can thread a sewing needle and use it safelyI can use the internet safelySC3I can draw/sew the lines I can see in Eleri Mills’ work Assessment for learningTalking partners – mixed ability within two groups to ensure learners can expect different experiences. Use ‘Talking Partner’ Post-its to record their thoughts on their partners.Peer assessment – evaluate each other’s effort and what is good and a ‘Tip for the future’2540-548005KS2: Art and literacy skills00KS2: Art and literacy skillsLESSON STRUCTURE & DETAILED PLAN OF ACTIVITIESSKILLS DEVELOPMENT Thinking Skills, PSE, ESDGCAsk questions related to context and listen before asking further questionsTimeLesson activitiesOngoing plenary/AfL5 minutes5 minutes5 minutes5 minutes30 minutes10 minutesIntroduction:Re-cap on visual element of art – line and the painting we discussed in the last session ‘Autumn Rhythm’ by Jackson Pollock. Talking partners to establish what they feel about themselves as artists and what would give them more confidence. Jot responses on Post-it notes.Watch the video ‘The Dot’. Develop independent learning Share Learning objective - what does the video tell us?Learners to take a line for a walk in response to ‘No Americano’. Choose different adjectives to describe their lines. Repeat activity with ’Arrival of the Birds’. Compare adjectives and question each other what was similar / different in both sets of music. Take turns to speak. Pit stop Plenary.Activity 1, Focus Task – mixed ability. Learners to look at the work of Eleri Mills in relation to the visual element of line (image with crosshatching) and discuss various adjectives to describe the lines. Teacher to model words on whiteboards. Question: what do the lines suggest? Allow learners time to explain information and ideas using relevant adjectives. Learners to discuss the painting and how the distance between the lines can alter the painting. Learners to use sketchbook for mark making and record and name different lines and draw crosshatching lines. Learners to use a piece of binka to practice a running stitch and crosshatching.Activity 2 ICT (higher achievers)Learners to open file (prepared by teacher) on images by Eleri Mills. Learners to choose image they prefer with their talking partner. Learners to use clip board and A4 paper to draw the lines they can see in the artwork and name the lines. In the plenary learners to note why they choose the artwork in addition to the types of lines they found. Learners to use ‘Cymraeg bob dydd’.Activity 3 (lower achievers) Look and discuss an art work by Eleri Mills. What types of lines can you see in her work? Use your fingers to scroll over the lines. Draw the lines on a whiteboard and describe them (Cymraeg bob dydd). Emulate the lines using a felt tip on a piece of hessian e.g. llinell hir, byr ac igam ogam. TA to model how to thread a needle and do a running stitch. Learners to use a needle and coloured embroidery thread to sew over the line. Learners to be reminded of health and safety aspects throughout.PlenaryReferences to be made to the Success Criteria as class moves from one group to another to evaluate task. Key Questions(assign pairs and random choice). Discuss lines within Autumn Rhythm by Jackson Pollock. Use adjectives to re-cap on the types of lines apparent in his work. Explain how you utilised his method in class to create a large class floor mural. Re-cap on ‘impasto’ and texture of line.In response to the video what visual element might we be looking at today?Talking partners and lolly sticksDiscuss Vashni’s character at the beginning of the video and at the end. Compare your responses on the Post-it notes. Plenary pairs/ groups:We have discussed/ created.....We have found out…….Question learners: What could we do next time? Jot responses down on large card for next session.CYMRAEG bob dyddRydw i yn creu llinellau.....Rydw i’n gweld…..Rydw i’n meddwl........KEY WORDS/TERMINOLOGY(Bilingual)Llinellau tonnog / wavy lines,syth/straight,byr / short, pigog/ spiky igam ogam / zig zagcrwm /curvedcrosshatchingRESOURCESiPads , laminated word cards, Post-it noteshessian, embroidery thread, scissors and large needles. Differentiated work sheets. Images of work by Eleri Mills and Jackson Pollock. Songs from the internet, A4 paper.HEALTH AND SAFETYEstablish Health & Safety rules as regards using a sewing needle (Activity 1 & 3) / using the internet (Activity 3)ROLE OF SUPPORT STAFFSupport Activity 3. Careful questioning to ensure that everyone understands the task in hand. Use of word cards. T.A. to report back to teacher re: assessmentLESSON EVALUATIONLearning objectives (from page 1)LO1To develop knowledge and understanding of line as a visual element through the use of literacyLO2Consider health and safetyLO3Record from observation and explain information and ideas through investigative pieces of artworkEvaluation of Learning (against LOs)Most of the learners worked well on the task and diligently observed various lines to be seen in the artwork of Eleri Mills. Learners were keen to use the new words learnt and it is felt that they will be able to amass more vocabulary related to art within the next session.Most of the learners appeared to stay on task and were aware of health and safety throughout the session. A small minority however (CD & SA) were extremely disruptive at times and were a risk unto themselves and others. They will need to be supervised closely if they are using a needle and scissors in future.The majority of learners were able to give good oral feedback within the plenary and worked well as groups. Group Glas howeverdid talk across one another. They will need reminding in the next session that they must take turns to speak and be more articulate about their decisions.Learner’s targets (carried forward to next lesson)New vocabulary and art and design terminology and appropriate adjectives will be introduced during the next session so that they can speak about art appropriately and discuss artworks of people/animals by Quentin Blake and how line can convey expression.CD & SA to be encouraged to attempt working on their own and be mindful of health and safety at all timesGroup Glas will be encouraged to provide clear reasons for their decisions in their choices and take it in turns to speak.Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraegCwricwlwm Cymreig//////-27940-692785KS3: History and literacyLO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreig??n/an/a?n/a?? Hi Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/astor Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/aHave you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/ay and literacy skills Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/a00KS3: History and literacyLO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreig??n/an/a?n/a?? Hi Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/astor Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/aHave you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/ay and literacy skills Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/aPLANNING PRO FORMANameClass82LDate 21/3/16Subject/Context Henry VIII and the monasteriesTRAINEE’S TEACHING SKILLS TARGETSSet learner friendly success criteria so that learners can clearly understand and check that they have met them. S3.1.1Provide learners with effective resources that they can independently access during lessons. S3.1.3LEARNERS’ LEARNING TARGETSDevelop reading techniques of responding to what has been read, through response and analysis of unseen texts and synthesising and summarising texts. 8.RA3?Continue to develop skills of Historical Enquiry through recording and evaluating information acquired and reaching reasoned conclusions.??Skills development LFReadinglocate and selectively use information and evidence from different sources to show which rule of St Benedict had been broken. 8.RC3Oracyrespond to others’ views positively and appropriately when challenged. 8.OS4Listening: Respond positively and thoughtfully to new ideas and alternative points of view. 8.OL1National Curriculum: Historical Enquiry: Learners will independently use sources, select and summarise information from them to complete a grid, showing which rules of St Benedict have been brokenLearning objectives Be able to independently use sources and select and summarise the information. LO1Debate the relative importance of different facts and perspectives, listening and responding positively to others’ views.LO2Success CriteriaI understand what a monastery is and what jobs they did during the 16th century. SC1 I read different sources from the monastery reports and completed a grid outlining the rules they had broken. SC2I justified my points with valid reasons.I listened and responded to others views positively and appropriately in a class debate about which was the most important reason why Henry VIII closed the monasteries. SC3Assessment for learningQuestions on starter sheet to encourage imaginative thought.Retrieve and interpret information collaboratively + teacher feedback.Classifying sources to complete the grid + teacher feedback.Learners generate questions indebate.LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIESSKILLS DEVELOPMENT Thinking Skills, PSE, ESDGCThinking skills: Define a monastery and identify whose responsibility are the jobs of the 16th century monasteries today. Analyse the sources of the reports and determine which rule of St Benedict has been broken. Decide if they agree with the statement and debate the main reason Henry VIII decided to close the monasteries and justify their answersTimeLesson activitiesOngoing plenary/AfL11:50-12:0012:00-12:2012:20-12:3012:30-12:40Settle class and take register.Discuss success criteria with class.Check learners’ understanding of what a monastery is and clarify misconceptions.Learners will discuss the importance of the monasteries in the 16th century. SC1[Divide learners into groups to use differentiated sources from the monastery reports:A – Learners A, B, C and D (weak literacy skills: differentiated resources; glossary of key terms)B – Mixed ability group x4 (B.B. and R.S. – behavioural problems: monitor behaviour)C – Mixed ability group x 4 (J.S. – behavioural problems: monitor behaviour)D- MAT learners x 3 (CD, KS, and MJ – challenging resources – monitor collaboration.)Learners will read the sources in their groups and decide which rule of St Benedict has been broken. They will quote from the source to provide evidence of the rule being broken, entering the information in the grids. SC2, LO1, 8.RC3, NC – historical enquiry.Using IWB learners will sort sources into categories under the rules of St Benedict. Group 1 to start and then other groups can agree/disagree and move the sources around. LO1 Pit stop: ensure all learners are on track and encourage the use of key words. Quick quiz to match the Welsh and English terms and use the Welsh basic reasoning words during sorting task.In their groups learners will discuss the other reasons for Henry VIII wanting to close the monasteries. Each group will have a flash card of a reason why Henry wanted to close them, then they will rotate these around the class sharing their ideas. LO1Clearly explain that learners will be debating that “Henry’s main reason for dissolving the monasteries was to get hold of their great wealth. The behaviour of monks and nuns was just an excuse” (T) Introduce language mats – justification language in order to develop reasoning vocabulary when needed.Learners will take turns to input on the discussion, giving equal thought to each side of the debate. They will decide which reason they think is most important and justify their answer. SC3 LO1/LO2 Literacy, speaking and listening 8.OS4/OL1 As register is taken, learners will complete handout linking the jobs done in monasteries to jobs today. SC1Class discussion – monitor contributions.Monitor collaboration on retrieval and interpretation of sources (appropriate responses to others’ views 8.OS4) SC2Learners share and sort ideas about different types of source. LOLearners generate debate questions. Monitor that learners respond positively to alternative points of view. 8.OL1Encourage bilingual use of terms.Reflection on learning. Refer back to success criteria.Encourage learners to ask questions based on the SC during the discussion.Target intermediate learners to give one sentence in Welsh. CYMRAEG Pob DyddTarget newcomers to respond to classroom practice : Register, greetings, feelings.Yma, ddim yma,shwmae, diolch, da iawn, hwylIntermediate learners:Use ‘anghytuno’ and ‘cytuno’ during IWB sorting task, KEY WORDS/TERMINOLOGY(Bilingual)king – breninTudor – Tudurmonk – mynachmonastery – mynachlogreasond, rhesymau RESOURCESJobs of the monasteries handout. X15Sources Handouts. X15Flash cards. X4Grid Handouts. X15HEALTH AND SAFETYBags under tables.Coats on backs of chairsROLE OF SUPPORT STAFFNoneLESSON EVALUATIONLearning objectives (from page 1)Be able to independently use sources and select and summarise the information s. LO1Debate the relative importance of different reasons for the closure of the monasteries.LO2Evaluation of Learning (against LOs)LO1 The learners in this lesson were actively involved in developing their historically enquiry skills, through using sources independently in their groups, selecting and summarising information from them to understand the reasons why Henry VIII close the Monasteries. The learners correctly identified the broken rules of St Benedict.LO2 Learners were actively involved in discussion at the end of the lesson. Most learners listened and responded thoughtfully although some learners were slightly passive ( LW, IC, OJ and TR) at the end of the lesson and I need to continue to work to engage them effectively. A few learners asked challenging questions and some responded in depth to the questions.Learners’ targets (carried forward to next lesson)Develop reading techniques of responding to what has been read, through response and analysis of unseen texts and synthesising and summarising texts. 8.RA3Target LW, IC, OJ and TR to re-cap and summarise the discussion as a starter session.Develop skills of Historical Enquiry through recording and evaluating information acquired and reaching reasoned conclusions, making links to information from previous lessons.Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/a40639-157480KS3: Design and technology and literacyLO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreig??n/an/a?n/a?? Hi Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/astor Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/aHave you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/ay and literacy skills Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/a00KS3: Design and technology and literacyLO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreig??n/an/a?n/a?? Hi Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/astor Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/aHave you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/ay and literacy skills Have you considered these in your plan?LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreign/an/an/aPLANNING PRO FORMAName Class: yr 7DateSubject Vacuum Forming processTRAINEE’S TEACHING SKILLS TARGETSDESIGN & TECHNOLOGY SAMPLE LESSON PLAN - LITERACYLEARNERS’ LEARNING TARGETSUnderstand a manufacturing process well enough to instruct other learners.Skills development NC - Skills DESIGNING4. Identify and apply knowledge and understanding about technological, sustainability and health and safety issues to develop ideas for products that are achievable.MAKING1. Develop the skills to select and work with a range of material and ingredients to make products in a variety of context.2. Use hand and machine tool/utensils, and a range of equipment and processes, to mix, shape, form and join materials and ingredientsRESISTANT MATERIALS AND TEXTILES10. Learn about materials properties and characteristics of materials and apply this knowledge and understanding when designing and making products.11. Undertake material testing, to determine suitability for intended use.ORACY - LISTENINGListen to explanations of processes, sequences or points of view and identify the main points in order.Present topics and ideas.Argue a convincing case using subject knowledge effectively Learning objectives Learners will be able to :1. successfully operate the VFMSwitch on; heater on; clamp material; operate vacuum pump; remove work.2. Name and recall the main parts of the VFMHeating element, Platen, Platen Lever, Toggle Clamps, Vacuum pump switch.3. Describe and explain the design features required of a mould to be used in the VFM.Draft angles (5? - 10?); no undercuts; possible air holes; rounded corners and edges; height no larger than base width; possible use of a release agent.4. Explain why rigid polystyrene can be used in a VFM. (Properties of Thermoplastic which makes it suitable i.e. possible to reshape using heat, available in a variety of colours, quite cheap.5. Generate instruction for pupils to successfully use the VFMSuccess CriteriaI can switch on the VFM and the heating element.I can identify the main parts of the VFM (Heating element, platen, lever, toggle clamps, vacuum pump switch)I can place a mould and secure a sheet of polystyrene in the VFM.I can heat the polystyrene to the correct temperature and use the vacuum pump to deform the material.I can remove the formed plastic from the machine, and remove the mould from the plastic.I can explain the design features required for a mould to be successful. For InstructionsStages in orderUse of images if adding to clarity Use of term or labelling systemAssessment for learningLearners to demonstrate and recall knowledge identified in success criteria;Learners to explain and demonstrate to each other how to use the machine safely and correctly;Learners to identify moulds from a selection, which would be successful for vacuum forming, and explain their decisions;Learners to critically evaluate existing ‘instruction documents’ and generate success criteria for own work.LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIESSKILLS DEVELOPMENT Thinking Skills, PSE, ESDGCTHINKINGDetermining success criteriaThinking about cause and effect and making inferencesThinking logically and seeking patternsReviewing outcomes and success criteriaTimeLesson activitiesOngoing plenary/AfL5 min10 min15 min15 min10 min5 minStarter Show video of vacuum forming process in an industrial context.Learners to record observations and possible answers to the followingDescribe what you can see in terms of Processes used – why are these processes used what happens to the material during the ProcessWhat other products can be manufactured using the same Process?Activity 1 – Use of MachinePractical demo of how to use Vacuum Forming Machine. Highlight Health and Safety requirements (see RA)Use learner/s in demo to follow teacher’s instructions.Learners to take notes of steps followed.Explain what makes a ‘good mould’ for vacuum forming.Learners will be in groups of 3 identified by teacher.Activity 2 – Mould developmentStudy a selection of moulds.Identify features of the mould which makes the mould suitable or unsuitable for vacuum forming. Record findings on worksheetSuggest improvements for unsuitable moulds.Test identified mould in machineActivity 3 – “How to . . .” InstructionsStudy a variety of examples of how to give instructions. (Image only, simple words, detailed description of every stage).Generate success criteria of what makes good instructions.Write instructions of how to use VFM, suitable for other pupils in class to follow.Instructions should be clear, concise and use identified key terms.Differentiation – Step by step cards with images and basic instructions of stages to be sorted in correct orderPLENARYChoose one group to read their set of instructions.Another group will follow and listen to the instructions given.Teacher to gather feedback points from groups following the instructionsLearners to consider and discuss how knowledge gained in lesson of mould making will be applied to their own individual design.Question learners at the end of video. Use of thinking time, and no hands up policyAnswers should includeUse of heat to deform plasticPlastic becomes flexible and deformsPlastic takes form of mouldVacuum used to deform plasticAdvantages and disadvantages of the processObservations to includeNo undercuts;Rounded corners and edges;Height not larger than width;Use of air holes when needed;Draft angles (5? - 10?);Test assumptions in machine and evaluateInstructions should Be in correct sequenceInclude images (if required/desired)Clear and conciseUse key terms correctlyTeacher to question WHY each stage is being carried out to judge understanding of process.CYMRAEG bob dyddBeth yw . . ? …ydi..Ble mae . . ? Mae yn…Eglurwch . . ?Yn gyntaf, yn ail, yn drydydd. wedyn, achos,KEY WORDS/TERMINOLOGY(Bilingual)Vacuum Pump Machine – Peiriant ffurfio ? gwactodHeating element – Elfen wresogiPlaten - Platen, Lever - Lifer,Toggle clamps – Clamp togl,Vacuum pump switch – Swits pwmp gwactodRESOURCESVF MachineA number of moulds for VFM – some good some unsuitableVF information sheetExamples of instructions HEALTH AND SAFETYSee Risk Assessment for VFMROLE OF SUPPORT STAFFSupport staff to be briefed prior to the lesson of manufacturing technique. Support staff to have a copy of desired order of steps to be able to support learners.LESSON EVALUATIONLearning objectives (from page 1)Learners will be able to :1. Successfully operate the VFMSwitch on; heater on; clamp material; operate vacuum pump; remove work.2. Name and recall the main parts of the VFMHeating element, Platen, Platen Lever, Toggle Clamps, Vacuum pump switch.3. Describe and explain the design features required of a mould to be used in the VFM.Draft angles (5? - 10?); no undercuts; possible air holes; rounded corners and edges; height no larger than base width; possible use of a release agent.4. Explain why rigid polystyrene can be used in a VFM. (Properties of Thermoplastic which makes it suitable i.e. possible to reshape using heat, available in a variety of colours, quite cheap.5. Generate instruction for pupils to successfully use the VFMEvaluation of Learning (against LOs)Most learners were able to demonstrate quite confidently how to use the VFM. Some learners understood the process and the theory but lacked confidence in using the machine. Consider ways to develop this confidence. Most learners were able to recall the names of the parts of the machine verballyEvaluation of learners’ worksheets showed that majority of learners were able to identify what was required in a successful mould, however the application of this knowledge in a practical manner of assessing the moulds available were less successful. I need to provide and encourage the need to use tools to check and evaluate moulds.Learners could verbally explain, when questioned why rigid polystyrene was suitable to be used in the VFM.All learners (some with Support from other learners in their group) were able to identify suitable success criteria from the exemplar given. Three learners were given the support cards, and with the assistance of the support staff were able to place steps in correct order. This did however take much more time than anticipated. Need to review next lesson work in order to decrease the work load on these learners. Some key terms were missing, and mis-spelling of key terms were evident in some of the learners written instructions. Need to develop activities in order for the learners to peer assess each other’s work as well as providing further listening tasks eg listening to instructions from other learners.Learner’s targets (carried forward to next lesson)Some learners nee to develop their personal confidence to use manufacturing machines, as well as being able to demonstrate to other learners how to correctly use the machines.Talk about the materials that they are using in terms of properties and suitability to the final product use and the process used.LO/SCLiteracyNumeracyDigital CompetencyDifferentiationHomeworkCymraeg pob dyddCwricwlwm Cymreig√√√√Have you considered these in your plan?ReferencesBarton, G. (2013). Don’t Call it Literacy. Abingdon: Routledge.Bleiman, B., Oliver, K. and Webster, L. (2013). Spotlight on Literacy: Creative interventions in English and across the curriculum. London: English and Media Centre.Crystal, D. (1996). Rediscover Grammar. Harlow: Longman.Dombey, H. (2013). Teaching Writing: What the evidence says. UKLA.Hwb Literacy and Numeracy Framework Literacy Trust:. (2013). The Draft PISA Reading Framework for 2015. QCA. (2004). Introducing the Grammar of Talk. London: QCA.Watson, H. and Myhill, D. (2013). ‘Creating a language-rich classroom’ in Capel, S. Leask, M. and Turner, T. (eds) Learning to Teach in the Secondary School (6th Ed.). London: Routledge, pp. 403-413.Welsh Government. (2010). Developing Higher-order Literacy Skills Across the Curriculum.Welsh Government. (2012). National Literacy Programme.Further ReadingGuides for Teachers Barton, G. (2010). Grammar Survival: a Teacher’s Toolkit. London: Routledge.Cameron, D. (2007). The Teachers’ Guide to Grammar. Oxford: OUP.Ross, A. (2006). Language Knowledge for Secondary Teachers. London: David Fulton .Seely, J. (2012). Grammar for Teachers. Cheltenham: Oxpecker.Online self-study support:bbc.co.uk/skillswise/topic/pluralsbbc.co.uk/skillswise/topic/prefixes-and-suffixesbbc.co.uk/skillswise/topic/root-wordsbbc.co.uk/skillswise/topic/common-letter-patternsbbc.co.uk/skillswise/topic/memory-aidsbbc.co.uk/skillswise/topic/words-to-watch-out-forPUNCTUATION WRITING CLASSES/ PARTS OF SPEECH The following links may be useful for you to refresh your knowledge - especially during School Experience. NOUNS ADJECTIVES ADVERBS PRONOUNS CONNECTIVESGrammar GuidesUniversity of Exeter: Cybergrammar: Internet Grammar or English Literacy ITT guidebook has been produced by the NMWTCE Skills team in collaboration with trainees, tutors, and mentors within the NMWTCE partnership.00The Literacy ITT guidebook has been produced by the NMWTCE Skills team in collaboration with trainees, tutors, and mentors within the NMWTCE partnership.Appendix 1: PERSONAL LITERACY PROGRESS TRACKER FOR PGCE PRIMARY /SECONDARY NAME: Tracker to be kept in Personal Progress File(Primary), PDP(Secondary) Personal Literacy aspect Selfaudit responsePlace a number in the shaded boxes1.Full understanding2.Partial understanding3.Insufficent understanding Note the self-study units completed as referenced in the Blackboard Literacy Section /tasks in support sessions. SE 1 Personal literacy gradeNote the self-study units completed as referenced in the Blackboard Literacy Section /January literacy support monitoring tasks Exit auditPersonal Literacy Grade SE2123 ExpressionVocabulary and spellingPunctuationSentence structure and agreementBased on the results of the final audit and the Personal Literacy Grade in SE1 and SE2 note those aspects of language in which you have made progress in your personal literacy.In which aspects of language do you require further training in order to improve your knowledge and make progress in your personal literacy.Include your comments in the Career Entry Profile.TUTOR’S SIGNATURE:TRAINEE’S SIGNATURE:DATE: Appendix 2:PERSONAL LITERACY PROGRESS TRACKER FOR BA PRIMARY, BSc SECONDARY NAME: Yr. 1Yr.2(Exit)Yr.3 – Identified support onlyTracker to be kept in Personal Progress FilePersonal Literacy aspectInitial Audit Selfaudit responsePlace a number in the shaded boxes1.Full understanding2.Partial understanding3.Insufficent understandingNote the self-study units completed as referenced in the Blackboard Literacy Section /tasks in support sessions.Yr1. InterimSE1 Personal literacy grade and mentor’s comments which must be addressed.Exit Audit Yr.2SE1Yr. 3 Extra support if neededSE2123ExpressionVocabulary and spellingPunctuationSentence structure and agreementBased on the results of the Final Year 2 Audit and the Personal Literacy Grade in SE3 note those aspects of language in which you have made progress in your personal literacy.In which aspects of language do you require further training in order to improve your knowledge and make progress in your personal literacy.Include your comments in the Career Entry Profile.TUTOR’S SIGNATURE:TRAINEE’S SIGNATURE:DATE: ................
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