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|Description||From the conception of Big Reading more than seven years ago to its launch and current success, the driving force behind Big Reading has always been for all children to learn to become readers|
|Duration||1 day (9.00am- 3:30pm)|
|Categories||Primary, Leadership and Management, Teaching and Learning, Early Years/Foundation, KS1, KS2, English / Literacy, Management, Support Staff, Teaching staff, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Learning Support, Pupil Support, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Head of Department / Faculty, Change Management, Coaching and Mentoring, CPD Leadership, Performance Management, Assessment, Bilingual Support / EAL, Gifted and Talented, Inclusion, Personalised Learning, SEND, Subject Knowledge, Classroom Management, Out of school, In school, After-school meetings, Demonstration lesson, Team lesson planning/teaching, Speech / Seminar, Teacher Enquiry, School closure day, Coaching / Mentoring, Gifted and Talented Coordinator|
|Learning outcomes for participants/users and, where relevant, pupils or students||
There is now an age expectation for achievement at the end of every year of primary education. In most subjects this can be measured with a simple, ‘Yes – he/she can do it’ or, ‘No – he/she can’t do it’. In reading, the judgment is complicated by the fact that the outcomes of learning are judged against numerous factors, where reading skills are
In addition, judgments on some of the skills require profound professional knowledge that many generalist teachers may not possess and thus agreement of judgments can be fraught. It is for this reason that an objective measurement system is useful and this document provides that.
Within the age related expectations / standards, each assessment statement given is numbered with a corresponding column to direct the user to the ‘Reading skill’ the point relates to:
In order to track progress termly within the year, each year’s expectation (named Standards) has been further sub-divided into three, Emergent (E), Secure (S) and Advanced / Assessment Point (A). Pupils who achieve ‘Advanced’ in their reading must always be assessed for the next year’s expectation / standard and many will achieve entry to it. This is because the ‘Advanced’ section is not a full third, but rather is designed as a port hole or trap door to prevent entry to the next year before the pupil is truly ready. Having passed through the port hole successfully, most pupils will score on the next year.
|Evidence underpinning this approach||
In January 2014 Andrell Education and Oxford University Press once again teamed up to bring teachers the ‘Oxford Assessment and Levelling Guide for Reading’. This outstanding reading system is used to assess and promote reading progression
|How users/participants can evaluate success||
We provide an extensive range of free resources for teachers to help them embed the paedogogy of our approaches. You will find all these resources at http://www.andrelleducation.com/product-category/free-resources/.
|Follow-up activities and support||
We provide a range of different packages for schools who are wanting continued support throughout the implementation of Big Reading including one to one support, lesson demonstrations and joint lesson observations. We also have an office open from Monday- Friday, 8am-5pm with a team that are available to answer any queries that you may have before or after training.
Presented by Sarah Threlkeld-Brown, this course will have the following timings:
Meeting: 8:30am - 9:00am
Session One 9:00am - 10:30am
Break - 10:30am - 10:50am
Session Two: 10:50am - 12:30pm
Break: 12:30pm - 1:15pm
Session Three: 1:15pm - 3:15pm
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.