Communication Training Modules

Communication Training Modules

Module 2 - Setting the standard

This module introduces your teachers to using the Expansion of the Levels of Progression to set the standard. Teachers will have an opportunity to level four character studies and four pieces of procedural writing.

Time: 1 hour 30 minutes or 45 minutes for either Reading or Writing

Audience: Whole school

Led by: Assessment or Literacy Co-ordinator

Resources: View all resources for module 2

Module outcomes

The teachers will:

  • become familiar with the language of the Expansion of the Levels of Progression in Communication Across the Curriculum;
  • be able to use the Levels of Progression to level a range of pupil work;
  • understand how the Ready Reckoner links with the Levels of Progression and the Expansion of the Levels of Progression in Communication; and
  • understand how to use the Ready Reckoner to support planning.

Before the meeting

Please ensure that you:

  1. become familiar with the tasks in this module;
  2. ensure all the teachers have copies of:
  3. decide if you are going to look at the mode of reading and writing on one day or over two sessions;
  4. prepare required photocopies for tasks;
  5. become familiar with the CCEA Task and Exemplification Library;
  6. watch Video 1 - The Ready Reckoner explained. A principal explains the progression of skills within the Ready Reckoner, Reading at levels 2 and 3;
  7. watch Video 2 - Using requirement 5 reading sorting cards. Teachers at a training session justify why the statements on the sorting cards are at a certain level; and
  8. watch Video 3 - Levelling character studies using the Ready Reckoner. Teachers discuss pupil work referring to the Ready Reckoner to justify their judgements.

During the meeting

Ask your teachers to complete these 4 tasks:

Task 1: A look at the CCEA Task and Exemplification Library

Task time: 10 minutes

Log into the CCEA Task and Exemplification Library.

There is a wide range of resources in all modes and levels. You may wish to look at an example of a CCEA Task and a corresponding pupil response. You will find:

  • CCEA Tasks;
  • Pupil Exemplification; and/or
  • Sample School Portfolio.

Task 2: The Ready Reckoner

Task time: 30 minutes

The Ready Reckoners are designed as a teachers’ planning tool. They may be used to help align the success criteria of your assessed lessons with the Levels of Progression. They are a condensed version of the Levels of Progression and the Levels of Progression Expansion document in Communication across the Curriculum.

View Video 1 - The Ready Reckoner explained. A principal explains the progression of skills within the Reading Ready Reckoner at Levels 2 and 3.

Then, take a look at these samples and ask your teachers to identify progression from Level 2 to Level 3:

Lastly, complete the Ready Reckoner Task 2: Sorting Cards activity.

Ask your teachers to form small groups to use the Ready Reckoner, looking at Requirement 5 in the context of character studies: 'Use evidence from texts to explain opinions'. The statements on the Task 2: Sorting Cards reflect what Requirement 5 would look like in terms of character studies across the levels.

Use the Sorting Cards resource

  1. Put the statements in order from Levels 1 to 5; and
  2. Following the sorting activity, discuss the need to plan activities that allow pupils to develop these skills over time and to align their success criteria against these requirements. You may find it useful to refer to the Task 2: Range of Reading and Writing activities which may be carried out across the curriculum resource.

Allow 10 minutes for this activity, including feedback.

Task 3: Setting the Standard – Reading: Character Study

Task time: 20 minutes

Ask your teachers to use the Ready Reckoners and the Expansion of the Levels of Progression – Reading to set the standard in pupil work for reading in the context of Character Studies through the levels.

  1. Take 5 minutes to go through this sample of work: Task 3: Character Study, Shared Exemplar encouraging teachers to refer to their Ready Reckoners. Talk through this piece, indicating that the requirements are numbered for easy reference and then talk about how to distinguish between what is evidence seen in the sample (green) and what is known by the teacher (black).
    Can teachers identify examples in the sample that reflect the requirements?
  2. Consider examples of possible reading activities at this level such as comprehension, alphabetical order to the first letter, finding facts from simple texts or sequencing activity using texts and pictures as a guide. You may find the Task 2: Range of Reading and Writing activities which may be carried out across the curriculum resource useful.
  3. Suggest that if you were working with pupils who were Level 3, their character study would show deduction. Their activity would be less teacher led and should provide pupils with an opportunity to state an opinion or opinions about the character and give one or more reasons for that opinion.
  4. Go through the requirements with the teachers using the Task 3: Character Study, Setting The Standard Commentaries.

Setting the Standard: Reading – Group Activity

In groups of two or three, using the Task 3: Character Study, Setting The Standard ask teachers to assign a level to each piece of work, giving reasons for their decisions using the Ready Reckoner and The Levels of Progression for Communication Key Stage 1 and 2 expansion document, as required.

Task 3: Character Study, Setting The Standard includes Levels 3 – 5 Reading samples, (do not provide teachers with commentaries at this point):

  • The BFG, Level 3
  • Jim Jarvis, Level 4
  • The Little Man, Level 5

Take feedback from the whole group. If there is disagreement about a piece, refer to the Task 3: Character Study, Setting The Standard Commentaries which is full of supporting contextual evidence.

Task 4: Setting the Standard: Writing - Procedural Writing

Task time: 20 minutes

Ask your teachers to use the Ready Reckoners and the Expansion of the Levels of Progression – Writing to set the standard in pupil work for writing in the context of Procedural Writing through the levels.

  1. Take 5 minutes to go through this sample of work, Task 4: Procedural Writing, Shared Exemplar encouraging teachers to refer to their Ready Reckoners. Talk through this piece, indicating that the requirements are numbered for easy reference. Then talk about how to distinguish between what is evidence seen in the text (orange) and what is known by the teacher (black).
    Can teachers identify examples in the sample that reflect the requirements?
  2. Consider examples of possible writing activities at this level such as writing a letter, retelling an event or experience etc. You may find the Task 2: Range of Reading and Writing activities which may be carried out across the curriculum resource useful.
  3. Suggest that if you were working with pupils who were Level 3, their writing would show use of supporting detail and other aspects of Level 3 such as starting sentences in different ways.
  4. Go through the requirements with the teachers using the CCEA Task 4: Procedural Writing Commentary.

Setting the Standard: Writing - Group Activity

In groups of two or three and using the Setting the Standard: Writing, ask teachers to assign a level to each piece of work and give reasons for their decisions using the Ready Reckoner and The Levels of Progression for Communication Key Stage 1 and 2 expansion document, as required.

Task 4: Procedural Writing, Setting The Standard includes Levels 3 – 5 Procedural Writing samples, (do not provide teachers with commentaries at this point)

  • How to build a Snowman, Level 3
  • How to Play Connect Four, Level 4
  • How to make Fifteens,  Level 5

Take feedback from the whole group. If there is disagreement about a piece, refer to the Task 4: Procedural Writing, Setting The Standard Commentaries which is full of supporting contextual evidence.

Pleanary

After the meeting

Embedding Practice

Give teachers time to:

  • explore the CCEA Task and Exemplification Library to become more familiar with the standard;
  • become more familiar with the progression of skills in the Ready Reckoners; and
  • use the Ready Reckoners in their planning to inform the success criteria negotiated with pupils.

Internal Standardisation

You should encourage Internal Standardisation as a next stage of school development. Internal Standardisation is covered in Module 3.

Encourage teachers to implement the agreed decisions, for example using the Ready Reckoners to support planning and levelling pupil work in the classroom. You may wish to carry out this training in another mode, if necessary.

Now go to Module 3: Internal Standardisation.