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Dysgu Proffesiynol
Dysgu Proffesiynol
Saesneg a Llythrennedd: Cynradd
Saesneg a Llythrennedd: Cynradd
The LLC Team offers a wide range of professional learning opportunities. Please see the EAS Professional Learning Brochure for English and literacy, including opportunities provided by Partner Schools.
The LLC Team offers a wide range of professional learning opportunities. Please see the EAS Professional Learning Brochure for English and literacy, including opportunities provided by Partner Schools.
Partner Cwricwlwm
Partner Cwricwlwm
Catherine McMahon
Curriculum Partner (Primary - English Language and Literacy)
Partner y Cwricwlwm (Cynradd - Saesneg Iaith a Llythrennedd)
South East Wales Education Achievement Service
Gwasanaeth Cyflawniad Addysg De Ddwyrain Cymru
catherine.mcmahon@sewaleseas.org.uk
07904 644733
Ysgolion Partner Cwricwlwm
Ysgolion Partner Cwricwlwm
The LLC English and Literacy Partner schools engage in activity to provide support which is accessible by all schools in our region. Lead teachers and school colleagues are:
creating, trialling, sharing resources for teachers and pupils through our English and Literacy networks, Professional Learning offer and Supporting Our Schools site;
providing bespoke support for middle leaders, teachers and teaching assistants, brokered through the Curriculum Partner catherine.mcmahon@sewaleseas.org.uk .
Full list of EAS Partner Schools can be found here.
Dysgu Proffesiynol: Rhannu Arfer
Dysgu Proffesiynol: Rhannu Arfer
Siarad a Gwrando
Siarad a Gwrando
Watch Clytha Primary school's LLC lead presenting the school's approach to teaching and learning of listening and speaking. View the presentation slides here.
Watch a member of Risca Primary school's LLC team presenting the school's approach to teaching and learning of listening and speaking. View the presentation slides here.
Darllen
Darllen
Watch Maindee Primary's LLC lead presenting the school's approach to raising standards in reading.
View the presentation slides here.
Watch Pentrepoeth's Headteacher and Literacy Lead talking about the whole school Reading Strategy. View the Pentrepoeth Reading Strategy here.
Watch Risca Primary's Literacy lead talking about the schools approach to Guided Group Reading. View the presentation slides here.
Using high quality literature and authentic contexts for learning - Glasllwch Primary
Using high quality literature and authentic contexts for learning - Glasllwch Primary
Glasllwch Primary hosted a professional learning session in 2024, sharing ways in which staff use high-quality Literature and authentic contexts for English and literacy. View their presentation slides here.
Reading Reconsidered (Teach like a Champion) - Professional Learning Enquiry Case Studies
Reading Reconsidered (Teach like a Champion) - Professional Learning Enquiry Case Studies
In 2023-2024, a selection of primary and secondary schools were represented by teachers on Teach like a Champion 'Reading Reconsidered' professional learning programme. Participants were trained on strategies to improve the proficiency of pupils’ reading.
Please see below a selection of case studies produced by participanting teachers.
For further information, visit https://teachlikeachampion.org/books/reading-reconsidered/
What aspects of Reading Reconsidered support the development of Year 4 and 6 reading most effectively?
Hear narration by teachers at Cefn Fforest Primary, sharing their Case Study at a sharing event.
How does the explicit teaching of vocabulary support the written responses to reading of pupils in Year 3?
What are the benefits of providing year 4 pupils with text-specific knowledge organisers?
How can the explicit teaching of vocabulary prior to reading improve pupil understanding of complex vocabulary and comprehension in Year 6 MAT learners?
How can the explicit teaching of vocabulary support Year 4 MAT learners with reading comprehnsion and enable them to apply new vocabulary to their writing?
Watch a recording of the Pillgwenlly Primary Case Studies presented at a sharing event.
View the slides used for the presentation.
Case Study title: FASE (Fluent, Accountable, Social, Expressive) Reading and vocabulary FASE (Fluent, Accountable, Social, Expressive) Reading and vocabulary acquisition in Years 5 and 6.
Watch a recording of the Hendredenny Park Case Study presented at a sharing event.
View the slides used for the presentation.
St Julian's Cluster -Progressive Vocabulary Development
St Julian's Cluster -Progressive Vocabulary Development
During 2022-2023, the schools in the St Julian's Cluster undertook an Action Research Project, around the research question: What could progress in vocabulary look like across the learning continuum? Across the two primary schools and the secondary school, colleagues considered how do to support the acquisition of vocabulary through the selection of words to be explicitly taught, effective pedagogical practice and targeted professional learning. Watch a recording of their work presented at the Cross-Regional LLC Network in November 2023, and view the slides used here.
Dilyniant
Dilyniant
Watch the Deputy Headteacher explaining how the school nurtures their young writers. View the presentation slides here.
Glasllwch Primary hosted a professional learning session in 2024, sharing their approach to the development of non-fiction writing, with a focus on progression through the school. View the slides used here.
Eveswell Primary hosted a professional learning session in 2024, sharing their approach to the development of writing, with a focus on progression through the school. View the slides used here.
The Writing Revolution - Professional Learning Enquiry Case Studies
The Writing Revolution - Professional Learning Enquiry Case Studies
Over the last two years, a selection of primary and secondary schools have engaged in The Writing Revolution professional learning programme. Participants have been trained on strategies to improve the proficiency of pupils’ writing using ‘The Hochman Method’, an explicit set of sequenced strategies for teaching expository writing that can be integrated into any content.
Over the last two years, a selection of primary and secondary schools have engaged in The Writing Revolution professional learning programme. Participants have been trained on strategies to improve the proficiency of pupils’ writing using ‘The Hochman Method’, an explicit set of sequenced strategies for teaching expository writing that can be integrated into any content.
Please see below a selection of case studies produced by participating teachers.
Please see below a selection of case studies produced by participating teachers.
Can the Single Paragraph Outline model improve the quality of writing at Alway Primary School?
To what extent does the explicit teaching of sentence expansion strategies using the Hochman approach improve the content of writing in Year 2 and Year 6?
How can the teaching of sentence expansion using the Hochman method improve the quality of writing in years 5 and 6?
How can the explicit teaching of simple sentences using the Hochman Method support the development of writing with EAL pupils in Years 5 and 6?
How could implementing sentence level strategies from the Hochman method support pupils’ writing skills?
Adnoddau Saesneg a Llythrennedd
Adnoddau Saesneg a Llythrennedd
EAS English Learning Sequence
EAS English Learning Sequence
The EAS English Learning Sequence is a tool to support teachers in planning a sequence of learning where listening, speaking, reading and writing knowledge and skills are developed. This is a key resource in all of our PL in the coming year. Click on the image to view the planning tool with brief explanatory notes.
Siarad a Gwrando
Siarad a Gwrando
Darllen
Darllen
NEW EAS Top Ten Reading Response resources
These materials have been developed by the EAS Curriculum Partner and the LLC Primary English and Literacy Curriculum Partner schools. The previously popular Top Ten teaching and learning resources have been updated to highlight the potential reading comprehension skills that can be developed through the use of these learning activities. These new resources will provide adaptable templates for teachers and pupils, and exemplification will be added over the coming weeks and months, as teachers use these resources with their pupils. As always, if you have examples from your school to share, please contact your Curriculum Partner catherine.mcmahon@sewaleseas.org.uk .
Behind each image you will find an overview document which provides:
a description of the activity for the teacher
sample pupil proformas to use and adapt as required
suggested reading comprehension skills and strategies which could be developed by using the reading activity
possible writing text types, purposes and forms resulting from the reading activity
a selection of pupil samples from schools in our region
For any additional information, or to enquiry about bespoke school or cluster training in the use of these materials, please contact your Curriculum Partner catherine.mcmahon@sewaleseas.org.uk .
To access the 'original' EAS Top Ten materials, please use this link.
Guided Group Reading Resources
Guided Group Reading Resources
Please use the links below to access a range of planning, teaching and assessment resources to support Guided Group Reading in your school.
Ysgrifennu
Ysgrifennu
EAS Text Types GRID - REVISED - SEP 24.pdf
This EAS resource, developed in collaboration with schools in our region, provides an overview of the range of text types, detailing the purpose and expectations that can be adopted in English and across the curriculum. These is a reference resource for exploration in the range of professional learning opportunities offered by the team this year.
Literacy Learning Pathway
The EAS Literacy Learning Pathway is a collection of units of planning to develop the teaching of writing from Nursery to Year 6. It was created by teachers with pupils from schools across South East Wales in the academic year 2015-2016, in collaboration with the EAS English and Literacy team. Each unit was planned using the Planning Sequence for Writing planning tool provided through the Getting it “Write” and Lively Literacy professional learning programmes at that time. The planning documents outline a sequence of teaching and learning activities through which oracy, reading and writing skills are interwoven. Writing skills are developed through shorter tasks that lead to opportunities for more extended pieces of writing.
For EAS schools, please contact the Curriculum Partner catherine.mcmahon@sewaleseas.org.uk for access to this resource collection.
Darllen ac Ymchwil Ehangach
Darllen ac Ymchwil Ehangach
The report identifies how effectively English-medium settings and schools in Wales support and teach English language and literacy to learners aged three to eleven.
This thematic report is written in response to a request for advice from the Minster for Education and the Welsh Language in his remit letter to Estyn for 2022-23. The report describes how schools are developing pupils’ English reading skills across the curriculum in Year 6 in primary schools, and in Years 7, 8 and 9 in secondary schools or from the age of 10-14 years in all-age schools. It considers how well pupils’ reading skills are developing, their attitudes to reading, and the extent to which schools are developing a ‘reading culture’.
This guidance is intended to support inspectors in evaluating and in reporting on pupils’ standards of listening, speaking, reading and writing, and on their ability to use their literacy skills in work across the curriculum.
This EEF guidance report offers early years professionals seven practical evidence-based recommendations to provide every child – but particularly those from disadvantaged homes – with a high quality and well-rounded grounding in early literacy, language and communication.
This report is part of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pupils between the ages of 5 and 7 in Key Stage 1.
This report offers seven practical, evidence-based recommendations that are relevant to all pupils, and particularly to those struggling with their literacy. To develop the recommendations, the EEF reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching.
This research-based review, undertaken by Professor Neil Mercer and Dr James Mannion, was commissioned by the EAS to serve three purposes:
To report on a comprehensive Review of the relevant research literature relating to the development of speaking and listening skills in young people;
To produce a set of Key principles derived from research evidence;
To outline a set of Practical recommendations for teachers based on the research evidence and key principles.
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