our Learning framework narrative
Researching Narration
Embedded Files
Having a clear Narrative - Clarity in Complexity
Having a clear Narrative - Clarity in Complexity
Our ethos becomes our INTENT becomes our MODEL becomes our children's NARRATIVE becomes our children...
We have been reflecting on the common elements we would want to see in a lesson and across lessons to be the most effective we can be as teaching practitioners.
In a sense, to framework the core elements of effective teaching giving something for our Living Curriculum to hang from. Staff have been reviewing the importance of repetition in learning and have considered the following three areas as space to create:
a clear narrative for teachers
a space for repetition
a clear link between our ethos and our children's own voices (as the critical factor in identifying our impact.)
We looked at INTENT, MODEL and NARRATE and asked:
What is it?
Where does it come from?
How do we drive it at Little Green?
INTENT
MODEL
NARRATE
With this in mind we are adapting our Whole Class Feedback Forms and our Learning Walk Forms. To begin with we did this for the staff completing the form based on our own Learning Walks, Book Scrutiny, A HIP visit and an English Advisor's visits: a form of modelling the model of the model! This also supported the communication of our MUSTs for teachers:
Must:
Have clear INTENT mapped from NC/Trackers and shared in lesson. (Now called INTENT to replace WALT WILF LI LO etc.)
Clear and agreed and repeated visual and verbal MODELLING so children know what to do.
Every lessons supports children to NARRATE their own learning using subject specific vocabulary.
NARRATIONS are supported, modelled and then individually written by the children.
Adapt, scaffold learning (e.g. use of writing frames, word/vocab banks etc. think SEN Toolbox, Class context sheet) for the different learners in the class.
This document is then adapted - see page two - to make space for the teacher's own personal narration. This narration is then used by Year Group Leaders to reflect on their team's needs and what to do next to support them - the Teaching model applied to the teachers... model the model!
Targeted Learning Walk Forms - Model and narrate appear on the SLT, SMT and Teacher Learning Walk forms. (All of these elements will need to be modelled and narrated to the staff so they are able to implement these effectively.)
Embedding language across the curriculum - Planning and Teaching
Embedding language across the curriculum - Planning and Teaching
Planning intent, model and narration:
Planning intent, model and narration:
These planning slides are beginning to form the basis for planning in year 4. A version is also being used in year 5 and 6. We will trial this approach and Year 3 may be included in the approach as we move forward. Critical elements in the slides are:
Intent - clearly shown linking the intent of the lesson with the later model and expected narration.
Model - how the intent will be modelled by staff/peers.
Narration - how pupils will be supported to develop their own voice to show they have grasped a concept - this links to video evidencing in year 6 and the Learning Journals/ Reports research = children using their voice and reflecting on their voice over time.
Useful to know slide (Slide 4) is a slide to establish a consistent set of basic targeted subject specific support for any and all children that require that extra support with vocabulary, sentence starters etc. Being embedded in the model slides allows the teacher to print it as an Inclusive resource as well as add to the working wall as a support tool for all children.
Click below to see how our Whole Class Feedback has evolved and is developing to have a clearer focus on children's narration as part of the process...
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