The Collaboration Of Crakehall CE And Spennithorne CE Primary - - PDF document

The Collaboration Of Crakehall CE And Spennithorne CE Primary Schools Presentation and Display Policy

Rationale  To support the Marking and Feedback, Assessment, Record Keeping, Handwriting, Reporting and Monitoring policies of the school  To promote positive and responsible learning behaviours  To support the growth of self- esteem, motivation, ownership and pride in their achievements Aims  To ensure high standards of presentation is expected expectations across the school.  To ensure a consistency of presentation and display of work expectations which supports teachers’ monitoring roles  To give the children a positive message, show them that their work is valued and to celebrate their achievements.  To promote high standards.  To stimulate interest and curiosity in the learning environment.  To satisfy and interest an audience  To create a stimulating and attractive environment, which promotes learning and extends their vocabulary and general knowledge. The expectations

• A. The Presentation of Children’s Work

1. All book covers should indicate:

• The child’s full name
• Year group
• Class and teacher’s name
• Subject

Books should have a printed label (the child’s name may be hand-written). 2. Writing the Date:

• The full ‘long’ date should be written in all books, except numeracy, where the digital ‘short’ date

is appropriate (for younger children, teachers are encouraged to work towards this standard as soon as children are able)

• The date should be written on the top line.

3. Learning Objectives:

• In KS2, the learning objective/challenge should be written at the beginning of each piece of work
• In KS1, teachers are encouraged to work towards this standard as soon as children are able. It may

be appropriate to print the objective and stick it in, or for the teacher / TA to write it (this may also be appropriate for some children in KS2) 4. Titles:

• Titles should be centre-aligned as best as possible

• For younger children, teachers are encouraged to work towards this standard as soon as children

are able 5. Finishing work:

• At the end of each piece of work space should be left for teacher’s comments / marking and

children’s responses 6. Handwriting

• Children will begin by writing in pencil, until it is appropriate for them to write in pen
• When a teacher feels that a child is ready for writing in pen, then may present their work to the

headteacher to receive a ‘pen licence’

• It is expected that most children will write in pen in KS2
• Children’s writing in pen must use a blue handwriting pen issued by school
• Teachers will model the school’s cursive script (KS2) and pre cursive script (KS1) when writing on

the boards or use the school font when typing/using smartboard etc or creating labels, display text etc. It may be requested that this is changed if this policy is not followed. . Children will be taught to write in a pre-cursive script from their reception year Knowledge, Skills and Understanding During and at the end of the Foundation Stage, children should be able to: · Use a pencil, and hold it effectively to form recognisable letters [with ‘kicks’/’flicks’], most of which are correctly formed At Year One, children should be able to: · Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip · Write with spaces between words accurately · Start to form and use the four basic handwriting joins ( caterpillar, ladder, zigzag and one arm robots) – these posters MUST be displayed in each class · · By the end of KS1, children should be able to: · Write legibly, using upper and lower-case letters appropriately and correct spacing within and between words · Form and use the four basic handwriting joins ( caterpillar, ladder, zigzag and one arm robots) · Teaching and Learning In Key Stage 1 and 2, handwriting tuition will follow guidance set out in the National Curriculum 2014. We teach handwriting as both a specific skill as well as an independent task. Little and often is the most successful way with additional, independent practise. This can and might also be incorporated into the daily spelling practise. The basic structure of a handwriting session should include: · Relaxation and posture check (feet on floor, back on chair), teacher modelling, children practising · Both handwriting books and whiteboards and pens can be used for practise with larger sized handwriting lines more suitable for younger children In the autumn term in FS2, the children are encouraged to: · Develop gross and fine motor control · Use a range of mark making tools such as pencils, pens and crayons, with confidence and enjoyment · Develop a recognition of pattern · Develop a language to talk about shapes and movements. · Make marks · Develop and produce letter-like shapes · Start to write their first name, using a capital letter for the beginning and correct letter formation

In the spring and summer terms, the children continue to develop their knowledge, skills and understanding by: · Learning letter formation alongside phonics using Letters and Sounds · Learn letter formation using ‘shape families: long ladder letters l i j t u y

• ne-armed robot letters r b h k m n p

curly caterpillar letters c a d e g o q f s zigzag letters z, v, w, x, Once basic letter formation is mastered, children are provided with handwriting books At the end of FS2 or the beginning of Year One, the majority of the children should be introduced to joins. Handwriting books will be provided. It may help children to leave a blank line between each line of writing initially to avoid ascenders and descenders overlapping. The Joining Style Joins are made both to and from the following letters: a b c d e f g h i j k l m n o p q r s t u v w y Joins are made to but not from the following 8 letters: x Joins are never made to or from the letter z The 4 basic joins are:

• 1. Diagonal joins to letters without ascenders e.g. in, on, at
• 2. Diagonal joins to letters with ascenders e.g. at
• 3. Horizontal joins to letters without ascenders e.g. on
• 4. Horizontal joins to letters with ascenders e.g. the ‘eb’ in z-eb-ra

In key stage two, work can be made fully cursive by opening the programme JOINIT which works within MS Word and choose the font which can be found in the tab Add-Ins Inclusion The vast majority of pupils are able to write legibly and fluently and high expectations must be expected at all times and within all subjects. However, some pupils need more support and provision will be made for this through provision maps. Teachers of children whose handwriting is limited by problems with fine motor skills should liaise with the SENCO to develop a programme designed for the individual child. This may involve extra handwriting sessions, intervention and/or access to extra resources. Other areas that could beconsidered are posture, lighting, angle of table etc. Outside agencies can be contacted where appropriate. All teachers are aware of the specific needs of left-handed pupils and make appropriate provision: · paper should be positioned to the left for right handed pupils and to the right for left handed pupils and slanted to suit the individual in either case; · pencils should not be held too close to the point as this can interrupt pupils’ line of vision; · pupils should be positioned so that they can place their paper to their left side; · left-handed pupils should sit to the left of a right-handed child so that they are not competing for space; · extra practice with left-to-right exercises may well be necessary before pupils write left-to-right

• automatically. (Developing Early Writing (page 161) has further guidance on this)

Teachers are alert to the fact that it is very difficult for left-handed pupils to follow handwriting movements when a right-handed teacher models them. Teachers demonstrate to left-handers on an individual or group basis, even if the resulting writing is not neat. The learning environment In all classes, writing boxes with suitable materials are available for pupils to work at their own tables. Writing areas/boxes are equipped with a range of writing implements, line guides, word lists and

• dictionaries. A model of the agreed handwriting style should be displayed in all classrooms at all times. It

should be referred to frequently to raise expectation and any missing letters must be replaced immediately.

Every classroom should always display an alphabet frieze, a golden rules poster and a fire evacuation poster. The role of teachers, parents and carers Parents and carers are introduced to the school’s handwriting style through information evenings or through the parent handbook. Teaching staff play an important role in communicating expectations to ensure that parents are informed and encouraged to offer good models to their children by using only capital letters for the beginning of their names. All members of staff (including teaching assistants, supply teachers, and students) are provided with appropriate handwriting models and are expected to promote the agreed handwriting style by their own example. Teachers give handwriting a high priority in classroom displays. The use of rubbers is discouraged. Mistakes are indicated by marking through with one neat horizontal line. Accurate handwriting using an IWB takes practice, but it is important that teacher handwriting is neat and legible. Before using the IWB, orientate the board and change the thickness of the pen or stylus. Be aware of the legibility of different 'ink' colours. Red, for example, can be hard to read from a distance. Remember to stand to one side of the board when writing so all children can see. Explore the templates

• r gallery in your IWB software — they will include lined and squared paper that will help guide your

handwriting and offer a better model. Examples of the handwriting style to be adopted across the school are available from the network or from the Headteacher on request. 7. General presentation

• Errors should be crossed out with a single pencil line, using a ruler
• Children should use pencil crayons when illustrating work in books (not felt-tips)
• Teachers should insist on an exemplary standard of presentation at all times (except when drafting
• r doing rough work)
• Children may use rubbers at the teachers’ discretion
• B. The Display of Children’s Completed Work (in classrooms, corridors, and communal

areas) It should be noted that there is considerable current research regarding the colours used in primary classrooms and the need to have clear and uncluttered display. Muted shades rather than primary colours are thought to support children’s learning and behaviour as well as mental health.  It is encouraged that children’s work is displayed rather than printed sheets but copies of the work must be put into the child’s book for vital evidence gathering and to show progression  Displays should have clear titles ( using the agreed school font)  Children’s work should be named and year group indicated  All pieces of work should be mounted with an even border and attached with bambi staples (not blu tac unless it is very short term or wall staples at all)  Captions should be included to explain the learning process or provide contextual information  A range of borders, colours and styles should be used (including a balance of handwritten and computer fonts for titles)  All work should be kept within the border of the display board  Displays should exemplify our highest standards and excellent presentation for display is very important  There should be an appropriate emphasis on current literacy and numeracy work on display in the classroom  Displays should celebrate and reflect recent work. Teachers should ensure that displays are changed regularly  Boards in corridors and halls should be used for celebrating completed work, exemplifying standards in writing across a range of subjects etc. These borders will be changed regularly on an

agreed date. Border MUST NOT be taken down without having a replacement display ready to go up in its place.  A good display will stimulate discussion - think of your target audience  Questions might be included on displays to promote curiosity and encourage interaction

• C. Working Walls
• 1. The learning environment – Working walls

 The classroom learning environment for literacy, numeracy and science is based on the working wall approach where teachers’ modelling and prompts are displayed as on-going learning  The classroom literacy, numeracy, and science working walls should evolve as each unit progresses  Working walls are the explicit and public display of the learning process- these are constantly evolving and are not expected to be perfectly neat and tidy  The long term learning objectives as well as short term intentions should be clearly indicated (what are we doing and why)  Success criteria developed with the children should be displayed , in order to demonstrate to pupils how they will be able to achieve the learning objective / outcome  Key vocabulary should be displayed on working walls

• 2. Key Features of a working wall (not necessarily all at once!)
• Clear unit objective and outcome
• Layered curricular targets (must /should /could) – written in child-friendly language
• Explanations / examples of layered targets
• Success criteria and ‘next steps’
• Key vocabulary
• Use of visual prompts and interactive resources
• Key questions
• Shared work
• Children’s work
• Mind-mapping
• Modelled examples
• Re-drafting
• 3. The Working Wall in Practice
• Each working wall needs to be accessible to the teacher and easily visible to the children as part of

normal classroom teaching; ‘Washing lines’ are a useful way of extending the working wall.

• There should be an interactive element in working wall displays, where children have the chance

to interact with the display in three ways:

• i. During the main teaching input: as part of the development of a genre or unit so children have

clear examples and success criteria on which to base their work

• ii. As part of their lesson: during the independent section – use of the wall ensures that skills are

transferred

• iii. Informally to extend their learning: beyond the lesson and ensure the transference of skills becomes

truly cross curricular

• Work on the working walls reflects the current National Curriculum
• Work is not necessarily mounted on a working wall, as it is expected to develop rapidly and

change frequently

• Teachers and pupils may write captions, add vocabulary, interesting sentences or new phrases or

connectives to develop a particular genre

• Handwriting should always be consistent with the school’s agreed style, be neat, legible, correctly-

formed correctly joined where appropriate

• Having pre-cut sheets of bright display paper ready to write on which can then go directly onto

the working wall is a useful tool for teachers

• D. Responsibility for Display

• All subject leaders have responsibility for monitoring displays around the school, ensuring that

displays are of a high standard, updated and replaced regularly, and support learning

• Classroom displays are the responsibility of the teachers but they may be arranged and ‘put up’ by

support staff and volunteers following teacher input and policy. A display must have a perimeter border. All work must be displayed within the outer perimeter

• border. Work must be mounted and the display border must be even and the work glued to backing

before being attached to the wall with bambi staplers. APPENDIX 1 Checklist for Working Walls Generic  Current learning is reflected  Objectives and outcomes are displayed  Success Criteria are displayed  Examples of children’s work that meet success criteria or show effort, progress etc are displayed – this should be annotated and clearly identifiable as an example of what is required  Working wall is changed / updated regularly to represent work in progress  Walls are attractive and interactive  Appropriate materials are used to show that work that was put up as part of the lesson was valued (e.g. marker pens on colourful paper)  Age-appropriate work at a level appropriate to the year groups is displayed  Literacy  The key features of the text type are displayed and annotated on a model  Unit outcomes are clear  A unit-specific word-bank is part of the working wall  Modelled and shared writing is included  Sentence level work (e.g. display examples of compound, complex sentences) is part of every unit’s working wall  Mathematics  Annotated models of the appropriate method are clearly shown, demonstrating the process  Examples of how the learning can be used and applied are clear  Mathematical vocabulary that is appropriate to the process and topic is clearly part of the display  Resources are available for the children to use – clearly labelled, with examples of effective use shown on the working wall  Models and images which are relevant to the learning are part of the working wall

APPENDIX 2 Classroom Environment: Checklist for Effective Learning This document will support teachers to audit their own classroom environments, and also monitoring /

• bservation tool by peers or subject leaders. Good housekeeping in all classrooms and shared areas will

support an effective learning environment setting a good example and encouraging children to understand their shared responsibility for the school environment. This policy will be reviewed in line with the policy review schedule.

Focus area Desirable elements Evidence Sharing objectives and reviewing learning Objectives displayed and discussed Key questions displayed and used in lesson starts and plenary: What? Why? How? When? Key questions and prompts available to support children’s talking and thinking about learning Use of key questions or grids to trigger prior knowledge Curriculum displays include statements and questions to highlight key learning points Working walls used to develop literacy phase/numeracy focus Success criteria explained and visible Curricula r targets Classroom displays, visual prompts and resources support key curricular target focuses Vocabulary Key words and technical vocabulary displayed for a variety of curriculum areas Vocabulary referred to and used within teaching Definitions of words discussed with children Collections of words or phrases to support key writing forms, e.g. sticky notes, cards, pocket charts Positive affirmations Positive affirmations are displayed in the classroom and referred to regularly The teacher actively fosters positive attitudes and behaviours Successes are celebrated