TS3 & TS6: Literacy and SPaG training

Last week we had some literacy training over a two day period. The first day looked at spelling punctuation and grammar. The beginning of the training looked at subject knowledge of grammar, we had to complete some exercises to think about word classes and had to reflect on our implicit language knowledge. TS3 – demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject. This part of the training was important as teachers subject knowledge needs to be at a high level for them to deliver high-quality teacher of SPaG to their pupils. As well as this, the trainer talked about the importance of engaging children in SPaG and how to keep them interested in a sometimes dry subject area. She explained how the use of high-quality authentic books can contribute to more interesting SPaG lessons. TS3 – Demonstrate good subject and curriculum knowledge and maintain pupils interest in the subject. Similarly, the trainer talked about how we can assess a pupil’s SPaG knowledge in their writing without always needing formalised SPaG tests. She argued that if teachers encourage children to apply their new and current SPaG knowledge in their writing this can evidence their deeper knowledge as they can use it themselves.

Also, making children aware of certain aspects of SPaG in books they are reading can allow for the children to discover these independently. Reinforcing their deeper understanding of the concept. TS6 – know and understand how to assess the relevant subject and curriculum areas.

The second part of the training focussed on reading and comprehension. This was a useful training session as we had the opportunity to look at some high-quality books which the trainer recommends to teach in literacy lessons. We also looked at the different ways to assess comprehensions rather than typical questions. She talked about: summarising, event ordering, predicting, questioning and retrieval. It is a good way to change the way you can assess reading as it can be laborious and off-putting for the children. TS6 – make use of formative and summative assessment to secure pupils’ progress. As well as this, being aware of the most current and up to date attitudes towards teaching and assessing reading and literacy. TS3 – demonstrate a critical understanding of developments in the subject and curriculum areas. This is going to directly impact my teaching as I will be aware of more varied ways of assessing reading in the curriculum.

To conclude, I found the training really helpful as this will directly impact the way I teach as I can apply these teaching and assessment methods in my literacy teaching. I will be proactive in finding some recommended books to use in my literacy lessons. I also feel my subject knowledge has improved and this will make me more confident in SPaG and literacy lessons.

Focused next steps to impact on your progress or the progress of the children in your care:

  • Be proactive in finding some high-quality books to bring to my mentor for possible English books to teach from.
  • Consider the way I will assess in my next literacy lesson and use a new method.