Aims

• To give structure to reflections by teachers and leaders for ‘what now’ and ‘what next’ in all elements of English after lockdown 3.0
• To consider approaches that will enable teachers to rapidly assess the children who have been at home without an overload of ‘testing’
• To consider the importance of diagnostic assessment: ‘… diagnostic assessments will be crucial in steering decisions about how teachers support pupils … some pupils will need some additional reading or writing practise … whilst some knowledge and skills will likely require re-teaching. Curriculum adaptations will be key
• To enable teachers and pupils to build on progress made during blended learning
• To suggest opportunities for AfL – enabling ‘teachers as noticers’ throughout all lessons.

Questions to consider

• What concerns do you have about teaching after lockdown 3.0?
  Independence – perhaps parents have been ‘giving’ the spelling so children have forgotten skills for finding themselves eg using sound buttons / word banks / dictionary
• What elements of English teaching were strong in blended learning and which were less so? How might the English timetable need to be adapted as a result?Think spoken language, spelling, reading to the children, children reading with an adult and writing. Perhaps you are concerned that year 3 children have not had sufficient eyes on print reading time and therefore whole class reading needs to include two days a week focused on fluency / word reading.
• What were the misconceptions that need to be addressed / returned to?
  Perhaps decisions were made to ‘leave’ elements of teaching that were complex in blended learning until full return to the classroom. Perhaps parents have taught in different ways eg a grapheme with poor enunciation.
• What needs to be taught before the end of the year to be ready for the next academic year?  Think national curriculum objectives that have not yet been taught such as spelling rules, grammar skill, moving up book bands for reading rapidly.
• What needs to be consolidated before the end of the academic year?Perhaps a grammar skill that has been taught twice in a narrative unit, but not yet applied in non-fiction writing.
• Are there any objectives still not secure from the previous year group due to remaining gaps from lockdown 1.0?
  Such as phases in phonics, spelling rules, punctuation skill. 
• Thinking strategically – which key knowledge, skills and behaviours need to be sufficiently secured by the end of the academic year?