|
View features for
Feature sections
Training materials
|
start of content
Implementation of the Year 3 Literacy Support pilot in the ISP
The use of Year 3 Literacy Support: Materials to support the implementation of the programme (DfES1191-2005) was not a requirement of the pilot in ISP. However, all the local authorities had provided some form of support either through the use of the published training materials, adaptations of these materials or the availability of ISP consultants for advice and small group tutorials. The majority of respondents were of the view that the training and support received helped them to understand and implement the intervention. They needed support to get the intervention up and running. 'The training session for both teacher and teaching assistant was a useful introduction to the programme and we feel we benefited from talking to and discussing practices in other schools involved. It enabled us to network with other schools and support each other afterwards'. The training provided was also seen to give status to the programme.
The previous experience and level of confidence of the teaching assisitants emerged as a critical factor in the significance of the provision of training. Those previously trained for or involved in Early Literacy Support (ELS) and Further Literacy Support (FLS) found they were able to draw on this experience in implementing the Year 3 programme and navigating their way through the materials.
'Teaching assistants with little knowledge of the programme, or who lacked confidence in their role, required additional support.' Local authorities were clear about this. Although it was felt that the Year 3 Literacy Support file was easy to follow, the level of confidence in the teachers and teaching assistants meant that few were willing to train themselves.
Accessibility
The majority of teachers and teaching assitants found the structure of the file straightforward and easy to follow. The lesson plans were clear and helpful. Preparation of the materials was reported as intensive and time consuming, particularly the photocopying and making of resources. Schools appreciated having access to hard copy and although they acknowledged that they could obtain materials from the web this option was seen as more time consuming, expensive and off-putting. It would have a negative effect on implementation. They welcomed the ready made resources and package of quality books for use with this age group.
|
