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Planned out 4 sessions of direct vocabulary instruction training programme for all teachers.
Met with 6 teacher to train them on the training and to establish groups.

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No rewards system existed in the school.
Had to plan out what the reward system would look like.
Considered rewards that could be given based on cost
Came up with levels for students to attain

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We developed a Reading curriculum and trained staff on how to deliver sessions. We wanted to focus on comprehension skills and vocabulary.

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Student were matched up with key members of staff. Coaching training was given to the staff involved with a timeline of sessions to be completed.

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Designing a system similar to other schools in the Trust.

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Planned a word of the week each week.
Put it in the bulletin and stuck it up on notice boards each week.
Came up with a lovely slide with definitions and different langauges

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Points based system did go down well.
Visible rewards and students achieving these.
Some students and staff giving up.
Inconsistency

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Some teachers were sticking to the session outline but some were finding it difficult to do so - due to time constraints, missing books etc.

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This was successful in some areas but it depended on the individual coaches and how they prioritised the sessions. Overall it was inconsistent

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Monitoring of sessions, continuing with staff training, maybe I tried to do too much in too little time? Inconsistency in approach... and then covid!

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Was a bit difficult get all the students off time table to get their reward.
Cost in terms of time and staff
Difficult to manage
What do the students value?

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Time resources and further training.

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The model works for most schools, but is not sustainable for a school of our nature. It worked for some students, but did not for others.

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People read it the slide once in form time

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People read it the slide once in form time

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It was losing impact as students did not live near us and we had to account for transportation. We then had to make them part of the school day part of social times.

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there wasn't sufficient training to ensure that staff and students were clear on exactly what we were supposed to be doing with it. Ended up confusing lessons and increasing misconceptions instead of addressing vocab gap

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there wasn't sufficient training to ensure that staff and students were clear on exactly what we were supposed to be doing with it. Ended up confusing lessons and increasing misconceptions instead of addressing vocab gap