Presentation on theme: "Whats New This Year?.... Awareness & Understanding Engagement Commitment I am aware I need to know more I understand I think its a good thing I want it."— Presentation transcript:
Ofsted Priorities Ensure that teaching is consistently good or better by continuing to work with teachers whose practice requires improvement. Improve the consistency of teaching of early reading skills and spelling. Improving outcomes in English and mathematics for under performing groups, most notably pupils who are eligible for pupil premium funding, pupils with special educational needs and boys.
School Plan 2013/14 Quality of Teaching All teaching & provision is consistently good or better.
Priority 1: Mathematics Pupil progress in mathematics is accelerated, so that pupils reach the highest standards.
Priority 2: Closing the Gap Improved outcomes in English and mathematics for under-performing groups
Impact on Early Reading and Phonics July 2013: Nursery = 100% Phase 1+ Nursery = 32% Phase 2 Reception = 97% at Phase 3 Year 1 = 80% at Phase 5 Year 1 = 88% passed screening test (90.5% boys passed) Year 2 = 79% at Phase 6 Year 2 = 95% now passed phonics screening
Priority 3: Curriculum Curriculum pitch and progression are aligned with the revised national expectations for September 2014.
Communication & Arts Team Katie Reeve Alison Elvery – Literacy Pat Tomlinson – Spelling & Grammar & Library Caroline Oakley – Early Phonics Katie Reeve – History Jacqui Shelton – Music Vicki Brace - Art Chloe Lea Global Dimensions Team Julia White Nicky Gifford – PSHE & Behaviour Julia White – Transition & Inclusion Annie New – Curriculum & Lang for Learning Sophie Holland – Geography Sam Forster – Modern Languages Charlotte Cooper - RE Science & Technology Team Kate Kellner Kate Kellner – Maths Ria Garry - Science Steph Meedin – ICT Vicky Hillier – Maths Mike Comer - PE Vicky Williams D & T Lucy Stepto School Effectiveness Adviser Pat McAteer Sub-Committee Chairs Julian Crane (C of G) Paula Rawlinson Graham Bright Debbie Tozer Headteacher Sharon Sanderson Phase Leaders Katie Reeve (Y4-6) Alison Elvery (Y1-3) Julia White (EYFS) Curriculum Team Leaders Katie Reeve Julia White Kate Kellner Grove Road Primary Focus: Teaching & Learning for Impact on Pupil Progress Deputy Head Kate Kellner
Keep telling us what you think http://parentview.ofsted.gov.uk/
Developing a shared Language for Learning Learning to Learn
Why talk about Learning Habits? Our current world is constantly changing Young people need to be able to cope with complexity, uncertainty and ambiguity. Our knowledge changes all the time. Children and young people need to become aware of their own learning. Children can learn to learn Children need to be able to overcome obstacles to their own learning. 75% of jobs our children will do have yet to be invented! …. Learning habits will not become redundant
What can it mean for Grove Road? becoming a better learner means you have a language to talk about learning and are aware of using and strengthening learning behaviours being a better learner helps you to tackle problems more confidently because you are using a broad range of learning behaviours
DETERMINATION being ready, willing and able to LOCK ON TO LEARNING CURIOSITY being ready, willing and able to LEARN IN DIFFERENT WAYS Absorption Learning Muscle; you become engrossed in what you are doing; you are unaware of time passing Managing Distraction Learning Muscle; you know what distracts you, you try to minimise distractions, you settle back quickly after an interruption Noticing Learning Muscle; you notice how things look, what they are made of, or how they behave, you can identify significant detail Perseverance Learning Muscle; you are not put off by being stuck, you keep on going despite difficulties and find ways to overcome them, you recognise that learning can be a struggle Questioning Learning Muscle; you are curious about things and people, you often wonder why, you play with ideas, asking "How come?" and "What if?" Making Links Learning Muscle; you look for connections between experiences or ideas, you find pleasure in seeing how things fit together, you make patterns Imagining Learning Muscle; you picture how things might look, sound, feel, be; you let your mind explore and play with possibilities and ideas Reasoning Learning Muscle; you create logical arguments, you deduce what might happen, you look for evidence INDEPENDENCE being ready, willing and able to become MORE STRATEGIC ABOUT LEARNING COMMUNICATION being ready, willing and able to LEARN ALONE AND WITH OTHERS Planning Learning Muscle; you think about what you want to get out of learning, you plan the steps you might take, you access which resources you may need Revising Learning Muscle; you are ready to revise your plans as you go along, monitor how things are going, change your plans when you've had a better idea Distilling Learning Muscle; you mull over experiences, draw out useful lessons from experiences, think about where else you might use these lessons Meta-Learning Muscle; you are interested in how you learn as an individual, know your strengths and weaknesses as a learner, are interested in becoming a better learner Interdependence Learning Muscle; you know how much interaction you need with others to assist your learning, you make informed choices about working on your own or with others Collaboration Learning Muscle; you manage your feelings when working with others, you understand the ground rules of team work, you are able to work effectively as part of a pair or team Empathy and Listening Learning Muscle; you put yourself in other people's shoes to see the world from their point of view, show you are listening by eye contact and body language, hear feelings and thoughts behind someone's words Imitation Learning Muscle; you are ready to learn from others, notice the approach and detail of how others do things
Tring Learning Habits DeterminationIndependence Don t be afraid to get it wrong Have a desire to improve Find a solution Be resilient Take responsibility Use your initiative Be organised Review your own progress CuriosityCommunication Be inventive Be open minded Challenge accepted views Take risks Have a voice Work within a team Value different opinions Listen
Determination Dont be afraid to get it wrong Have a desire to improve Find a solution Be resilient
Will-Power the Determined Woodpecker I will keep trying, I wont give up. I will find a way, there is always a solution. I will stay focused, I can manage my distractions. I will improve, there are no limits to what I can achieve. I will succeed despite difficulties. I have the willpower to always try my best.
Curiosity Be inventive Be open minded Challenge accepted views Take risks
Colin the Curious Owl Can I be open minded? Can I try something new? Can I ask an interesting question? (Who? What? When? Where? Why?) Can I think of a different way? Can I find links and patterns within my learning?
Communication Have a voice Work within a team Value different options Listen
Buzz-bee the Confident Communicator Be a good listener and hear the buzz. Be adventurous and share your ideas. Being part of a team helps us to learn. Be empathetic and try to see things from another viewpoint. Be brave and speak with confidence.
Independence Take responsibility Use your initiative Be organised Review your own progress
Indie the Independent Squirrel I like to take charge of my own learning. I use my mistakes to learn more. I can plan my steps to success. I know what I need to help me become an independent learner. I know what I am good at and where I need to improve.
Curriculum sessions Tuesday 19 th November 7-8pm Thursday 6 th February 7-8pm
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