Presentation on theme: "Programme 0845 Arrival and registration"— Presentation transcript:
0 Key Stage 3 National Strategy Leading Teacher Network Meeting
1 Programme 0845 Arrival and registration 0900 Introduction and review of autumn term visits0945 Literacy and Learning1100 Tea/coffee1130 Assessment for Learning update1215 Behaviour and Attendance1245 Lunch1330 Subject specific time1445 Updates and arrangements for spring and summer term1530 Finish1.0
2 Analysis of demonstration lessons 72 lessons offered by Leading Teachers and Teaching Assistants119 visits to Leading Teachers and Teaching Assistants booked4 cancellations by Leading Teachers21 lessons with no visitors (so 51 lessons with visitors)93 teachers in total visited Leading Teachers and Teaching Assistants in the autumn term1.1
3 Analysis of demonstration lessons Demonstration lessons offered:Demonstration lessons offeredLMHMixedTotal71018204621921231231527721.2
4 Analysis of demonstration lessons Use of leading teachers by schools:69% (25 out of 36) of mainstream schools have sent at least one person to visit a leading teacher (49%)middle out of % (35%)secondary out of % (72%)upper out of 5 80% (33⅓)33⅓% (2 out of 6) special schools have sent at least one person to visit a leading teacher1.3
5 Analysis of demonstration lessons 93 teachers visited leading teachers.1.4
6 Analysis of demonstration lessons SubjectNo. of LTsNo. of visitorsNo. of visitors per LTArt1D&T24English6101·7Geography3History5ICT82.7Maths15MFL217MusicPEREScience1·75TA’s3·5Total36932.61.5
7 How did observers respond? Task 1:Consider the cards distributed and try to identify which 3 were not in the top 7 responses from demonstration lessons.Task 2:Try to put the top 7 cards in order in terms of the frequency of appearance from observations of the lessons.1.6
8 Analysis of demonstration lessons Response on feedback sheets:46% AfL strategies (objective driven lessons, self and peer assessment)40% specific activities (modelling, hot seating)34% resources (ICT based, mini-whiteboards)= on 20% group work, creating a climate for learning and pace18% questioning1.7
9 Developing the leading teacher role Questions to consider:How can we support colleagues in the implementation of their chosen areas for development when back in school?What recent strategy developments can we incorporate into our teaching to encourage more visits in the future?1.8
10 Real scenarios (to add to the LT handbook) Discuss the scenario that you have been given and suggest effective strategies that would overcome these potential barriers to a successful demonstration lesson.1.9
11 Key Stage 3 National Strategy Literacy and LearningBeth Brooke
12 Literacy and learning Developing literacy and learning together Literacy objectives included into subject teachingPupils learn in subjects through:talk, text and writingLiteracyandlearningPupils improve literacy skills by applying them in subjectsBetter subject learning – better literacy
13 The impact of literacy on achievement in subjects 71% of pupils who achieve Level 5 or above in English at the end of key stage 3 achieve five or more GCSEs at grade C or above.Only 10% of pupils who achieve below level 5 in English at the end of key stage 3 gain five or more GCSEs at the higher grades.Based on 2003 data
14 A level 5 pupil can: describe explain discuss evaluate and assess analyse comment and compareselect relevant information from a range of sourcesrecord observations systematicallyuse appropriate language and conventions to communicate and use words preciselyconvey meaning clearly in a range of forms for different readerspresent information in different forms and styles for specific purposes and audiences.produce structured workorganise writing into paragraphs
15 Literacy across the curriculum 2001-2004 Literacy across the curriculum training folder 2001Whole school training day 2001Literacy in subjects LEA trainingSupport material for literacy co-ordinatorsLiteracy across the curriculum key messages 2003Literacy in subjects for school based use and self-study 2004Pedagogy and Practice Booklets (Self-study support booklets) 2004
16 The framework of cross-curricular objectives: talk Three strandsof learningthrough talkKey aspectof the frameworkBeth to do up to match objectives to subjects
17 Key objectives for talk Learning through talkUsing talk to clarify and present ideasYr. 7. Use talk as a tool for clarifying ideasYr.8. Provide an explanation which links words and actions to commentaryYr.9. Use standard English to explain, explore or justify an ideaActive listening to understandYr.7. Listen for and recall the main points of a talk, reading or TV programme, reflecting on what has been heard to ask searching questions, make comments or challenge the views expressed.Yr.8. Listen for a specific purpose, paying sustained attention and selecting for comment or question that which is relevant to the agreed focus.Yr.9. Identify the underlying themes, implication and issues raised by a talk, reading or programme.Talking and thinking togetherYr.7. Identify and report the main points emerging from discussion.Yr.8. Use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues.Yr.9. Discuss and evaluate conflicting evidence to arrive at a considered viewpoint.
18 The framework of cross-curricular objectives: text Three strandsof learningfrom textKey aspectof the framework
19 Key objectives for text Learning from textDeveloping research and study skillsYr.7. Use appropriate reading strategies to extract particular information.Yr.8. Make notes in different ways, choosing a form which suits the purpose.Yr.9. Synthesise information from a range of sources, shaping material to meet readers’ needs.Reading for meaningYr.7. Infer and deduce meanings using evidence in the text, identifying where and how meanings are implied.Yr.8. Recognise bias and objectivity, distinguishing facts from hypotheses, theories and opinions.Yr.9. Compare the presentation of ideas, values or emotions in related or contrasting texts.Understanding how texts workYr.7. Identify, using appropriate terminology the way writers of non-fiction match language and organisation to their intentions.Yr.8. Analyse the overall structure of a text to identify how key ideas are developed.Yr.9.Analyse how an author’s standpoint can affect meaning in non-literary texts.
20 The framework of cross-curricular objectives: writing Three strandsof learningthrough writingKey aspectof the framework
21 Key objectives for writing Learning through writingUsing writing as a tool for thoughtYr.7. Use writing to explore and develop ideas.Yr.8. Use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving.Yr.9. Record, develop and evaluate ideas through writing.Structuring and organising writingYr.7. Organise texts in ways appropriate to their content.Yr.8. Develop different ways of linking paragraphs, using a range of strategies to improve cohesion and coherence.Yr.9.Integrate diverse information into a coherent and comprehensive account.Developing clear and appropriate expressionYr.7. Recognise the cues to start a new paragraph and use the first sentence to orientate the reader.Yr.8. Explain complex ideas and information clearly.Yr.9. Write with differing degrees of formality, relating vocabulary and grammar to context.
22 Current literacy practice Look at the features of effective literacy practice. Consider either your own practice or your own school and, for each feature, decide whether it is well-established, patchy or not established. Colleagues from the same school might wish to work together.Share your conclusions with a colleague from another school.Is there a pattern to implementation? If so, how would you account for this?
23 Training days supported by lead literacy consultants Literacy and learningA pack (A) containingB - Management GuideC - 12 subject specific guides with individual associated CD-ROMsD - DVDB - Guidance for senior leaders bookletA - PackTraining days supported by lead literacy consultantsC - Literacy and learning series plus individual CD-ROMs with:Literacy and learning subject exemplificationLiteracy in … for school based use and self-studyLiteracy and learning in…ICT MusicMathematics ArtScience REMFL HistoryD & T GeographyPE CitizenshipICTMathSciMFLD&TPEMusArtREHistGeogCitizD – DVD including:1.Leading cross-curricular change: literacy2. Literacy and learning: key teaching approachesPlan activity from D&T Beth to introduce
24 Investigating the resources Work in subject groups and review the literacy and learning in materials for your subject for:Their usefulness to you and your own practiceTheir usefulness to other subject colleaguesAny potential difficulties regarding their use
25 Literacy and leading teachers Include an aspect of the three elements of literacy and learning as part of the focus for your demonstration lessons.Use the prompts for subject leaders either to narrow down the focus even further e.g. ‘the lesson will include steps from the teaching sequence for writing’ or to inform part of the post-lesson discussion.
26 Next stepsWhat are you doing already?What would you like to develop?
27 Key Stage 3 National Strategy Assessment for Learning -UpdatesPaul Rowe AfL Lead Consultant
28 ObjectivesTo provide a brief overview of the current status of the Assessment for Learning in Key Stage 3To summarise emerging patterns of development based on subject reviews and pupil interview findings within Dorset
29 Definition of assessment for learning ‘Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’Assessment Reform Group, 2002
30 Assessment for Learning folder training units Guidance for Senior Leaders(on ‘whole school’ development of AfL)Unit 1Assessment for Learningin Everyday LessonsUnit 2The Formative Use of Summative AssessmentsUnit 3Objective Led LessonsUnit 4Oral & Written FeedbackUnit 5Peer & Self AssessmentUnit 6Curricular Target SettingSubject development(development work to be led by subject leaders)
31 Assessment for Learning WSS – timeline of events… May 2004 – Launch of KS3 materials to all secondary schoolsAutumn term (For schools receiving consultant support) - information gathering and subject auditing to identify AfL prioritiesAutumn term (For schools receiving consultant support) – whole staff inset to launch AfLAutumn term – All strategy managers issued with AfL subject materialsAutumn and Spring term (For schools receiving consultant support) – trialling of particular AfL strategies in departments or within teaching and learning groupsApril release of two additional training units on using questioning to promote AfL and how coaching can promote a consistent approach to AfL within schoolsBy June 2005 (For schools receiving consultant support) – review of impact of year 1 actions and identification of priorities for year 2
32 Common patterns of development – Subject Audits Increasing confidence amongst subject leaders that objectives are providing a shared purpose to lessons.Less confidence that pupils can articulate their learning at the end of a lesson. (Pupils are provided with the purpose of the learning but are less likely to appreciate what they need to do to demonstrate success.)General feeling that feedback provided by teachers is frequent and purposeful.Less confidence that pupils are provided with opportunities to meaningfully reflect and respond to the feedback provided.Pockets of good practice using peer and self assessment still yet to be extended whole school.
33 Common patterns of development - Pupil interview findings Pupils genuinely appreciate the sharing of objectives particularly where there is a consistent whole school approach to sharing them verbally and visually.When asked to talk about the progress they might make in a lesson pupils typically identify success in terms of ‘getting all the work done…’Pupils have expressed concern that opportunities are not provided to make use of formative feedback.When they are given the opportunity pupils find well planned peer and self assessment both enjoyable and useful. In surveys no pupils have been critical of this AfL strategy.
34 Changing practice Compare the two script extracts. Identify what actions the teacher has taken between September and April that has allowed aspects of AfL to become an embedded part of their practice.
35 AfL and personalised learning Personalised Learning – the inner corePersonalising the school experience
36 AfL WSS – key issues to address in 2005 Reaching a common understanding of how AfL fits into Personalised Learning.In schools:Promoting the use of the subject specific materials as a means of embedding AfL strategies.Agreeing a common approach to AfL eg Establishing revised marking policies, methods of monitoring AfL through interviews or work scrutinies, creating coaching networks.Rolling out AfL work piloted in KS3 into KS4 and KS5“The development of AfL in schools will require a sustained, long-term commitment” Sue Hackman
37 Key Stage 3 National Strategy Behaviour and Attendance – creating a climate for learning
39 ObjectivesTo consider how behaviour strategies help in establishing a climate for learningTo reflect on your current practice and identify effective behaviour strategies worthy of demonstration
40 Behaviour and attendance “Behaviour can be an area where we expect so much and teach so little”Galvin, Miller, Nash 1999
41 Your classroom routines Consider the classroom routines that you adopt and discuss the following:1. What happens at the very start of your lessons?2. How quickly are the pupils on task?3. How do you ensure that there is a smooth transition from one part of the lesson to the next?4. How do you organise the distribution of resources and materials?5. How do you ensure enough time is left for an effective plenary?6. How are pupils dismissed from your lesson?
42 Effective classroom routines The teacher meets the pupils at the start of every lesson.The lesson begins promptly.Pupils are given timings for various elements or tasks to ensure an effective pace to the lesson.Enough time is left at the end of the lesson for an effective and reflective plenary. Pupils understand the importance of this to their learning.The teacher controls how the pupils leave the lesson, so that departure is orderly.
43 Beginnings and endings “Students learn more at the beginning and the end of a learning experience than they do in the middle.”“The beginning, in particular, is the time when the potential for learning is at its greatest, when the relatively high concentration, but particularly anticipation, makes the learner more receptive”Mike Hughes – Closing the Learning Gap
44 Beginnings – effective strategies to demonstrate for observers Be at the door to meet and greet the pupils as they arrive. Be welcoming and positive.Engage the class in the first minute with something about today’s lesson, or something positive and memorable from the last one. Alternatively, use a stimulating starter activity.Have the lesson objectives written on the board and clearly and quickly identify the expected learning outcomes using language with which the pupils can easily engage.Get straight into the lesson, leaving the register and collecting of homework until later.
45 Endings – effective strategies to demonstrate for observers End early. Don’t try to cover too much and leave at least 10 minutes to finish the lesson properly.Use the last part of the lesson for an effective plenary.Remind pupils of the context for the lesson in terms of what went before and what is to come.Set the scene for the following lesson.Have clear routines for an organised departure and have some way of saying goodbye and thanking the pupils for a good lesson.
46 ObjectivesTo consider how behaviour strategies help in establishing a climate for learningTo reflect on your current practice and identify effective behaviour strategies worthy of demonstration
47 Key Stage 3 National Strategy Subject developments
48 Subject groupings Colin Eaton – PE, D&T, music, art and ICT Paul Rowe – history, geography, REJames Rielly – scienceBeth Brooke – EnglishPat Pinchin – MFLTrevor Sutcliffe – mathematicsTeaching assistants to go with their subject baseColin, Paul and James located in the syndicate rooms
49 Subject specific discussions Dissemination of key messages for your subject2. Discussion regarding autumn term visits3. Opportunity to share good practice relating to the whole school strands discussed today; Literacy and Learning, Assessment for Learning and Behaviour strategies.4. Consideration of how your teaching can exemplify elements of the whole school strands in the future.3.0
50 Arrangements for 2005 Spring Term 05 Mutual observations of Leading Teachers andTeaching Assistants to take place, with formsreturned to the office, by Friday 11th March 2005.3.2
51 Arrangements for 2005 Summer Term 05 - Full programme of demonstration lessons*- Half day network meeting (12th July)*The whole programme will be set up and run through mail. Letters to be sent to LT’s and LTA’s w/b 14th March. Response forms must be returned by Tuesday 22nd March to be included in the programme. Lessons must take place between the 6th June and the 15th July.