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Programme 0845 Arrival and registration

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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 visits 0945 Literacy and Learning 1100 Tea/coffee 1130 Assessment for Learning update 1215 Behaviour and Attendance 1245 Lunch 1330 Subject specific time 1445 Updates and arrangements for spring and summer term 1530 Finish 1.0

2 Analysis of demonstration lessons
72 lessons offered by Leading Teachers and Teaching Assistants 119 visits to Leading Teachers and Teaching Assistants booked 4 cancellations by Leading Teachers 21 lessons with no visitors (so 51 lessons with visitors) 93 teachers in total visited Leading Teachers and Teaching Assistants in the autumn term 1.1

3 Analysis of demonstration lessons
Demonstration lessons offered: Demonstration lessons offered L M H Mixed Total 7 10 1 8 20 4 6 21 9 2 12 31 23 15 27 72 1.2

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 teacher 1.3

5 Analysis of demonstration lessons
93 teachers visited leading teachers. 1.4

6 Analysis of demonstration lessons
Subject No. of LTs No. of visitors No. of visitors per LT Art 1 D&T 2 4 English 6 10 1·7 Geography 3 History 5 ICT 8 2.7 Maths 15 MFL 21 7 Music PE RE Science 1·75 TA’s 3·5 Total 36 93 2.6 1.5

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 pace 18% questioning 1.7

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 Learning Beth Brooke

12 Literacy and learning Developing literacy and learning together
Literacy objectives included into subject teaching Pupils learn in subjects through: talk, text and writing Literacy and learning Pupils improve literacy skills by applying them in subjects Better 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 compare select relevant information from a range of sources record observations systematically use appropriate language and conventions to communicate and use words precisely convey meaning clearly in a range of forms for different readers present information in different forms and styles for specific purposes and audiences. produce structured work organise writing into paragraphs

15 Literacy across the curriculum 2001-2004
Literacy across the curriculum training folder 2001 Whole school training day 2001 Literacy in subjects LEA training Support material for literacy co-ordinators Literacy across the curriculum key messages 2003 Literacy in subjects for school based use and self-study 2004 Pedagogy and Practice Booklets (Self-study support booklets) 2004

16 The framework of cross-curricular objectives: talk
Three strands of learning through talk Key aspect of the framework Beth to do up to match objectives to subjects

17 Key objectives for talk
Learning through talk Using talk to clarify and present ideas Yr. 7. Use talk as a tool for clarifying ideas Yr.8. Provide an explanation which links words and actions to commentary Yr.9. Use standard English to explain, explore or justify an idea Active listening to understand Yr.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 together Yr.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 strands of learning from text Key aspect of the framework

19 Key objectives for text
Learning from text Developing research and study skills Yr.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 meaning Yr.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 work Yr.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 strands of learning through writing Key aspect of the framework

21 Key objectives for writing
Learning through writing Using writing as a tool for thought Yr.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 writing Yr.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 expression Yr.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 learning A pack (A) containing B - Management Guide C - 12 subject specific guides with individual associated CD-ROMs D - DVD B - Guidance for senior leaders booklet A - Pack Training days supported by lead literacy consultants C - Literacy and learning series plus individual CD-ROMs with: Literacy and learning subject exemplification Literacy in … for school based use and self-study Literacy and learning in… ICT Music Mathematics Art Science RE MFL History D & T Geography PE Citizenship ICT Math Sci MFL D&T PE Mus Art RE Hist Geog Citiz D – DVD including: 1.Leading cross-curricular change: literacy 2. Literacy and learning: key teaching approaches Plan 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 practice Their usefulness to other subject colleagues Any 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 steps What are you doing already? What would you like to develop?

27 Key Stage 3 National Strategy
Assessment for Learning -Updates Paul Rowe AfL Lead Consultant

28 Objectives To provide a brief overview of the current status of the Assessment for Learning in Key Stage 3 To 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 1 Assessment for Learning in Everyday Lessons Unit 2 The Formative Use of Summative Assessments Unit 3 Objective Led Lessons Unit 4 Oral & Written Feedback Unit 5 Peer & Self Assessment Unit 6 Curricular Target Setting Subject 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 schools Autumn term (For schools receiving consultant support) - information gathering and subject auditing to identify AfL priorities Autumn term (For schools receiving consultant support) – whole staff inset to launch AfL Autumn term – All strategy managers issued with AfL subject materials Autumn and Spring term (For schools receiving consultant support) – trialling of particular AfL strategies in departments or within teaching and learning groups April release of two additional training units on using questioning to promote AfL and how coaching can promote a consistent approach to AfL within schools By 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 core Personalising 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

38 Mr. Johnson

39 Objectives To consider how behaviour strategies help in establishing a climate for learning To 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 Objectives To consider how behaviour strategies help in establishing a climate for learning To 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, RE James Rielly – science Beth Brooke – English Pat Pinchin – MFL Trevor Sutcliffe – mathematics Teaching assistants to go with their subject base Colin, Paul and James located in the syndicate rooms

49 Subject specific discussions
Dissemination of key messages for your subject 2. Discussion regarding autumn term visits 3. 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 and Teaching Assistants to take place, with forms returned 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.

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