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© Crown copyright 2009 Slide 1 substantial additions by Worcs LA consultants Subjects Leaders Update (“SLDM 14”) November 10 th 2009 The Granary LA ICT.

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Presentation on theme: "© Crown copyright 2009 Slide 1 substantial additions by Worcs LA consultants Subjects Leaders Update (“SLDM 14”) November 10 th 2009 The Granary LA ICT."— Presentation transcript:

1 © Crown copyright 2009 Slide 1 substantial additions by Worcs LA consultants Subjects Leaders Update (“SLDM 14”) November 10 th 2009 The Granary LA ICT Subject Consultants: Jim Milton, Lynne Raymer, Colin Whitehead Administrator: Amanda Hawkins

2 © Crown copyright 2009 Slide 2 substantial additions by Worcs LA consultants Welcome + agenda

3 © Crown copyright 2009 Slide 3 substantial additions by Worcs LA consultants Secondary National Strategy and LA areas of focus for 2009/10 APP Developing student’s “Functionality” “Narrowing the Gap” Future KS4 curriculum pathways and awards

4 © Crown copyright 2009 Slide 4 substantial additions by Worcs LA consultants Session 1: Securing and embedding APP practice APP progress in this LA The LA model for APP in ICT Activity 1: self evaluation of APP progression using progression grid Action plan for APP embedding

5 © Crown copyright 2009 Slide 5 substantial additions by Worcs LA consultants APP publication: “Going to Plan” What distinction is to be made between “designing” and “planning” ? What different forms of “planning” activities currently occur in ICT schemes of work ? “Going to Plan”: an aid to developing “planning” activities in ICT

6 © Crown copyright 2009 Slide 6 substantial additions by Worcs LA consultants Activity 2 1.Select one of the Framework “sub-strands” Consider a sequence of lessons this aspect of the curriculum What sort of “planning” activities might you implement in lessons? 2.How / when would these activities be revisited within the Unit of work 3.Design templates for students to support a) a planning activity and b) evaluative reflection of the activity

7 © Crown copyright 2009 Slide 7 substantial additions by Worcs LA consultants Feedback What “sub-strand” provides the curriculum focus? What planning activities are proposed? With what template? How and when would this planning be revisited? With what template?

8 © Crown copyright 2009 Slide 8 substantial additions by Worcs LA consultants “AF1” at higher Levels “AF1” (planning and evaluation) at L6 are strongly linked to performance at KS4+ L6 “AF1” requires students to address: a)success criteria and use of feedback b)planning for efficiency and integration What do these terms mean in PowerPoint? Where do they appear in Framework?

9 © Crown copyright 2009 Slide 9 substantial additions by Worcs LA consultants Simple data flow diagram Spreadsheet Records latest football scores Highlights current league champion Produces a bar chart to compare school teams Powerpoint Intro slide One slide for each team One slide shows current team performance Bar chart automatically updated

10 © Crown copyright 2009 Slide 10 substantial additions by Worcs LA consultants L6 Af1 : “Success Criteria” Students evaluate their own work against success criteria with attention to –efficiency –integration and make use of feedback

11 © Crown copyright 2009 Slide 11 substantial additions by Worcs LA consultants Activity 3: What does efficiency and integration mean in different contexts? 1.What contexts within the ICT curriculum might be appropriate? (flipchart) 2.How would Level 6 planning for efficiency and integration be evidenced (captured)?

12 © Crown copyright 2009 Slide 12 substantial additions by Worcs LA consultants Feedback from Activity 3

13 © Crown copyright 2009 Slide 13 substantial additions by Worcs LA consultants QCDA “Standards Files” What examples of Level 6 AF1 are presented in “Standards File B”? What exemplification of Level 7 AF1 are included in “Standards File F”? And Level 8 AF1 in “Standards File E”?

14 © Crown copyright 2009 Slide 14 substantial additions by Worcs LA consultants Pupil E: level 8 Headlines from the “Standards File” Pupil E’s teacher designed an open-ended problem-solving activity which allows pupils to design and implement an integrated ICT-based system. The teacher provided an end-user to define the requirements of the system, and to provide feedback during the course of the project. Pupil E is able to develop a solution to meet the needs of an end- user and shows sufficient command of ICT tools and techniques to develop an appropriate system. Pupil E has taken the needs of the user into account and has met those needs by developing an appropriate solution.

15 © Crown copyright 2009 Slide 15 substantial additions by Worcs LA consultants

16 © Crown copyright 2009 Slide 16 substantial additions by Worcs LA consultants Session 2: Departmental leadership in tracking and assessment

17 © Crown copyright 2009 Slide 17 substantial additions by Worcs LA consultants The ‘four cornerstones’ Strong senior and subject leadership Collaborative working Secure self-evaluation processes

18 © Crown copyright 2009 Slide 18 substantial additions by Worcs LA consultants Feedback from “Y7 baseline assessment” programme Experiences from three schools –Bewdley –Nunnery –a.n.o.

19 © Crown copyright 2009 Slide 19 substantial additions by Worcs LA consultants “Narrowing the Gap” National DCSF agenda: Concerned with the gap between some students’ potential and their attainment … including students from disadvantaged backgrounds (NOT simply the gap between the least able and more able peers)

20 © Crown copyright 2009 Slide 20 substantial additions by Worcs LA consultants FSM/Non FSM by GO region (SFR December 2008)

21 © Crown copyright 2009 Slide 21 substantial additions by Worcs LA consultants

22 © Crown copyright 2009 Slide 22 substantial additions by Worcs LA consultants 22 ICT GCSE A*–C

23 © Crown copyright 2009 Slide 23 substantial additions by Worcs LA consultants Strategies for Success for schools, settings and LAs Know the GapsCelebrate Gap-busting! Narrow the Gaps Mind the Gaps

24 © Crown copyright 2009 Slide 24 substantial additions by Worcs LA consultants Strategies for Success Know the Gaps Identify gaps (FSM, G&T, SEN, BME, Gender) Understand the gaps Make gaps visible Promote use of data Build data confidence Celebrate Gap-busting! Win hearts and minds Celebrate/promote gap-narrowing Capture and share Achieve successful Ofsted Narrow the Gaps Deliver Quality First teaching Progression planning Intervention Motivating and affirming Engaging parents and families Local initiatives/partnerships Mind the Gaps Assessing Pupils’ Progress Regular tracking and review Curricular targets Challenge from SLT Relentless focus on gap narrowing Aim for stretch targets

25 © Crown copyright 2009 Slide 25 substantial additions by Worcs LA consultants Tracking What are the purposes of tracking (Not to just provide end of year data!) Effective tracking requires regular, scheduled analysis and action “Data without analysis is blind Analysis without action is lame”

26 © Crown copyright 2009 Slide 26 substantial additions by Worcs LA consultants Example of tracking with impact

27 © Crown copyright 2009 Slide 27 substantial additions by Worcs LA consultants Setting curricular targets What do we understand by the term “curricular targets”? How does this relate to APP? How does it relate to KS4 and KS5?

28 © Crown copyright 2009 Slide 28 substantial additions by Worcs LA consultants Curricular Targets A curricular target expresses in words (not numbers) a specific aspect of the curriculum as a focus for improvement It can be –for a whole class, a group or individual pupil –can relate to the long, medium or short term

29 © Crown copyright 2009 Slide 29 substantial additions by Worcs LA consultants Curricular Targets How do curricular targets relate to APP? How does this relate to KS4 and KS5 practice ?

30 © Crown copyright 2009 Slide 30 substantial additions by Worcs LA consultants Activity 4 Look at the extract from Standards File “Pupil C” Use the Framework of Learning Objectives and Handout 2.2 to 1.identify gaps in the pupil’s capability (AF1, AF2 and AF3) 2.identify Learning Objectives to close these gap 3.phrase a curricular target in terms suitable for sharing with students

31 © Crown copyright 2009 Slide 31 substantial additions by Worcs LA consultants Feedback What curricular targets might you be setting on the basis of “Pupil C”? How might you support students’ progress against these targets? How might you monitor this progress?

32 © Crown copyright 2009 Slide 32 substantial additions by Worcs LA consultants Assessment criteria Curricular targets need to be communicated to students using criteria that are –clear –specific –meaningful –purposeful

33 © Crown copyright 2009 Slide 33 substantial additions by Worcs LA consultants Screenshot of assessment grid

34 © Crown copyright 2009 Slide 34 substantial additions by Worcs LA consultants Summary – APP & gap busting Strong senior and subject leadership Collaborative working Secure self-evaluation processes

35 © Crown copyright 2009 Slide 35 substantial additions by Worcs LA consultants

36 © Crown copyright 2009 Slide 36 substantial additions by Worcs LA consultants Session 3: future curriculum pathways and standards

37 © Crown copyright 2009 Slide 37 substantial additions by Worcs LA consultants Future Qualification pathways “ The qualifications currently available are being brought together into a series of distinct pathways:” CONSIDER OPTIONS 17 GCSE Foundation Learning Tier Apprenticeship Foundation or Higher Diploma Foundation Learning Tier Foundation, Higher or Advanced Diploma GCSE / A Level Employment with training CONSIDER OPTIONS 16 CONSIDER OPTIONS 14 Further education Higher education Employment Employment with training Apprenticeship post-18 CONSIDER OPTIONS 18

38 © Crown copyright 2009 Slide 38 substantial additions by Worcs LA consultants Current picture in Worcs

39 © Crown copyright 2009 Slide 39 substantial additions by Worcs LA consultants Current picture in Worcs

40 © Crown copyright 2009 Slide 40 substantial additions by Worcs LA consultants Timelines for KS4 awards GCSEs DiDA OCR National BTec

41 © Crown copyright 2009 Slide 41 substantial additions by Worcs LA consultants

42 © Crown copyright 2009 Slide 42 substantial additions by Worcs LA consultants Functional Skills Status of Functional Skills Timeline for confirmation of standards and adoption Implications of “functionality” for ICT curriculum and pedagogy

43 © Crown copyright 2009 Slide 43 substantial additions by Worcs LA consultants Positioning for future KS4 curriculum When do decisions need to be made? By whom? Who should you be talking to now? What should you be recording in writing?

44 © Crown copyright 2009 Slide 44 substantial additions by Worcs LA consultants Future Qualification pathways The qualifications currently available are being brought together into a series of distinct pathways: CONSIDER OPTIONS 17 GCSE Foundation Learning Tier Apprenticeship Foundation or Higher Diploma Foundation Learning Tier Foundation, Higher or Advanced Diploma GCSE / A Level Employment with training CONSIDER OPTIONS 16 CONSIDER OPTIONS 14 Further education Higher education Employment Employment with training Apprenticeship post-18 CONSIDER OPTIONS 18

45 © Crown copyright 2009 Slide 45 substantial additions by Worcs LA consultants Positioning for the future What provision needs to be made for future CPD / course preparation etc? Are there any implications for your –Staffing –Timetable –Accommodation

46 © Crown copyright 2009 Slide 46 substantial additions by Worcs LA consultants Developing your self & department Sources of CPD Look at examples on CD –A) Teachers TV Web Literacy linklink –B) Functional Skills e-learning modules –C) “Four cornerstones” –D) “Input/process/output” / Y7 data handling How would you use these a) for CPD? b) in lessons?

47 © Crown copyright 2009 Slide 47 substantial additions by Worcs LA consultants Future dates 3 Dec“Functional Elements” Finstall Centre 10 Feb SLDM15: APP presentations by development group; GCSE presentations by main Awarding Bodies Stourport Manor 10 June SLDM16 Pear Tree, Worcs


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