1. Creating a Key Stage 3 Foundation course that actually delivers progression for all Phil Smith FS Consultant Bury

2. Before we begin Myths and Legends

3. Myths and Legends from days of old  The Strategy is prescriptive  It’s compulsory to follow the Frameworks and change our scheme of work  The Strategy stifles creativity-we have to teach to a formula

4. Myths and Legends from days of old  The Strategy expects the earth tomorrow  The training is one size fits all  They think we’re doing a bad job

5. Myths and Legends from days of old  The Strategy is only relevant to low attaining pupils and schools-we already have reasonable results  It’s all political-just a way of making the targets

6. Myths and Legends from days of old  It’s all too rushed and hasn’t been thought through  There are too many initiatives

7. So what type of training is available?  There are four main themes for training…these are…

8. So what type of training is available?  There are four main themes for training…these are… 1. Planning and assessment 1.Assessment for learning in everyday lessons 2.The formative use of summative assessment 3.Planning lessons

9. So what type of training is available?  There are four main themes for training…these are… 2. Teaching repertoire 4.Questioning 5.Explaining 6.Modelling

10. So what type of training is available?  There are four main themes for training…these are… 3. Structuring learning 7. Starters…see sample video 8. Plenaries 9. Challenge 10. Engagement

11. So what type of training is available?  There are four main themes for training…these are… 4. Knowing and learning 11. Principles for teaching thinking 12. Thinking together 13.Reflection 14.Big concepts and skills

12. Aims for this session 1. What’s the point of doing an audit? 2. How does the audit help us create our action plan?

13. Activity  Within 12 minutes make a list of at least 8 features/abilities that a good teacher should have?  Make sure you have reasons and examples to support each of your choices! But these don’t need to be written down.

14. Auditing…a violent history Perhaps the only time the “A” word is mentioned….(auditing) is when… O.F.S.T.E.D. Visit! Senior Management (or others) are checking up on you Bad experience from earlier strands

15. However…  The Foundation Strand auditing process has to be… (i) Flexible (ii) Informative (iii) Useful (iv) Evidence based (v) Manageable

16. So if you wanted to find out what your department’s and areas for development were, what would you look for? So if you wanted to find out what your department’s strengths and areas for development were, what would you look for?  Choose what you feel are the MOST important 5 are and make sure you have reasons for your choices! Standards in Key Stage 3Standards in Key Stage 3 Attainment and progress in Key Stage 3 of different groups of pupilsAttainment and progress in Key Stage 3 of different groups of pupils Attainment in different aspects of the subjectAttainment in different aspects of the subject Pupils’ attitudes and behaviourPupils’ attitudes and behaviour Moderation of pupils’ workModeration of pupils’ work Having regular departmental talk about the quality of teaching and learningHaving regular departmental talk about the quality of teaching and learning Teachers planning (including schemes of work)Teachers planning (including schemes of work) Shorter-term planning (daily lessons)Shorter-term planning (daily lessons) Quality of teachingQuality of teaching Quality of assessment proceduresQuality of assessment procedures Management of the subjectManagement of the subject Having planned lesson observationsHaving planned lesson observations Having a planned development programme for staffHaving a planned development programme for staff

17. Tricky isn’t it  There’s just so many different places that evidence can be found that sometimes we can end up creating lots and lots and lots of paper to demonstrate this.

18. So we either do one of three things…  Produce too much…. Do nothing….Do nothing….  Exaggerate

19. The Key Stage 3 Audit suggests that you look at 1. Pupils attitude and behaviour 2. Planning 3. Teaching4. Assessment 5. General issues 6. Standards at Key Stage 3 See Consultant’s video

20. Don’t go mad by trying to re-invent the wheel!!   1. Pupils attitudes and behaviour Why not use the following (i) Analyse in a departmental meeting some pupils work (ii) Pupil surveys (iii) The judgements that were made during lesson observations (iv) Minutes from departmental meetings (v) OFSTED reports that mention the department Module 10 on Engagement tackles this directly by looking improving pupils attitudes and behaviour

21. Don’t go mad by trying to re-invent the wheel!!   2. Planning (Schemes of work and medium-term planning) Why not use the following to help (i) Does your scheme of work define pupil expectations and does it show progression over the Key Stage? (ii) Re-drafted schemes of work to highlight the role of evaluation? (iii) Links between the departmental and the school development plan? (iv) OFSTED reports that mention the department Module 2 on The Formative use of summative assessmentModule 2 on The Formative use of summative assessment Module 11 Principles for teaching thinkingModule 11 Principles for teaching thinking Module 12 Thinking togetherModule 12 Thinking together Module 13 ReflectionModule 13 Reflection Module 14 Big concepts and skillsModule 14 Big concepts and skills

22. Don’t go mad by trying to re-invent the wheel!!   2. Planning (Short-term planning) Why not use the following to help (i) Does your planning have clear objectives or are they activity-led? (ii) Do you use a wide range of teaching and learning techniques to help meet those objectives? (iii) OFSTED reports that mention the department Module 3 Planning lessonsModule 3 Planning lessons Module 7 StartersModule 7 Starters Module 8 PlenariesModule 8 Plenaries Module 13 ReflectionModule 13 Reflection

23. Don’t go mad by trying to re-invent the wheel!!   3. Teaching Why not use the following to help (i) Previous classroom observations? (ii) The analysis of pupils work which could look at areas such as a. The quality of teaching b. Quality of marking c. Matching the work to the pupils attainment? (iii) OFSTED reports that mention the department Module 1 Assessment for learning in everyday lessonsModule 1 Assessment for learning in everyday lessons Module 4 QuestioningModule 4 Questioning Module 5 ExplainingModule 5 Explaining Module 6 ModellingModule 6 Modelling Module 7 StartersModule 7 Starters Module 8 PlenariesModule 8 Plenaries Module 9 ChallengeModule 9 Challenge Module 10 EngagementModule 10 Engagement Module 11 Principles for teaching thinkingModule 11 Principles for teaching thinking Module 12 Thinking togetherModule 12 Thinking together Module 13 ReflectionModule 13 Reflection Module 14 Big concepts and skillsModule 14 Big concepts and skills

24. Don’t go mad by trying to re-invent the wheel!!   4. Assessment Why not use the following to help (i) Departmental records and mark books? (ii) Does the department use portfolios of work on standards/exemplification? (iii) Does the department have an assessment policy which the pupils really understand and can they set their own individual targets? Module 1 Assessment for learning in everyday lessonsModule 1 Assessment for learning in everyday lessons Module 2 The formative use of summative assessmentModule 2 The formative use of summative assessment

25. Don’t go mad by trying to re-invent the wheel!!  Remember you can invite me in at any stage during this process for help/advice in getting it completed with the least amount of stress possible!

26. Once we’ve carried out an audit then what?  With the consultant start to identify your priorities. (which training may be of MOST practical use in your classroom/department?)  Keeping it focussed and realistic  Creating measurable and clear action points to ensure we know when we’ve got there!  See Art and Design sample audit and action points activity

27. The second to last slide!!  When creating action points for us to work on please make sure that they (i) Are clear and specific…see Charmaine’s example (ii) Include your time as a costing! (iii) Will be monitored with the help of the KS3 Strategy Manager and the Consultant and you! (iv) They clearly express what success will be

28. Thanks for attending