Aspire, Learn and Succeed Ofsted and 6 th Form Teaching

Aspire, Learn and Succeed Supplementary Guidance to Inspectors “Ofsted does not prescribe the teaching methodology for the sixth form. However, sixth-form teaching should provide a bridge between the more structured context of school work pre-16 and the wider demands and expectations of independent work in higher education, training and employment. Teachers should demonstrate good subject knowledge and up- to-date expertise at a level consistent with effective teaching and assessment of the course. For more vocational courses this will include current understanding and/or experience of the relevant vocational area.”

Aspire, Learn and Succeed What This Means They expect to see evidence of good practice from younger years – walt/wilf/starters/plenaries/collaborative learning (Kagan)/AFL/seating plans/regular fast feedback/www…ebi etc. But also some degree of academic rigour as a stepping stone to more advanced study They want to see evidence of opportunities for more independent study and evidence that the students are becoming independent learners Your subject knowledge and/or knowledge and experience of your vocational area must be up to date and appropriate for advanced level

Why are the basics still important at 6 th form level? Using Data and Walt and Wilf? First step to AFL. Makes sure lessons have direction, focus and are pitched at right level Why Kagan? – narrows ‘the gap’, promotes engagement, develops social skills, everyone achieves better Why seating plans? – there are significant ‘at risk’ groups in 6 th form lessons – specifically the boys and white working class. Take charge of who sits where and use educational criteria for your choices. Why starters and plenaries? – 6 th formers need motivating therefore lessons need structure – not just writing assignments Why regular fast feedback/tracking? – don’t make assumptions about 6 th formers… they need positive strokes, direction, targets etc. Feedback should be regular especially in portfolio driven courses where regular feedback can have a really significant impact on grades. Aspire, Learn and Succeed

A Bridge to higher level study? 1. Do not be afraid to use difficult texts and/or more formal teacher exposition, use sparingly, but then ‘Kagan’ the outcomes so all students have the basis of a good set of notes/understanding 2. Develop use of the library –set aside some departmental funds to purchase some additional resources for the library. You will find Mrs Phillips will often ‘match’ your contribution with a contribution of her own. Purchase some more difficult texts (undergraduate level) from Amazon for extension work. Use the exam board recommended reading lists to guide your purchases. 3. Take advantage of University links and subject days – see Aim Higher Coordinator for full range 4. Produce reading lists for each topic which are page referenced and differentiated 5. Teach note taking strategies in lessons – share alternatives 6. Set structured reading as home learning 7. Insist on bibliographies on assessed pieces of work which must include more than just the set text 8. Develop an A Level section for your subject on the VLE – upload lesson summaries PPTs hyperlinks etc to encourage both review and independent study 9. Vocational teachers make sure you are using links, placements and AOTs in lessons effectively

Aspire, Learn and Succeed Teachers should demonstrate good subject knowledge Make sure your subject knowledge is up to date Take advantage of opportunities for development – exam board courses, exam board webinars, links with partner schools (St Georges?). Consider taking up examiner opportunities. Use performance management as the arena where training requirements can be addressed

Aspire, Learn and Succeed Final Thoughts WILF reference grades should be linked to the students you have in front of you. Make sure you are aware of the variety of starting points of the students, especially now we have so many external ones. Make sure students know how to study for your subject; note taking, research, use of Books (yes, those things with paper), deadlines, seminars, presentations. Don’t make make assumptions. Make sure students know your expectations about private study and research – many of our students will revert to Wiki unless you give them suitable WORKING alternatives such as reading lists or reviewed urls. Mark using www and ebi – but try and feedback quickly for maximum impact