© crown copyright 2009 slide 1 substantial additions by worcs la consultants subjects leaders...
TRANSCRIPT
© Crown copyright 2009
Slide 1 substantial additions by Worcs LA consultants
Subjects Leaders Update (“SLDM 14”)
November 10th 2009 The Granary
LA ICT Subject Consultants:Jim Milton, Lynne Raymer, Colin Whitehead
Administrator: Amanda Hawkins
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Welcome + agenda
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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
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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 gridAction plan for APP embedding
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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
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Activity 21. Select one of the Framework “sub-strands” Consider
a sequence of lessons this aspect of the curriculumWhat 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 supporta) a planning activity andb) evaluative reflection of the activity
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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?
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“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?
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Simple data flow diagram
SpreadsheetRecords latest football
scoresHighlights current league champion
Produces a bar chart to compare school teams
PowerpointIntro slide
One slide for each teamOne slide shows current
team performance
Bar chart automatically
updated
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L6 Af1 : “Success Criteria”• Students evaluate their own work against
success criteria with attention to – efficiency– integration
• and make use of feedback
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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)?
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Feedback from Activity 3
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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”?
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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.
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Session 2: Departmental leadership in tracking and assessment
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The ‘four cornerstones’
Strong senior and subject leadership
Collaborative working
Secure self-evaluation processes
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Feedback from “Y7 baseline assessment” programme• Experiences from three schools
– Bewdley– Nunnery– a.n.o.
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“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)
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FSM/Non FSM by GO region (SFR December 2008) KS4 % 5+ A*-C inc English & Maths 2008 FSM/Non FSM Comparison
All Pupils - National
Not Entitled to FSM - National
Entitled to FSM - National
0
10
20
30
40
50
60
EASTMIDLANDS
EAST OFENGLAND
INNERLONDON
NORTHEAST
NORTHWEST
OUTERLONDON
SOUTHEAST
SOUTHWEST
WESTMIDLANDS
YORKSHIRE& HUMBER
ALLLONDON
All Pupils Not Entitled to FSM Entitled to FSM
All Pupils - National Not Entitled to FSM - National Entitled to FSM - National
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ICT GCSE A*–C
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Strategies for Successfor schools, settings and LAs
•Know the Gaps •Celebrate Gap-busting!
•Narrow the Gaps •Mind the Gaps
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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
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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 blindAnalysis without action is lame”
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Example of tracking with impact
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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?
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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
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Activity 4
• Look at the extract from Standards File “Pupil C”
• Use the Framework of Learning Objectives and Handout 2.2 to1. 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
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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?
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Assessment criteria
• Curricular targets need to be communicated to students using criteria that are
– clear
– specific
– meaningful
– purposeful
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Screenshot of assessment grid
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Summary – APP & gap busting
Strong senior and subject leadership
Collaborative working
Secure self-evaluation processes
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Session 3: future curriculum pathways and standards
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Future Qualification pathways
“The qualifications currently available are being brought together into a series of distinct pathways:”
CONSIDEROPTIONS
17
GCSE
Foundation Learning Tier
Apprenticeship
Foundation or Higher Diploma
Foundation Learning Tier
Foundation, Higher or Advanced Diploma
GCSE / A Level
Employment withtraining
CONSIDEROPTIONS
16
CONSIDEROPTIONS
14
Further education
Higher education
Employment
Employment with training
Apprenticeship post-18CONSIDEROPTIONS
18
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Current picture in Worcs
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Current picture in Worcs
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Timelines for KS4 awards
• GCSEs
• DiDA
• OCR National
• BTec
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Functional Skills
• Status of Functional Skills
• Timeline for confirmation of standards and adoption
• Implications of “functionality” for ICT curriculum and pedagogy
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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?
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Future Qualification pathways
The qualifications currently available are being brought together into a series of distinct pathways:
CONSIDEROPTIONS
17
GCSE
Foundation Learning Tier
Apprenticeship
Foundation or Higher Diploma
Foundation Learning Tier
Foundation, Higher or Advanced Diploma
GCSE / A Level
Employment withtraining
CONSIDEROPTIONS
16
CONSIDEROPTIONS
14
Further education
Higher education
Employment
Employment with training
Apprenticeship post-18CONSIDEROPTIONS
18
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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
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Developing your self & department
• Sources of CPD
• Look at examples on CD– A) Teachers TV Web Literacy link– 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?
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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