SLDM6

19th March 2007Lancashire LAChorley Woodlands

Time Focus9.30 – 12.00 1 MICT forward effective

interventionRPO/FA/

RPR

12.00 – 13.00 2 Breakout Sessions

13.00 – 13.45 Lunch

13.45 – 15.00 3 National Developments15.00 – 15.15 4 Local updates & plenary

15.15 - Break and networking opportunity

SLDM6 Outline

Time Room Focus

Oak Room

Training Room 1Training Room 2

DiDA revisited

Louise Philippe and Jane Dyson

National Certificate

Sue Gaskell & Emma Cawley

14 - 19 Steve Glover

SLDM6 Breakout Sessions

12.0

0 –

13.0

0

DiDA revisited will address those issues which colleagues have flagged up previously in relation to this qualification.  This session will be hosted by Louise Phillippe (Edexcel Regional Development Manager) and Jane Dyson (Edexcel DiDA representative for the NW team).  National Certificate – a practitioners perspective.  Hosted by Emma Cawley (Glenburn Sport College) and Sue Gaskell (GSC + OCR Moderator) this session will unpick aspects of the delivery of this qualification and provide a moderators view of the assessment process.

‘And now for something completely different?’  This session will focus on further developments in the roll out of the 4-19 programme.  Hosted by Steve Glover (eLearning consultant 14-19) colleagues will investigate the implications for their work in schools as this initiative gathers momentum.

Key themes

• Leadership

• Sharper school self evaluation

• A new teacher professionalism

Focus

Principles of intervention and what this looks like for ICT in Key Stages 3 and 4

Applying some principles of AfL to inform more effective teaching and learning: written feedback

Applying some principles of AfL to inform more effective teaching and learning: using pupil feedback to identify departmental actions and areas for development.

SLDM6 Moving ICT forward: effective intervention

The journey so farSLDM1 June 2005 Changing Landscape

SLDM2

November 2005 Pupil Tracking

SLDM3 March 2006 Moving Departments Forward

SLDM4 June 2006 Data – What do you do with it?

SLDM5

November 2006 Decoding

SLDM6 March 2007 Effective intervention

Progression through Year 9

IPRP

Assessment in Year 9 including tests

Unit 8.5 Pupil work CD

8.5 9.1 9.2 9.3

Boosting achievement

SL5 9.3SL5 9.2SL5 9.1

Progression maps Pupil level data

Nat

iona

l Str

ateg

y IC

T to

olki

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Year 7: Transfer and progression

Control & monitoring

Text & graphics

Modelling

Handling data SLDM

Sample teaching units

Years 7/8

Standards and assessment

TaskUse Handout 1 Detailed Toolkit ICT Strand

Identify those resources you have used -

for pupils with colleagues whole school development

Use Handout 1 Detailed Toolkit Leadership and management (Whole School)

Session 1: Objectives

• To improve subject leaders’ understanding of the principles of intervention

Secondary Intervention

http://www.standards.dfes.gov.uk/intervention/home.html

Intervention

Action planned to improve the progress of targeted pupils who have been identified as falling behind the expected level of attainment, and who are at risk of not fulfilling their potential. Intervention implies that these pupils will receive some additional or different provision at certain times, but effective intervention also requires that the needs of these pupils are taken account of in all their teaching.

Waves of intervention model

Wave 3

Wave 2

Wave 1 Inclusive quality first teaching for all

Additional interventions to enable children to work at age-related expectations or above

Additional highly personalised interventions

Identify pupils Assess learning needs

Set curricular targets

Tailored teaching in main lessons

Additional or alternative provision

Assess progress against targets

Process

Task

a) Pupils who enter Year 7 in January

b) The year 8 ‘blip’

c) Year 9 pupils and end of KS3 targets

d) Improving the performance of pupils at GCSE

Supporting ICT development using interactive technologies DVD

Developing effective practice in ICT lessons

Increasing pupils rates of progress

To increase pupils’ rates of progress in ICT by ensuring clear expectations for pupils’ progress of between one and two levels over Key Stage 3

To explore strategies to accelerate progress through more focused teaching

To identify ways in which departments can plan effectively to increase the rates of progress for all pupils

What does progression look like?Teaching for progression: key conceptsTeaching for progression: thinking skillsDepartmental pathways to effective progression