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Subjects Leaders Update (“SLDM 14”). November 10 th 2009 The Granary. LA ICT Subject Consultants: Jim Milton, Lynne Raymer, Colin Whitehead Administrator: Amanda Hawkins. Welcome + agenda. Secondary National Strategy and LA areas of focus for 2009/10. APP

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Subjects leaders update sldm 14

Subjects Leaders Update (“SLDM 14”)

November 10th 2009 The Granary

LA ICT Subject Consultants:Jim Milton, Lynne Raymer, Colin Whitehead

Administrator: Amanda Hawkins



Secondary national strategy and la areas of focus for 2009 10
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


Session 1 securing and embedding app practice
Session 1: Securing and embedding APP practice 2009/10

  • 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


App publication going to plan
APP publication: “Going to Plan” 2009/10

  • 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


Activity 2
Activity 2 2009/10

  • 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?

  • How / when would these activities be revisited within the Unit of work

  • Design templates for students to supporta) a planning activity andb) evaluative reflection of the activity


Feedback
Feedback 2009/10

  • 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?


Af1 at higher levels
“AF1” at higher Levels 2009/10

“AF1” (planning and evaluation) at L6 are strongly linked to performance at KS4+

L6 “AF1” requires students to address:

  • success criteria and use of feedback

  • planning for efficiency and integration

    What do these terms mean in PowerPoint?

    Where do they appear in Framework?


Simple data flow diagram
Simple data flow diagram 2009/10

SpreadsheetRecords latest football scores

Highlights current league champion

Produces a bar chart to compare school teams

Powerpoint

Intro slideOne slide for each teamOne slide shows current team performance

Bar chart automatically updated


L6 af1 success criteria
L6 Af1 : “Success Criteria” 2009/10

  • Students evaluate their own work against success criteria with attention to

    • efficiency

    • integration

  • and make use of feedback


Activity 3
Activity 3: 2009/10

What does efficiency and integration mean in different contexts?

  • What contexts within the ICT curriculum might be appropriate?(flipchart)

  • How would Level 6 planning for efficiency and integration be evidenced (captured)?



Qcda standards files
QCDA “Standards Files” 2009/10

  • 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”?


Pupil e level 8
Pupil E: level 8 2009/10

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.



The four cornerstones
The ‘four cornerstones’ assessment

Strong subject pedagogy

Planning for progression

Strong senior and subject leadership

Collaborative working

Secure self-evaluation processes

Personalised intervention

Effective pupil tracking


Feedback from y7 baseline assessment programme
Feedback from “Y7 baseline assessment” programme assessment

  • Experiences from three schools

    • Bewdley

    • Nunnery

    • a.n.o.


Narrowing the gap
“Narrowing the Gap” assessment

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)



Ict gcse a c
ICT GCSE A*–C assessment


Strategies for success for schools settings and las
Strategies for Success assessmentfor schools, settings and LAs

Know the Gaps

Celebrate Gap-busting!

Narrow theGaps

Mind the Gaps


Strategies for success
Strategies for Success assessment

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 theGaps

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


Tracking
Tracking assessment

  • 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”



Setting curricular targets
Setting curricular targets assessment

  • What do we understand by the term “curricular targets”?

  • How does this relate to APP?

  • How does it relate to KS4 and KS5?


Curricular targets
Curricular Targets assessment

  • 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


Activity 4
Activity 4 assessment

  • Look at the extract from Standards File “Pupil C”

  • Use the Framework of Learning Objectives and Handout 2.2 to

    • identify gaps in the pupil’s capability (AF1, AF2 and AF3)

    • identify Learning Objectives to close these gap

    • phrase a curricular target in terms suitable for sharing with students


Feedback1
Feedback assessment

  • 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?


Assessment criteria
Assessment criteria assessment

  • Curricular targets need to be communicated to students using criteria that are

    • clear

    • specific

    • meaningful

    • purposeful



Summary app gap busting
Summary – APP & gap busting assessment

Strong subject pedagogy

Planning for progression

Strong senior and subject leadership

Collaborative working

Secure self-evaluation processes

Personalised intervention

Effective pupil tracking



Future qualification pathways

assessmentThe qualifications currently available are being brought together into a series of distinct pathways:”

Foundation, Higher or Advanced Diploma

Foundation or Higher Diploma

Foundation Learning Tier

Foundation Learning Tier

Apprenticeship post-18

Further education

Higher education

GCSE

GCSE / A Level

Apprenticeship

Employment

Employment withtraining

Employment with training

CONSIDEROPTIONS

CONSIDEROPTIONS

CONSIDEROPTIONS

18

16

14

CONSIDEROPTIONS

17

Future Qualification pathways


Current picture in worcs
Current picture assessmentin Worcs


Current picture in worcs1
Current picture assessmentin Worcs


Timelines for ks4 awards
Timelines for KS4 awards assessment

  • GCSEs

  • DiDA

  • OCR National

  • BTec


Functional skills
Functional Skills assessment

  • Status of Functional Skills

  • Timeline for confirmation of standards and adoption

  • Implications of “functionality” for ICT curriculum and pedagogy


Positioning for future ks4 curriculum
Positioning for future KS4 curriculum assessment

  • When do decisions need to be made?By whom?

  • Who should you be talking to now?

  • What should you be recording in writing?


Future qualification pathways1

The qualifications currently available are being brought together into a series of distinct pathways:

Foundation, Higher or Advanced Diploma

Foundation or Higher Diploma

Foundation Learning Tier

Foundation Learning Tier

Apprenticeship post-18

Further education

Higher education

GCSE

GCSE / A Level

Apprenticeship

Employment

Employment withtraining

Employment with training

CONSIDEROPTIONS

CONSIDEROPTIONS

CONSIDEROPTIONS

18

16

14

CONSIDEROPTIONS

17

Future Qualification pathways


Positioning for the future
Positioning for the future together into a series of distinct pathways:

  • What provision needs to be made for future CPD / course preparation etc?

  • Are there any implications for your

    • Staffing

    • Timetable

    • Accommodation


Developing your self department
Developing your self & department together into a series of distinct pathways:

  • 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?


Future dates
Future dates together into a series of distinct pathways:

  • 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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