IT05 New to the Role of ICT Subject Leader Session 2 10 th March 2011. Lisa Cattell & Sam Sulsh email@example.com firstname.lastname@example.org. Britannia House Health and Safety FIRE
Lisa Cattell & Sam Sulsh
Britannia House Health and Safety
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To reflect on actions taken since the last session to develop your role of ICT Subject Leader and the impact this has had in school
To provide support to carry out lesson observations
To consider ways in which monitoring can be followed up
To support you in assessing and levelling children’s ICT capability in order to support effective Assessment for Learning and Assessment of Learning
To consider effective tracking and recording of children’s progress in ICT
What are your next steps in school?
Plan and carry out some monitoring of ICT before the next session.
If you do not have an ICT action plan identify the key areas for development and construct one.
Spend some more time looking at the SRF.
engage the head teacher, governors, SMT, other subject leaders.
Question: What have you done to develop your role and to move ICT forward in your school since the last session? What impact has this had on standards of ICT?
What has gone well? Why?
What would you have liked to have gone better?
What are the next steps?
Informal observations/ discussion with staff
Audit of staff skills
Analysing Data – will cover when we do assessment.
Moderation between teams/classes
Using a range of sources of information to gain a picture of standards
Look at the assessments for Child 1, 2 and 3
Look at the planning for the history session.
What information can you gain from this?
What comments would you feedback to the teacher involved?
What would be your next steps?
What is the purpose of a lesson observation or lesson sampling?
To gather more information about standards in the school.
Not about making judgements but ascertaining where people are in order to establish whole school or individual training needs
Opportunity to identify good practice and share
Opportunity to assess resourcing
Opportunity to know where children are
Must have a clear reason and focus that is shared with the teacher.
Must give appropriate notice and take into account other things that may be happening.
Oral feedback should be offered and given within 24 hours.
Overall, whole school feedback should be collated and shared.
The observer should not affect the normal process of the lesson.
What would you be looking for in a ‘good lesson’?
What makes a lesson outstanding?
Watch the lesson segment.
What would judge to be good about the lesson?
(in terms of the use of ICT)
What aspects could be improved?
How would you structure the feedback to this teacher?
Say thank you!
Ask the teacher how they felt it went first – this makes them reflect as well as you.
Provide the Ofsted evaluation schedule.
Reinforce the focus of the observation and relate your comments to this.
Pick out positives as well as areas for development if this is appropriate.
Ensure any feedback points given are included in the whole school record.
What are the next steps?
Whole school focus as identified from monitoring
Re monitor a month/term later
Set targets for people if necessary
Procuring new equipment/software or training and supporting the use
Team teach/lesson observation
Experienced teacher who is slightly ‘ICT Phobic’ and is only delivering the parts of the ICT SOW they feel confident with
Good, experienced teacher who wants support in one particular area
Teacher who is confident and technically very ICT proficient but is not following the school’s long term plan and is therefore not ensuring progression for the children in their class.
Four aspects of the programme of study
Finding things out
Developing ideas and making things happen
Exchanging and sharing information
Reviewing, modifying and evaluating work as it progresses
ICT capabilityFocus: Children use and apply their ICT knowledge, skills and understanding confidently and competently in their learning and in everyday contexts. They become independent and discerning users of technology, recognising opportunities and risks and using strategies to stay safe.
From the ‘Rose Review’
Skills - knowing how to use a program, a piece of equipment or technology and being able to ‘make it work’
Capability - when a child is able to appropriately apply the knowledge, understanding and skills they have acquired to new learning situations and understands the significance of ICT in the world and in their learning and life.
Assessment for Learning
Integral part of all lessons
Enables children to be moved on within a session and between sessions
End of every unit of ICT work
After ICT has been used as a tool in another curriculum area
Portfolio for cross section of class to exemplify standards
Provision of effective feedback to pupils
Active involvement of pupils in learning
Recognising the profound influence of assessment on motivation and self-esteem
Pupils able to assess themselves and know how to improve
Adjusting teaching as a result of assessment
Enables teacher to know what has been learnt, not what they have been taught.
Effective questioning techniques
Using effective feedback strategies
Sharing learning goals and success criteria
Peer and self assessment
The 8 National Curriculum levels focus on key characteristics which run through all aspects of the PoS.
Children working within a particular level will demonstrate certain characteristics.
Decide which characteristics are typical of Levels 1- 5
The Characteristics of NC Levels
Level 1 – Exploratory use and developing familiarity
Level 2 – Purposeful use toward specific outcomes
Level 3 – Develop and refine ideas and solve problems. Achieve specific outcomes
Level 4 – Combine and refine information from various sources.Interpret and consider plausibility. Show an awareness of audience and a need for quality.
Level 5 – Combine the use of ICT tools to fulfil a specified purpose. Critically evaluate fitness for purpose and meet needs of the audience.
AfL built into all units of planning
From Y5 Mo2/ Y5+6 Mo2
What formulae have been used to calculate the perimeter and the area?
Why have brackets been used in the formula for perimeter?
Approaches to teaching ICT
AF2 – Handling data, sequencing instructions and modelling
AF3 – Finding, using and communicating information
APP materials are available for levels 3 – 8.
Developed for assessment at KS3.
Level 1 and 2 are Northamptonshire's interpretation and are therefore draft
3 assessment foci
AF1: Planning, developing and evaluating
AF2: Handling data, sequencing instructions and modelling
AF3: Finding, using and communicating information
Opportunities for children to make choices about their use of ICT when working in a range of contexts and for a variety of purposes.
Support documents included in the SoW to help with this.
Complete AF judgements against the requirements for each level.
The decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence.
Finalise the overall level judgement by deciding whether the level is low, secure or high:
several criteria for the level are highlighted but there are substantial gaps.
Only 1 of the criteria in AF1 has been met.
The pupil is working within the overall level, but there are significant areas that need to be developed further before secure performance at the level is demonstrated.
most of the criteria for the level are highlighted in each AF.
The first 2 criteria in AF1 are met.
There may be a few unmet criteria in other AFs, but the highlighting shows that the standard for the level has been substantially met across each of the assessment focuses.
the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above being highlighted for some AFs.
All criteria in AF1 are met.
Class recording /Tracking sheet
Below, At, Exceeding
End of year ‘overall level’
Progression support document
Based on Learning Outcomes and Level Descriptors
Portfolio of work – Exemplify assessment judgements
3 children or more if more ability groups
Below, At, Exceeding
Unit of work
Process/ significant points
Level working within
End of Term and Year Level
Example Unit of Work
Levelled Assessment Document
Look at the assessment spreadsheet for a Year 3 group.
What level would you award the first few children?
What other information can you gain from this spreadsheet?
Consider the examples of work and using the Learning Outcome documents, decide whether the child should be recorded as ‘e’, ‘a’ or ‘b’.
What might you include in the annotation?
Using the information provided, what aspects of the APP sheet would you be able to highlight?
What level would you award?
What targets should be set for ICT?
How can this be made manageable?
How will the children be involved?
Foundation Stage: Baselining and assessment