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OFMDFM Signature Project . Monitoring Progress Post-primary. OFMDFM Signature Project . Aims of the session. To consider how you are monitoring progress in relation to Targets on your Action Plan (school level) Identified pupils in the focus group (Pupil level). OFMDFM Signature Project .

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Monitoring Progress Post-primary

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Monitoring progress post primary

OFMDFM Signature Project

Monitoring Progress

Post-primary


Aims of the session

OFMDFM Signature Project

Aims of the session

To consider how you are monitoring progress

in relation to

  • Targets on your Action Plan (school level)

  • Identified pupils in the focus group (Pupil level)


Monitoring

OFMDFM Signature Project

Monitoring

  • Why?

  • Who?

  • When?

  • What?

  • How?

  • Open, shared and transparent?

  • Linked to targets on action plan? Pupil targets?


Monitoring progress post primary

Improving Learning

Baseline

What do we know about the pupil?

EVALUATE OUTCOMES AND IMPACT

EVIDENCE BASE

SET TARGETS and Plan

QUANTITATIVE AND QUALITATIVE

MONITOR PROGRESS

MAKE CHANGES

Implement-Teach


What is monitoring

OFMDFM Signature Project

What is Monitoring?

Monitoring is the activity that is undertaken routinely to keep a check on progress and to check that what is supposed to be happening is happening in the way that was planned


Monitoring and evaluation

OFMDFM Signature Project

Monitoring and Evaluation

School level

  • Action plan aligned with the school’s school development plan

  • Action plan/s completed using NISPLAN website (English, Mathematics, Irish) by 30th October

  • Baseline performance data recorded on school action plan/s (key stage 2 / GCSE)

  • Performance targets set for 2013-14

  • Monitoring of progress through the NISPLAN website (December, February)

  • Analysis of qualitative and quantitative data

  • Self-Evaluation by participating teachers

  • Evaluation of the project (June)


Monitoring and evaluation1

OFMDFM Signature Project

Monitoring and Evaluation

Pupil level

  • Individual pupils identified for support using performance data

  • Baseline information recorded for individual pupils

  • Targets and success criteria set for individual pupils

  • Detail of specific intervention planned

  • Monitoring of individual pupil progress against performance targets (December and February)

  • Pupil questionnaires and attitudinal studies used


Monitoring and evaluation2

OFMDFM Signature Project

Monitoring and Evaluation

System level

  • Assessment of action plans through the NISPLAN website

  • Monitoring of progress through the NISPLAN website (December, February)

  • Analysis of qualitative and quantitative data

  • Progress measured against PfGtargets and Count, Read: Succeed milestones

  • Sharing of effective practice through the NISPLAN website and teacher training sessions

  • Principal information sessions/ meetings

  • CASS officer information sessions and workshops

  • Evaluation of training and support for teachers

  • Progress updates and evaluation reports to the WELB implementation team, ASEO group, SOG, DE, ETI


Process

OFMDFM Signature Project

Process

  • Monitor pupils’ progress first against individual targets set

  • Quantify the information you have gained from this monitoring

  • Look at the targets on your Action plan- Are you on track? If not, Why not?

  • Use this information to complete the monitoring form on the website


How are we doing how do we know

OFMDFM Signature Project

“How are we doing? How do we know?”

  • What are you measuring against?

  • What evidence do you have to support your monitoring?

  • What are you doing with the results of your monitoring?

  • Who is informed by this information?

  • What will you do differently?


Sources of evidence for monitoring pupil progress

OFMDFM Signature Project

Sources of Evidence for monitoring pupil progress

  • Samples of work/ tasks/ tests

  • Your observations/ records

  • Pupil’s opinions/attitudes

  • Pupil Learning Logs

  • Parents’ opinions

  • Transfer of skills to other curricular areas

  • Class teacher’s opinion

  • Your own “Self Evaluation”


School priorities

OFMDFM Signature Project

School Priorities

  • Connect progress to SDP priorities

  • Use information to monitor progress on targets on Action plan

  • Provide information for class teachers/ HODs/ SMT/Lit Co/Maths Co/


What more do we need to do and how will we do it

OFMDFM Signature Project

“What more do we need to do and how will we do it ?”

Workshop


Post primary english

Post-primary English

What does good intervention look like?


Successful intervention in english

Successful intervention in English

  • Research shows…

  • The Inspection process approves of…

  • Successful schools have done this…

  • What can you take out of this and take forward?


Research papers

Research papers

Brilliant Belfast

DENI

  • DENI


Research papers1

Research papers

Successful secondary schools

Toolkit


Intervention strategies

Intervention strategies

  • Reading- 3-level questions, note-making; reading for research; speed reading; Reciprocal reading;

  • Writing- structure; paragraphs; Write Now;

  • Speaking and listening- say what you know; role play; group discussion roles; gender issues

  • How?


Kwl grid other grids are available

KWL grid (other grids are available)


Final product

Final Product

  • approaches to GCSE improvement

  • CCEA support

  • AQA support

  • OCR support


Monitoring progress post primary

Check your target grade against the criteria on the Learning Triangle below

so you know exactly what you need to do to achieve.

Ask your teacher if you are unsure.

A* A B C D E

show originality of analysis and interpretation when evaluating the play’s moral, philosophical or social significance;Shakespeare’s stagecraft and/or appeal to audience; patterns and details of words and images

show analytical and interpretative skills when evaluating the play’s moral and philosophical context; significant achievements within the dramatic genre; Shakespeare’s exploitation of language for dramatic,poetic and figurative effect

show analytical skill when exploring the play’s implications, contemporary relevance andhistorical context; characterisation, structure and theatricality; Shakespeare’s use of linguistic devices

show insight when discussing the nature of the play, its implications and relevance; characters, structure and stagecraft; Shakespeare’s use of language

show understanding when discussing the nature and implications of the play and itsstructure; the appeal of the play to an audience; Shakespeare’s language

show familiarity when describing the nature of the play, its meaning and ideas; the sequence of events and variety of characters; the impact on an audience


Differences between a c and a d

17-20

some focus on the task

Explained responses

Range of comments supporting details

Awareness of meaning/ feelings/ attitudes/ idea notification of effects of devices / language

Selection of relevant material for comparison

Structured comments on similarities/ differences

21- 24 marks

Sustained response to the task

Effective use of detail to support answers

Effective comment on meanings

Explanations of how effects devices / language are achieved

Selection of appropriate material

Sustained focus on similarities and differences

Differences between a C and a D


Compare how attitudes towards other people are shown in four poems you have studied

Compare how attitudes towards other people are shown in four poems you have studied.

Direct opening

Clear, quick and focused analysis

‘Digging’ by Seamus Heaney is about his memory of his father and grandfather. The poem shows that Heaney has great respect for his father and grandfather. He has not followed the family tradition of farming and he therefore respects his father and grandfather because they could do something he couldn’t. His admiration is shown where he writes ‘but I’ve no spade to follow men like them.’ The way that he has written ‘men like them’, clearly shows his great respect for them.

P

E

E

= C grade skill

Personal ideas 

Effective use of detail to support answers


Sample essay gillian clarke

Sample essay - Gillian Clarke

P

E

In ‘Catrin’, Clarke uses metaphorical language to emphasise her passion for the subject. ‘Red rope of love’ creates powerful image of an umbilical cord. Catrin does not have a rhyming scheme and consist of two stanzas.

Clarke also uses words that sound violent, for example ‘fierce confrontation’ emphasis her feelings with harsh sounding letters and a symbolic meaning. She uses alliteration to emphasise her angry feelings ‘coloured them clean’

Clear, quick and focused analysis

Need to expand key point

Make a point here – don’t just list features

P

EE

= C grade skill


Sample essay 2 gillian clarke

Sample essay 2 - Gillian Clarke

‘Catrin’,

Clarke uses metaphorical language. ‘Red rope of love’ is powerful. There is not a rhyming scheme but there are two stanzas.

Clarke uses harsh words. She has symbolic meanings. She uses alliteration to emphasise her angry feelings ‘coloured them clean’.

Why? What does this show or represent? EXPLAIN your point to get the marks.

Not helpful and dull – make a point explaining the effect on readers

Why?

Add in your ideas.

Overall, this reads like a list of features not an analysis of the poem and will not achieve a C

This is better as it is trying to analyse an effect and the impact on the reader.


Sample essay 3 gillian clarke babysitting

Sample essay 3 - Gillian Clarke ‘Babysitting’

P

E

E

= C grade and higher skill

Direct and focused analysis

Clarke reveals in ‘Babysitting’ that she has a negative attitude towards the child. This is shown when she writes: ‘she will shout her hot midnight rage, her nose with stream disgustingly’. The negative language impacts on the reader and helps to justify Clarke’s distaste.

The baby in Babysitting is not Clarke’s baby so she does not therefore bond with it. At the beginning of the poem Clarke explains that ‘the baby is perfectly acceptable’ but her language is ambivalent and shows how distant she is from the baby because it is not hers.

At the end of the poem, Clarke says ‘it will not come, it will not come’, this is referring to milk as it is not her child but also it is referring to love – she cannot love this child. The repetition emphasises the finality and sadness of it all.

Effective use of detail to support answers

Explanations of how effects devices / language are achieved

Overall, a sustained response to the task


Reading criteria to meet

Reading criteria to meet

  • “understands and demonstrates how meaning is conveyed” central band 4-6 descriptor

  • Developed to include “evaluating(commenting on/ making judgements about) language and structure as appropriate”

  • Successfully compare and cross-reference aspects of texts and explain convincingly how that may vary in purpose and how they achieve different effects.


Writing criteria

Writing criteria

  • Shows successful adaptation of form and style to different tasks and for different purposes. They use a range of structures and varied vocabulary to create different effects and engage the readers’ interest.

  • Paragraphing is used effectively to make the sequence of events or development of ideas coherent and clear to the reader.

  • Sentence structures are varied and sometimes bold; punctuation and spelling are accurate.


Speaking and listening criteria

Speaking and Listening criteria

  • Can adapt their talk to the demands of different situations and contexts;

  • They recognise when Standard English is required and use it confidently;

  • Through carful listening and by developing their own and others’ ideas, they make significant contributions to discussion and participate effectively in creative activities.


Exam technique

Exam technique

  • Fitting in with study skills in whole-school

  • Memory skills

  • Target/ command verbs

  • Identifying the most problematic questions and addressing them point by point

  • Resources from exam boards


What more do we need to do and how will we do it1

OFMDFM Signature Project

“What more do we need to do and how will we do it ?”

Workshop


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