Key Stage 3 National Strategy

Key Stage 3National Strategy Leading Teacher Network Meeting

Programme 0845 Arrival and registration 0900 Introduction and review of autumn term visits 0945 Literacy and Learning 1100 Tea/coffee 1130 Assessment for Learning update 1215 Behaviour and Attendance 1245 Lunch 1330 Subject specific time 1445 Updates and arrangements for spring and summer term 1530 Finish 1.0

Analysis of demonstration lessons • 72 lessons offered by Leading Teachers and Teaching Assistants • 119 visits to Leading Teachers and Teaching Assistants booked • 4 cancellations by Leading Teachers • 21 lessons with no visitors (so 51 lessons with visitors) • 93 teachers in total visited Leading Teachers and Teaching Assistants in the autumn term 1.1

Analysis of demonstration lessons Demonstration lessons offered Demonstration lessons offered: 1.2

Analysis of demonstration lessons Use of leading teachers by schools: 69% (25 out of 36) of mainstream schools have sent at least one person to visit a leading teacher (49%) middle 8 out of 16 50% (35%) secondary 13 out of 15 87% (72%) upper 4 out of 5 80% (33⅓) 33⅓% (2 out of 6) special schools have sent at least one person to visit a leading teacher 1.3

Analysis of demonstration lessons 93 teachers visited leading teachers. 1.4

Analysis of demonstration lessons 1.5

How did observers respond? Task 1: • Consider the cards distributed and try to identify which 3 were not in the top 7 responses from demonstration lessons. Task 2: • Try to put the top 7 cards in order in terms of the frequency of appearance from observations of the lessons. 1.6

Analysis of demonstration lessons Response on feedback sheets: 46% AfL strategies (objective driven lessons, self and peer assessment) 40% specific activities (modelling, hot seating) 34% resources (ICT based, mini-whiteboards) = on 20% group work, creating a climate for learning and pace 18% questioning 1.7

Developing the leading teacher role Questions to consider: • How can we support colleagues in the implementation of their chosen areas for development when back in school? • What recent strategy developments can we incorporate into our teaching to encourage more visits in the future? 1.8

Real scenarios (to add to the LT handbook) • Discuss the scenario that you have been given and suggest effective strategies that would overcome these potential barriers to a successful demonstration lesson. 1.9

Key Stage 3National Strategy Literacy and Learning Beth Brooke

Literacy objectives included into subject teaching Developing literacy and learning together Pupils learn in subjects through: talk, text and writing Literacy and learning Pupils improve literacy skills by applying them in subjects Better subject learning – better literacy

The impact of literacy on achievement in subjects • 71% of pupils who achieve Level 5 or above in English at the end of key stage 3 achieve five or more GCSEs at grade C or above. • Only 10% of pupils who achieve below level 5 in English at the end of key stage 3 gain five or more GCSEs at the higher grades. Based on 2003 data

describe explain discuss evaluate and assess analyse comment and compare select relevant information from a range of sources record observations systematically use appropriate language and conventions to communicate and use words precisely convey meaning clearly in a range of forms for different readers present information in different forms and styles for specific purposes and audiences. produce structured work organise writing into paragraphs A level 5 pupil can:

Literacy across the curriculum 2001-2004 • Literacy across the curriculum training folder 2001 • Whole school training day 2001 • Literacy in subjects LEA training 2002-2004 • Support material for literacy co-ordinators • Literacy across the curriculum key messages 2003 • Literacy in subjects for school based use and self-study 2004 • Pedagogy and Practice Booklets (Self-study support booklets) 2004

The framework of cross-curricular objectives: talk Three strands of learning through talk Key aspect of the framework

Key objectives for talk

The framework of cross-curricular objectives: text Three strands of learning from text Key aspect of the framework

Key objectives for text

The framework of cross-curricular objectives: writing Three strands of learning through writing Key aspect of the framework

Key objectives for writing

Current literacy practice • Look at the features of effective literacy practice. Consider either your own practice or your own school and, for each feature, decide whether it is well-established, patchy or not established. Colleagues from the same school might wish to work together. • Share your conclusions with a colleague from another school. • Is there a pattern to implementation? If so, how would you account for this?

Literacy and learning • A pack (A) containing • B - Management Guide • C- 12 subject specific guides with individual associated CD-ROMs • D- DVD A - Pack ICT Math Sci MFL D&T PE Mus Art RE Hist Geog Citiz B - Guidance for senior leaders booklet Training days supported by lead literacy consultants • C - Literacy and learning seriesplus individual CD-ROMs with: • Literacy and learning subject exemplification • Literacy in … for school based use and self-study • Literacy and learning in… • ICT Music • Mathematics Art • Science RE • MFL History • D & T Geography • PE Citizenship D – DVD including: 1.Leading cross-curricular change: literacy 2. Literacy and learning: key teaching approaches

Investigating the resources • Work in subject groups and review the literacy and learning in materials for your subject for: • Their usefulness to you and your own practice • Their usefulness to other subject colleagues • Any potential difficulties regarding their use

Literacy and leading teachers • Include an aspect of the three elements of literacy and learning as part of the focus for your demonstration lessons. • Use the prompts for subject leaders either to narrow down the focus even further e.g. ‘the lesson will include steps from the teaching sequence for writing’ or to inform part of the post-lesson discussion.

Next steps • What are you doing already? • What would you like to develop?

Key Stage 3National Strategy Assessment for Learning -Updates Paul Rowe AfL Lead Consultant

Objectives • To provide a brief overview of the current status of the Assessment for Learning in Key Stage 3 • To summarise emerging patterns of development based on subject reviews and pupil interview findings within Dorset

Definition of assessment for learning ‘Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’ Assessment Reform Group, 2002

Assessment for Learning folder training units Guidance for Senior Leaders (on ‘whole school’ development of AfL) Unit 1 Assessment for Learning in Everyday Lessons Unit 2 The Formative Use of Summative Assessments Unit 5 Peer & Self Assessment Unit 6 Curricular Target Setting Unit 4 Oral & Written Feedback Unit 3 Objective Led Lessons Subject development (development work to be led by subject leaders)

Assessment for Learning WSS – timeline of events… • May 2004 – Launch of KS3 materials to all secondary schools • Autumn term (For schools receiving consultant support) - information gathering and subject auditing to identify AfL priorities • Autumn term (For schools receiving consultant support) – whole staff inset to launch AfL • Autumn term – All strategy managers issued with AfL subject materials • Autumn and Spring term (For schools receiving consultant support) – trialling of particular AfL strategies in departments or within teaching and learning groups • April 2005- release of two additional training units on using questioning to promote AfL and how coaching can promote a consistent approach to AfL within schools • By June 2005 (For schools receiving consultant support) – review of impact of year 1 actions and identification of priorities for year 2

Common patterns of development – Subject Audits • Increasing confidence amongst subject leaders that objectives are providing a shared purpose to lessons. • Less confidence that pupils can articulate their learning at the end of a lesson. (Pupils are provided with the purpose of the learning but are less likely to appreciate what they need to do to demonstrate success.) • General feeling that feedback provided by teachers is frequent and purposeful. • Less confidence that pupils are provided with opportunities to meaningfully reflect and respond to the feedback provided. • Pockets of good practice using peer and self assessment still yet to be extended whole school.

Common patterns of development - Pupil interview findings • Pupils genuinely appreciate the sharing of objectives particularly where there is a consistent whole school approach to sharing them verbally and visually. • When asked to talk about the progress they might make in a lesson pupils typically identify success in terms of ‘getting all the work done…’ • Pupils have expressed concern that opportunities are not provided to make use of formative feedback. • When they are given the opportunity pupils find well planned peer and self assessment both enjoyable and useful. In surveys no pupils have been critical of this AfL strategy.

Changing practice • Compare the two script extracts. • Identify what actions the teacher has taken between September and April that has allowed aspects of AfL to become an embedded part of their practice.

AfL and personalised learning Personalised Learning – the inner core Personalising the school experience

AfL WSS – key issues to address in 2005 • Reaching a common understanding of how AfL fits into Personalised Learning. In schools: • Promoting the use of the subject specific materials as a means of embedding AfL strategies. • Agreeing a common approach to AfL eg Establishing revised marking policies, methods of monitoring AfL through interviews or work scrutinies, creating coaching networks. • Rolling out AfL work piloted in KS3 into KS4 and KS5 “The development of AfL in schools will require a sustained, long-term commitment” Sue Hackman

Key Stage 3National Strategy Behaviour and Attendance – creating a climate for learning

Mr. Johnson

Objectives • To consider how behaviour strategies help in establishing a climate for learning • To reflect on your current practice and identify effective behaviour strategies worthy of demonstration

Behaviour and attendance “Behaviour can be an area where we expect so much and teach so little” Galvin, Miller, Nash 1999

Your classroom routines Consider the classroom routines that you adopt and discuss the following: 1. What happens at the very start of your lessons? 2. How quickly are the pupils on task? 3. How do you ensure that there is a smooth transition from one part of the lesson to the next? 4. How do you organise the distribution of resources and materials? 5. How do you ensure enough time is left for an effective plenary? 6. How are pupils dismissed from your lesson?

Effective classroom routines • The teacher meets the pupils at the start of every lesson. • The lesson begins promptly. • Pupils are given timings for various elements or tasks to ensure an effective pace to the lesson. • Enough time is left at the end of the lesson for an effective and reflective plenary. Pupils understand the importance of this to their learning. • The teacher controls how the pupils leave the lesson, so that departure is orderly.

Beginnings and endings “Students learn more at the beginning and the end of a learning experience than they do in the middle.” “The beginning, in particular, is the time when the potential for learning is at its greatest, when the relatively high concentration, but particularly anticipation, makes the learner more receptive” Mike Hughes – Closing the Learning Gap

Beginnings – effective strategies to demonstrate for observers • Be at the door to meet and greet the pupils as they arrive. Be welcoming and positive. • Engage the class in the first minute with something about today’s lesson, or something positive and memorable from the last one. Alternatively, use a stimulating starter activity. • Have the lesson objectives written on the board and clearly and quickly identify the expected learning outcomes using language with which the pupils can easily engage. • Get straight into the lesson, leaving the register and collecting of homework until later.

Endings – effective strategies to demonstrate for observers • End early. Don’t try to cover too much and leave at least 10 minutes to finish the lesson properly. • Use the last part of the lesson for an effective plenary. • Remind pupils of the context for the lesson in terms of what went before and what is to come. • Set the scene for the following lesson. • Have clear routines for an organised departure and have some way of saying goodbye and thanking the pupils for a good lesson.

Objectives • To consider how behaviour strategies help in establishing a climate for learning • To reflect on your current practice and identify effective behaviour strategies worthy of demonstration

Key Stage 3National Strategy Subject developments

Subject groupings • Colin Eaton – PE, D&T, music, art and ICT • Paul Rowe – history, geography, RE • James Rielly – science • Beth Brooke – English • Pat Pinchin – MFL • Trevor Sutcliffe – mathematics • Teaching assistants to go with their subject base Colin, Paul and James located in the syndicate rooms

Subject specific discussions • Dissemination of key messages for your subject 2. Discussion regarding autumn term visits 3. Opportunity to share good practice relating to the whole school strands discussed today; Literacy and Learning, Assessment for Learning and Behaviour strategies. 4. Consideration of how your teaching can exemplify elements of the whole school strands in the future. 3.0

Key Stage 3 National Strategy