Key Stage 3

1. Key Stage 3 National Strategy Session 3

2. Objectives for session 3 Planning for extended pieces of work • To review how project-management tools and documentation support the management of lessons and extended projects • To review structure and management of lessons during extended pieces of work • To identify tools to support review points and assessment opportunities

3. Characteristics of Year 9 teaching Planning for Year 9 teaching needs: • extended pieces of work • To continue to teach new KSU • increased project management • a greater systems approach • focused teacher direction • more pupil involvement in decision making/choices • increased differentiation • more evaluation and modification by pupils • increased integration of objectives • structured lessons

4. Managing extended pieces of work • How do you know what pupils have done? • How do pupils know what they are going to achieve? • What can pupils do independently?

5. Tools for planning and managing projects • Gantt charts • Project diaries • Project documentation • ‘Thinking’ tools (eg mind-mapping) • System life cycle • On-going evaluation

6. Case study 9.2Activity Resources for planning the unit: • Handout 3.1, Key features of unit 14, QCA scheme of work (Case study 9.2 overview) • Handout 3.2a, Elements of a project (cards) Read the overview and then group the activities on the cards, bearing in mind: • parallel activities • dependent tasks.

7. Planning issues for Case study 9.2 • Three or four separate activities that are inter-related • Time gap between sending the questionnaire to partner and receiving information • Parts of the report can be produced throughout the process • Some overlap between working on the database, questions and hypothesis

8. Gantt charts • The main features of Gantt charts include: • planning features, especially when there is more than one activity • allocating time to an activity • keeping on track and/or identifying remedial action points

9. Year 9 ICT Framework objectives Finding things out: Organising and investigating • Construct, test and document the development of a database system which shows: • a design specification • appropriate means of data input and validation • systematic testing of processes and reports • evaluation of the system’s performance and suggested modifications • Different approaches exemplified • Case studies 9.2a and 9.2b

10. Case studies 9.2a and 9.2bSimilarities • Ten 60-minute lessons • Objectives covering three main areas: FINDING THINGS OUT • Organising and investigating • Using data and information sources EXCHANGING AND SHARING INFORMATION • Fitness for purpose • Lesson structure with starter, main activity, plenary • Starters use a large database “CensusAtSchool” for some of the lessons • Gantt chart focus on timelines and review points • System life cycle • Database • Presentation

11. 9.2a Word-processed questionnaire Data entered into FlexiData database Pupil files merged to make one large database Validation takes place at the database stage Project documentation linked to phases of system life cycle 9.2b Web-based form to collect data Validation takes place in the online form Access database Data imported via csv file from online form to database Project diary Case study differences

12. 9.2 – Identifying the stages Identify Outline of the problem Exchange data and answer questions Analyse The needs of the system. What do we need to achieve required output? Evaluate Refining the system. Check success and changes to be made. Test Making sure the database system answers required questions Design Planning all parts of the system, questionnaire, database, presentation Implement Creating the database system

13. Project documentation • Written for each stage of the system life cycle • Enables pupils to exemplify thought processes at each stage of the system life cycle • Helps form evidence for assessment and dialogue between pupil and teacher • Linked with Gantt chart to help with review and keeping on track

14. System life cycle – differentiation Use Case study 9.2a, Handout 3.3, Gantt chart (sample solution), Handout 3.4, Similarities and differences in Case study 9.2 and Handout 3.5, Project documentation templates to consider these questions: • What would the sections of the cycle look like for pupils of different abilities? • Are there any areas of the system life cycle for which some pupils would benefit from additional support (those working at levels 3 and 4)? • How might you structure this template for pupils of different abilities?

15. Video – differentiation activity • Small group work within identified groups • Questions aimed to support different abilities • Different levels of support for project documentation (Handout 3.5) • Differentiated starter activities

16. Project diaries – recording activities and processes Project diaries • allow pupils to record their progress throughout the project • should enable pupils to record development, problems, resolutions, task allocation, evaluations • are ongoing documents that are added to each week

17. Types of project diary • a log • a portfolio • an action plan • a mind-map • minutes of meetings • agreements made • discussions about work • a reflection of progress based on the Gantt chart or system life cycle

18. Case study 9.2b - activity How could we best manage the writing and review process without it becoming onerous and ‘predictable’?

19. Thinking tools – mind-mapping • Is a useful tool to collate a group of pupils’ responses • Can involve all pupils • Is easy to organise (drag and drop) • Can be used to identify individual responsibilities in group tasks • Is a useful way for the teacher to control inputs to the project – or for enabling pupils to develop independence

20. Developing a questionnaire - the basic collation template

21. Collecting the questions

22. Collating common questions Click on the item to be moved to a group Drag to the branch it is to be grouped with Drop to make a sub-branch Repeat to group all responses as appropriate

23. The final plan • Use collated branches to devise the basis for a common question set • Pupils create and trial question set • Collective review • Collate ‘final’ questionnaire

24. Collating common questions Create a new presentation, display the outliner toolbar Add each question as a new slide Re-organise to group responses Demote to bullet points to create groups of similar questions

25. Lesson structure in Year 9 • Lesson structure for Year 9 lessons is important. • Starters and plenaries focus on progress individuals have made and identify their individual contributions to any group activity. • Project-management tools help teachers plan for structured lessons. • The stages of the system life cycle provide a useful structure for focusing the project and identifying review and evaluation points.

26. Lesson structure Starter Main Plenary

27. Video – starter • Clarification of task • Use of questioning to check understanding • Peer support through paired work • Creation of questions and checking answers • Mini-plenary with the whole class

28. Starters • Processes and cycles – Handout 3.7 • What do we mean by personal data? – Handout 3.8 • Refining and presenting information – Handout 3.9 • Questionnaire development techniques – Handout 3.10

29. Lesson structure • How can we maintain the strategy lesson structure and plan for work with different groups/abilities? Starter Task Resources Resources Resources Resources Plenary

30. Planning to support differentiation • Clearly uses assessment evidence • Presentation for less able group to support the construction of hypotheses • Intensive support for one group • More able group helped to build on previous experience of more complex software

31. Objectives for session 3 Planning for extended pieces of work • To review how project-management tools and documentation support the management of lessons and extended projects • To review structure and management of lessons during extended pieces of work • To identify tools to support review points and assessment opportunities