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Subjects Leaders Update (“SLDM 14”)

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”)

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  1. Subjects Leaders Update (“SLDM 14”) November 10th 2009 The Granary LA ICT Subject Consultants:Jim Milton, Lynne Raymer, Colin Whitehead Administrator: Amanda Hawkins

  2. Welcome + agenda

  3. 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

  4. Session 1: Securing and embedding APP practice • 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

  5. APP publication: “Going to Plan” • 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

  6. Activity 2 • 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

  7. Feedback • 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?

  8. “AF1” at higher Levels “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?

  9. Simple data flow diagram 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

  10. L6 Af1 : “Success Criteria” • Students evaluate their own work against success criteria with attention to • efficiency • integration • and make use of feedback

  11. Activity 3: 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)?

  12. Feedback from Activity 3

  13. QCDA “Standards Files” • 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”?

  14. Pupil E: level 8 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.

  15. Session 2: Departmental leadership in tracking and assessment

  16. The ‘four cornerstones’ Strong subject pedagogy Planning for progression Strong senior and subject leadership Collaborative working Secure self-evaluation processes Personalised intervention Effective pupil tracking

  17. Feedback from “Y7 baseline assessment” programme • Experiences from three schools • Bewdley • Nunnery • a.n.o.

  18. “Narrowing the Gap” 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)

  19. FSM/Non FSM by GO region (SFR December 2008)

  20. ICT GCSE A*–C

  21. Strategies for Successfor schools, settings and LAs Know the Gaps Celebrate Gap-busting! Narrow theGaps Mind the Gaps

  22. Strategies for Success 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

  23. Tracking • 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”

  24. Example of tracking with impact

  25. Setting curricular targets • What do we understand by the term “curricular targets”? • How does this relate to APP? • How does it relate to KS4 and KS5?

  26. Curricular Targets • 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

  27. Activity 4 • 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

  28. Feedback • 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?

  29. Assessment criteria • Curricular targets need to be communicated to students using criteria that are • clear • specific • meaningful • purposeful

  30. Screenshot of assessment grid

  31. Summary – APP & gap busting Strong subject pedagogy Planning for progression Strong senior and subject leadership Collaborative working Secure self-evaluation processes Personalised intervention Effective pupil tracking

  32. Session 3: future curriculum pathways and standards

  33. “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

  34. Current picture in Worcs

  35. Current picture in Worcs

  36. Timelines for KS4 awards • GCSEs • DiDA • OCR National • BTec

  37. Functional Skills • Status of Functional Skills • Timeline for confirmation of standards and adoption • Implications of “functionality” for ICT curriculum and pedagogy

  38. Positioning for future KS4 curriculum • When do decisions need to be made?By whom? • Who should you be talking to now? • What should you be recording in writing?

  39. 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

  40. Positioning for the future • What provision needs to be made for future CPD / course preparation etc? • Are there any implications for your • Staffing • Timetable • Accommodation

  41. Developing your self & department • 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?

  42. Future dates • 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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