KS3 Skills to Succeed - PowerPoint PPT Presentation

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KS3 Skills to Succeed

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  1. KS3 Skills to Succeed

  2. The big plan… • To develop and deliver a skills-based curriculum. • Improve student’s transferrable skills from subject to subject. • Increase engagement and motivation through providing exciting learning opportunities. • Plan opportunities throughout the year for focused enrichment. • Ensure that students are working in areas outside of their comfort zone. • Recognising the importance of teamwork

  3. The trial... Face cream? • 90 year 8 students. • Students are required to produce and market a French face cream. • All students to meet in the hall and work in a team of 6. • Students will be forced into working alongside other students that they might not usually work with. • 3 Workshops running at the same time – teams decide which members should go to which workshop. • Feedback – “what did you learn at your workshop?” • Production and trade fair • Evaluation and implementing “How will you use the skills that you have learnt about today in RE tomorrow?”

  4. Current assessment problems @ KS3 • Parents – unaware of relevance of current assessment? What do levels mean? Make accompanying level descriptor sheet more explicit? Place in planner? • Parents – unaware of projected assessment? • Do students get given enough opportunities for assessment? • More common = less of a chore = more chance to succeed? Eg APP development. • Are students informed about how they can improve across the whole school?

  5. Clevedon S2S Days: Skills to Succeed • 6 days throughout the year where school timetable collapsed, with scope for more (or less). • Year group split into 3 - 6 groups, depending on activities. • Subject Co-ordinator’s responsible for a year groups activities and 2 S2S days throughout the year, eg year 7 in term 1, year 9 in term 5. • Each S2S day focussing on skills from PLTS. • Possible activities = Trips, external visitors, project days, problem solving sessions etc. • Scope for being adventurous. • Logistics = difficult and would need to be co-ordinated centrally.

  6. S2S Assessment – our dilemma • Assessment = difficult, particularly in large groups. • Possibly done as a follow up session, this reiterating the skills that they have learnt? • Videoing students? • Portfolio? Too much work? • PLTS based – will the students go for this? • No assessment? Is this simply enrichment?