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The new Agenda Lifelong Learning. Handbook for Head of Department Meetings A learning continuum. Aims. Exploring curriculum opportunities and progression routes Considering breadth and balance skills to be developed and subject responsibilities range of learning experiences

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the new agenda lifelong learning

The new Agenda Lifelong Learning

Handbook for

Head of Department Meetings

A learning continuum

  • Exploring curriculum opportunities and progression routes
  • Considering breadth and balance
    • skills to be developed and subject responsibilities
    • range of learning experiences
  • Providing resources for Subject Leaders
  • Identifying future needs
  • Market forces in employment opportunities
  • Qualifications framework
    • Real Game
  • Provision within schools
    • post 14
    • pre 14
    • Subject skills
    • Teaching and learning
who would have thought
‘Who would have thought……..’

Working together as a whole group, take turns in identifying…..

‘Changes you have known in your lifetime’

Offer your idea or pass to the next person

old jobs new jobs
Old jobs………...…….New jobs

banknote printer smart card designer

bank clerk call centre agent

company worker portfolio worker

ambulance driver paramedic

steel worker control technician

draughtsman CAD operator

training manager HR development consultant

real game activity
Real Game Activity
  • Each person will be allocated a job role.
  • Displayed around the room are a

variety of job opportunities.

  • Read your job details and circulate to find a job you could apply for.
qualification framework

Level of qualification


Vocationally related



Higher level qualifications

Level 5 NVQ


Level 4 NVQ


Advanced level

A Level

Free Standing Mathematics unit

Level 3

Vocational A level

(Advanced GNVQ)

Level 3 NVQ


Intermediate level


Grade A*-C

Free Standing Mathematics unit

Level 2

Intermediate GNVQ

Level 2 NVQ

1 Foundation level


Grade D-G

Free Standing Mathematics unit

Level 1

Foundation GNVQ

Level 1 NVQ

Entry level

Certificate of (educational) achievement

Qualification Framework
the revised competence framework
The Revised Competence Framework
  • From ‘Redefining the Curriculum’
  • Key Question
    • How should curriculum design and provision be influenced by all of these?
    • How are they secured within our specialist curriculum areas?
the government vision for education

The Government Vision for Education

Investment for Reform

14-19 Agenda

Key Stage 3 Strategy

14 19 extending opportunities raising standards
14-19: extending opportunities, raising standards


……be delivered through flexible, integrated and innovative networks of providers committed to achieving ambitious new goals for all young people in the 14-19 phase of their lives and education.

14 19 extending opportunities raising standards12
14-19: extending opportunities, raising standards

National Themes

  • Encourage y.p. of all abilities to stay on in learning
  • Greater flexibility in curriculum post 14
  • Commitment to develop high quality vocational education
  • Education for personal development
  • Develop skills to improve employability
opportunities in school 14
Opportunities in school - 14+

Alternative types of approaches;-

  • New GCSE’s
  • NVQ’S
  • Asdan, RSA, CLAIT and other awards
  • Certificate of Achievement
  • Work Related Learning
  • Sports Leaders Awards
responsibilities of school at ks3 to ensure by the age of 14 the majority of pupils have
Responsibilities of school at KS3To ensure by the age of 14 the majority of pupils have:
  • attained level 5+ in English, Maths, Science,ICT;
  • experienced a broad curriculum;
  • learned how to reason;
  • the ability to think logically and creatively
  • In addition:
    • pupils take increasing responsibility for their own learning.
    • standards will be raised within a broad entitlement.
transforming secondary education
Transforming Secondary Education

‘To transform learning in the middle years is key to our ambition to transform secondary education. To transform the education we offer all young people, to raise achievements in a significant and measurable way and to narrow the unacceptable gaps which persist between different year groups. Without progress in the middle years, the risk is that the gains at primary level could be dissipated and the changes post-14 for some could come too late’

key stage 3 is about
Key stage 3 is about
  • Teaching and learning
  • Assessment for learning
  • Planning to objectives
  • Real contexts for literacy, numeracy and ICT.
  •  Promoting thinking skills, cognitive thought and dialogue.
  •  Problem solving.


Literacy across the



Numeracy across the curriculum





ICT across the Curriculum


right and left hemispheres
(mostly academic)

controls the right side of the body

speech and words



facts and details


(mostly creative)

controls the left side of the body

spatial relationships


art and music

visual images


big picture

Right and Left Hemispheres
learning channels

see hear say do

20% 40% 30% 50%

If we do all of them we remember


  • Management or leadership?
  • In pairs decide where each of the statements fits along the management – leadership continuum


Evaluate Key Stage 3 schemes of work

Agree targets for raising pupils’ attainment Interpret pupil attainment data Analyse pupil attainment data

Feedback to colleagues on the outcomes of observations of teaching

Ensure that school policies are applied in the department

Observe teaching

Meet with parents to discuss pupil issues

Set agenda for department meetings

Report to Governors on standards in the department

Minute department meetings

Ensure that internal examinations are set and marked

Allocate books to teachers

Monitor spending of departmental funding

Purchase new resources and equipment

Maintain department equipment


Leadership and Management

key roles of your subject leaders
Key roles of your subject leaders
  • Judging standards
  • Evaluating teaching and learning
  • Leading sustainable improvement
key tasks judging standards
Key tasks: judging standards
  • Analyse and interpret data on pupils’ attainment in the subject
  • Review with teachers their assessments of progress for classes, identified groups and individuals
  • Sample pupils’ work
  • Discuss work, progress and attitudes with pupils
key tasks evaluating teaching and learning
Key tasks: evaluating teaching and learning
  • Evaluate the Key Stage 3 schemes of work to ensure that they focus on effective teaching and learning
  • Observe teachers and feed back to colleagues
  • Review teachers’ planning
key tasks leading sustainable improvement
Key tasks: leading sustainable improvement
  • Lead the department in discussion about priorities
  • Agree targets for raising pupil attainment
  • Develop a strategy for improvement
  • Lead the improvement of teaching quality
  • Lead the review, construction and resourcing of the curriculum
Focus the teaching

Provide challenge

Make concepts and conventions explicit

Plan according to objectives and ensure pupils know what they are learning

Set expectations and teach to them so that pupils surpass previous levels of achievement

Explaining, modelling



The action

Structure the learning

Make learning active

Make learning engaging and motivating

Use starters, plenaries and a clear lesson structure

Provide tasks in which pupils make meaning, construct knowledge and develop understanding and skills through problem solving, investigation and enquiry

Use stimulating activities and materials


The action


Develop well-paced lessons with high levels of interaction

Support pupils’ application and independent learning

Build reflection

Use collaborative tasks and talk for learning

Use prompts, frames, other forms of support and targeted intervention

Teach pupils to think about what and how they learn and involve them in setting targets for future lessons



The action

focus the teaching
Focus the teaching
  • Teachers plan according to objectives
  • Teachers ensure pupils know what they are learning
  • Teachers ensure that learning is well matched to pupils needs
  • How does this look in practice?
assessment for learning
Assessment for Learning
  • Plan according to objectives and ensure pupils know what they are learning