Good to Outstanding 2012

1. Good to Outstanding 2012

2. Literacy, Communication and Mathematics Progress over time Homework and Assessment

3. Ofsted September 2012 Ofsted draft document prior to September 2012 Warning! The grade descriptor above has been offered for general guidance. It is not being used at present by Ofsted, but may provide some clarification of the initial thinking behind what ‘Need for Improvement’ means when teaching is identified as ‘not good’. Literacy, Communication and Mathematics Progress over time Homework and Assessment

4. Literacy, Communication and Mathematics Progress over time Homework and Assessment

5. Spiritual, Moral, Social, and Cultural aspects of learning are assessed across the curriculum. An overarching judgement is given. So criteria within the lesson gradings are not provided. Literacy, Communication and Mathematics Progress over time Homework and Assessment

8. Opportunities for student led learning and independence Opportunities for demonstrating SMSC Literacy, Communication and Mathematics Progress over time Homework and Assessment

9. Literacy, Communication and Mathematics Opportunities for demonstrating SMSC Progress over time Homework and Assessment

10. Progress linked to Assessment, and the Work Scrutiny

11. The work scrutiny and progress over time Evidence of progress in the lesson Evidence of progress in the tracking data Progress over time Evidence of progress in the work scrutiny Evidences prior learning and whether the lesson targets new learning. Evidences prior learning and whether the lesson targets new learning. Evidences the data tracking. Provides point of discussion with students to target levels of progress. Provides point of discussion with students to target levels of progress.

12. Work scrutiny • We will formalise the work scrutiny process as part of the Appraisal system . • Why? • The observation cycle revealed the key issue of evidencing progress over time in students’ work; in particular, this involved assessment over time, tracking, home learning, and quality of feedback. • What would this look like? • Ateam book scrutiny would take place. • This would be scheduled at a different time to the classroom observations so that a balanced, and evidenced, evaluation can take place. This can be quite challenging to do within a lesson. • Teachers may still wish to make samples available in the lesson so that the observer can discuss progress with the students. Student work is often the key means of striking up these important conversations; indeed, the students use their work as a prop, and without it, they are sometimes less likely to speak with confidence. • A single A5 pro-forma will be completed for each teacher in order to provide the individual staff with a clearer understanding of what is needed. This would then provide CTLs with an overarching understanding of what their teams need to develop.

13. Work scrutiny • The following acts as a guiding structure to discussion about progress over time. It aims to help guide staff about what is looked for, and how key elements inform judgements, about progress over time. Each teacher will receive this sheet in addition to their observation feedback. It may not be appropriate to comment on everything when context is known. It offers guidance, rather than a tick list.

14. Planning

15. Planning • At TCS we have aimed to establish a system that gives every teacher the best possible chance to achieve outstanding by developing a ‘toolkit’ mentality.  • This strategy grew out of staff feedback that they wanted a clear vision of what an outstanding lesson looked like; consequently, the planning pack became part of the ‘toolkit’. • Part of the solution was to exemplify the planning stage. This meant that the planning pack included clear evidence of key OFSTED criteria; for example, planning for the needs of every individual student, showing progress over time with tracking data etc.  • The planning section is NOT a limiting factor in our observation model and only progress can limit the judgement.Staff, therefore, could chose not to hand over a planning pack if they so wish. • In this situation, it is still recommended (in the words of the last lead inspector) that staff ‘showcase’ the elements of outstandingin the lesson to ensure things are not missed by the observer.Remember an inspector can count an observation as a full lesson with only 20 minutes of observation.  • The school does not expect staff to be creating such detailed planning for day to day lessons. We are just trying to help staff to understand and achieve outstanding lessons.

16. Model Lesson plans • The following plan offers one Outstanding example of how staff and teams might respond to the changed structure. • For the purposes of continuity with previous training documentation, a History model is included in this guide so that developments can be identified and compared with previous models. Staff can pick up further plans and some packs in this session. • These plans have been provided by staff from across the Primary and Secondary phases. • You will notice that the Primary phase lessons adhere to the structure of the old Performance Management observation process (up to Easter 2012). • Mill Lane will be shifting to the new format this term. Their lesson plans, however, provide a wider examples of excellent practice which all staff can benefit from seeing.

17. History Lesson Plan Year Period Ability / set No. of SN Lesson Title 13 5 Mixed 0 SoW Civil Rights in American 1863-1992; The jump from AS-A2 Assessment, attainment and progression: Students record their target grades and report grades in the front of their folders. At this stage between AS and A2, students are no longer using their AS folders, as they are no longer relevant. They will add a new recording and target sheet into their new folders in September, once they know their AS grades Students are given the grade boundary requirements so that they can see what they must aim to do and monitor their progress in achieving these grades throughout the lesson. Lesson Objectives: these will be shaped by the need to gauge the working ability of the class. The A2 level of demand is completely new to the student, so I will amend expectations and tasks according to student progress if necessary. Timing will be considered and adjusted to ensure that understanding is taking place. This will control how far the students will get with the devised activities. For these reasons the lesson objectives will take a broader and flexible view of what will be achievable in this lesson and how this feeds into the next lesson, and where we will start in September. Learning activities have been planned accordingly to build in further challenge and progression time permitting. • Overarching aims of the series of lessons: • To understand the Assessment Objectives of A2; to develop new AO1b skills, required by the A2, but not he AS • Aims over this lesson: • To understand the Assessment Objectives of the A2 mark-scheme, and how A2 has moved up a gear. • To begin to learn to identify themes. • To begin to explain how factors led to changes within themes. • To begin to explain the significance of different factors and themes. (AO1b synoptic analysis and assessment) • Differentiated aims: These are not to limit the students, but to show the basis of my expectations, and the challenge that I would like them to achieve if possible. • All students will: • Begin to understand the requirements of the Assessment Objectives of the A2 mark-scheme, and how A2 has moved up a gear. • Begin to learn to identify themes. • Begin to explain how some factors led to changes within themes. • Begin to explain the significance of different factors and themes. • Most students will: • As above, plus, be able to identify a range of themes; be able to explain how each factor led to change within themes; be able to explain why some factors and themes are more significant than others. • Some student will: As above, plus, be able to select out and explain the most relevant themes, and provide an argument about the significance of each factor/theme in relation to each other.

18. Learning Activities • Starter: Peer and self assessing to reflect on past achievement and develop • targets • Individual reflection to learn: Read the Assessment Objectives. Which assessment objectives were targeted in the peer presentation – put a tick or a cross in the box to indicate, and explain how that AO was targeted in the ‘justification’ box. Challenge: using the A2 AO descriptors and key words to justify grading. • Paired collaboration and sharing to learn: share your point with your partner. • Challenge: Be ready to challenge each other, and to amend your work after • discussion. • Individual reflection to learn: Applying the criteria to your own work. What AO have you achieved and what AO do you need to target in the future? Explain why. Challenge: applying the AOs to your own previous learning and setting targets, with justification based on the new AOs and key words. • Introduction of the aims of the lesson in response to the reflection above. • (Peer and Self Assessment to establish how previous learning fits in with the • AOs, and to set targets to ensure progression ) Timing 5-10 mins • Main Activities • Step 1) Synoptic analysis (themes and comparisons) What themes can we look for? i.e. what underlying factors may have an impact upon civil rights? • Independently think about the themes that may effect civil rights. • Paired/small group learning: Speak to the person next to you to help each other to decide. Write down your ideas • Class feedback to learn: Be ready to share with the class.Challenge: identifying themes (AO1b – synoptic analysis); selecting the most relevant themes. (Assessment via teacher, peer and self evaluation from class feedback and modelled answers.) • Group work: collaborating, and explaining ideas to learn. In your group, use the peer presentation packs, the revision packs, the ‘Big Picture’ and the books to select out 3-6 groups that represented women. Write them down and be prepared to share your ideas. Challenge: identifying factors that result in change over time (AO1b the second step of synoptic analysis); selecting the most relevant factors.(Assessment via peer and self evaluation based on class feedback and modelled answers) Timings 10 mins see timing issues outlined on the first page Progress over time Homework and Assessment

19. Learning Activities • Main Activities • Step 2) Assessment:balancing one factor against another to decide which was the most significant. • Extended group work to develop an understanding of significance. Rate the factors in order of importance, with 1 being the most important, and 4 being the least. • THEN justify your reasons, focusing on the explanation, rather than the precise evidence, as that bit can easily be added later. • You can cross out your rating and change it around afterwards, however, attempt to rate first. This will help your ‘justification’ box to be analytical, rather than descriptive – a key A2 skill! • Discuss and practise your argument in your group, as this will help to keep you focused on analysis. Push each other to justify your ideas. • Be prepared to argue your rating to the class afterwards. Challenge: explaining significance (AO1b – assessment; justifying decisions by comparing effects) (Assessment via peer and self evaluation on the extent to which students can begin to justify their rating.) • Interim plenary to check understanding, push each other to justify reasons, and to assess the quality of the assessment of significance so far. • Stop where you are. You will have 2 minutes to prepare to ‘argue’ your rating with the other group. You must decide which factors your group believes are the most important, and practise your argument together. Make sure you justify your rating with analysis of change over time – what impact did each factor have on civil rights? • Paired debate to learn: Explain your rating to someone from the other group. Then listen to the other persons line of argument. Change anything that you feel you need to. If finished, work together to develop an overall line of argument – which factor was the most significant and why? Challenge: explaining significance, building on the explanation of peers (AO1b – assessment; justifying decisions by comparing effects and explaining the argument in detail.) (Assessment via peer and self evaluation from paired ‘argument’ and the extent to which students can explain their rating.) Activity 3 – 10 minutes Activity 4 – 10 minutes see timing issues outlined on the first page Progress over time Homework and Assessment It is likely that students will reach the plenary of lesson 1 here. However, this is time permitting. Students may also reach this plenary before the end of the first lesson, and if so the learning activities on the next page will follow. Plenary – Reflection on progress. How have you progressed so far? What AO have you learnt to do today, that you had not previously done? Justify your explanation. What do you need to do to continue to progress? (Self assessment based on the AO criteria)Challenge: set Appropriate targets for the next lesson. Aprox 5 mins

20. Learning Activities • Lesson 2 Learning Activities • The next step Now we need to identify changes in time across the other themes to have a truly synoptic view of the topic. Group work: One group will complete a rating sheet on government support, and the other group will complete a rating sheet on the economic climate. Challenge: identifying important factors without modelling from the teacher, explaining significance (AO1b – assessment; justifying decisions by comparing effects) (Assessment via peer and self evaluation on the extent to which students can begin to justify their rating.) • Peer presentations: ‘argue’ your ideas to the rest of the class. Listen carefully to one another, and use the argument to add to the theme that you did not study yourself. Challenge: gathering new ideas to help identify important factors without modelling from the teacher, explaining significance (AO1b – assessment; justifying decisions by comparing effects) (Assessment via peer and teacher evaluation on the extent to which students can begin to justify their rating.) • Independent reflection and extension: The final step – Synthesis, argument, and assessment of different themes against one another. Which theme had the biggest impact on women’s rights? Why? Write down your initial thoughts below and be ready to feedback to the class. Challenge: synthesis, argument, assessment. (AO1b – assessment; justifying decisions by comparing effects) (Assessment via peer, self, and teacher evaluation on the extent to which students can begin to justify their rating.) Activity 1 – 10 mins Activity 2 – 10 mins Activity 3 – 10 mins see timing issues outlined on the first page Plenary – Reflection on progress. How have you progressed over the second lesson? What AO have you learnt to do today, that you had not previously done? Justify your explanation. What do you need to do to continue to progress? (Self assessment based on the AO criteria)Challenge: set appropriate targets for the next lesson. Aprox 5 mins Progress over time Homework and Assessment

21. Wider Learning issues and approaches Support tasks/organisation/ SEN issues Wider and Individual Learning Issues No students are identified as having SEN. The main issue in terms of learning is Alice Clark’s medical condition which means that she may lose movement in her legs if under stress. She has also been prone to bouts of fainting when under stress. This was an issue last week, when Alice was very worried about the whereabouts of a text book. Alice has also struggled more since moving up to A2 from AS. This issue has been discussed between Mel Deeks and Alice, and so hopefully Alice will feel less anxious in this lesson, though this is the first time that I have seen Alice since last week, so I will be gauging the situation as it occurs. To support Alice, tasks are structured and scaffolded, so that she has a clear structure to follow. The paired and group work will help to build her confidence and should help her to feel reassured, whilst also allowing her to progress by sharing and listening to ideas and building analysis with other students. The paired time will be limited so that Alice will also work in a 3 – this should prevent her from feeling undue pressure to perform in a pair, whilst also allowing the other 2 people to discuss and work with each other, so that they are not effected negatively if Alice is not able to engage, or needs to have time out of the lesson. Ryan Bedford and Oliver Newton-Browne are of a lower written ability to the other students in the class. They will be supported in progressing with their writing by verbalising their answers in pairs/groups before writing them down. There are also peer assessment opportunities for them to redraft and improve their writing. The key word banks and DIY glossary’s also provide them with extra help. However, both boys are very strong verbally. They have not yet tried the AO1b skills, so I do not yet know how they will find them. I suspect that they will be confident in attempting to verbalise their ideas and arguments. Therefore they will work in separate groups so that they can support the others in their group verbally. Poppy Piggott produces very strong pieces of writing, but only after she has listened to others, and followed frameworks to help her to understand exactly what is expected. She will be paired with more verbal students to help build her confidence, and to help her to explain and develop from the explanations of others. Lydia Vincent and Aaron Moffatt are of the highest analytical ability in the class. However, they are not always strong at providing the detail or evidence to back up their opinions. They will be separated so that they do not encourage each other to be too brief in their explanations! Ideal groupings (this will be changed if there is absence or any new issues on the day) Pairs – to be varied Group 1 – Alice, Ryan, Lydia Group 2 – Olly, Aaron, Poppy

22. Wider Learning issues and approaches Inclusion and challenge • Students are given clearly structured exercises to enable them to access the conceptual content of lessons and develop thematically structured arguments by interacting with other pupils through the presentation and exchange of ideas (paired, group work and class feedback work). • Social interaction is at the core of how the range of students deepen and consolidate their understanding while avoiding becoming bogged down in complex text. • Interaction between students encourages multiple opportunities for students to reinforce understanding and demonstrate learning and progression. • This is a mixed ability class of just 3 students. As many opportunities as possible are worked into the lesson to encourage this range of abilities to collaborate with, and support, and develop each others’ understanding. • A general policy in the department is to use coloured paper in all lessons to target students with dyslexia who may need overlays but who often ‘forget’ them, not wanting appear different. In this way everybody has a colour rather than black and white version, with one student targeted with colour. This sixth form class has been used to the colour packs for many years, though no one is identified as having dyslexia. • Behaviour management: Collaborative structures/ varied learning activities aim to maximise students engagement, responsibility and initiative. Extension tasks, Challenge, and Gifted and talented • CHALLENGE AND EXTENSION: students are encouraged to use the AOs to progress at their own rate. If they have finished a task early, they will be guided towards to the next AO step up to continue to progress as much as they are individually able to. • Students will be encouraged to act independently of the teacher, and to experiment with rating factors without teacher input at the start. This is to allow them to develop their understanding and skills of argument. This will take time, and students will make mistakes and need to make alterations to their answers. This is an essential part of the interacting with the thought processes necessary for success in the exam, even if it means that they make mistakes to begin with, or are slow to get the point – it is essential that they are not spoon fed answers as they will need to be able to respond to questions in an exam situation, and independently create their own arguments. • Alice and Lydia are identified as Gifted and Talented. (see above for Alice’s current needs and support in place) Swap and Exchange tasks encourage evaluation of quality of answers – amendment/ improvement. Routine opportunities, (via discussion and feedback) are used to build up AO1b skills (see challenges). The aim is to challenge, and support, the range of students to access and attempt the higher level tasks via a structured framework of tasks throughout the lesson. See differentiated aims, although all students will be encouraged to progress to the highest levels.

23. Wider Learning issues and approaches Homework Home work: Students are to continue to add to their timelines. They must also colour code different turning points to help them to identify themes and the nature of change over time. This will be an essential tool for students to use, and to amend over the next academic year. This will be set in the second lesson. Resources Inclusion/ Scaffolding and relation to the AO criteria of the mark scheme:: Due to the range of ability in the class, and the need to target AO criteria, materials are carefully prepared. Their implementation (group work) aims to involve all pupils in examining the key ideas. Decision making/ discussion aims to enable pupils to present and exchange their understanding. Resources aim to provide a structure from which all pupils can craft a presentation of their understanding and access the higher levels via routine learning opportunities. Literacy, Communication and Mathematics Literacy and numeracy Literacy: Key word banks are provided throughout the resources . Students also keep a DIY glossary to record the meaning of new words. The text is deliberately broken up into manageable boxes of information so that students are encouraged to think thematically and sequentially where appropriate to the leaning task. This can than be more easily summarised, then built up again for the extended judgements. The range of abilities can identify the key points to build confidence, and then expand on these points using the more detailed information as appropriate. Students are also encouraged to make independent use of the dictionaries and text books which are available in the room. The department aims to target specialist vocabulary in combination with nurturing a culture of initiative and independent learning .Numeracy: students will use a rating system to help them to compare factors and explain significance. Progress over time Homework and Assessment Work Scrutiny Please find a sample of student work on top of the drawers. Student took their AS folders home to use for revision before their exams. AS work is no longer relevant, and the AOs are different at A2 so students are not encouraged to engage with the old AO targets at this stage, as it is confusing – they need to judge their current progress based on the new AOs. As a result, there is only a small sample of previous work from AS. The department will combat this in the future by photocopying essays before students take them home. Please see the example that was just started with the previous A2 class as a starting point (also on top of the drawers) Comments are aimed at the AOs/grades, what was achieved, what needs to be done to improve. Opportunities for demonstrating SMSC Spiritual, Moral, Social and Cultural Communication, collaborative and presentation skills. Group structures to encourage students to value the contributions of others. Discussion of what constitutes women’s rights, including abortion (although this does not need to be pursued in too much detail as it will be discussed further at a later date in the SOW when it is more appropriate.)

24. Wider Learning issues and approaches Seating Plan Students are not in a strict seating plan, as they are paired and grouped regularly to encourage interaction, support, challenge and discussion. As a class, we sit around the middle table together, so that we can work together as a group. Then students are moved around the room to work in pairs and small groups as necessary. Alice Poppy Ryan Oliver Lydia Aaron Teacher