Title: Key Stage 3 National Strategy
1Key Stage 3National Strategy
Leading Teacher Network Meeting
2Programme
- 0845 Arrival and registration
- 0900 Introduction and review of autumn term
visits - 0945 Literacy and Learning
- 1100 Tea/coffee
- 1130 Assessment for Learning update
- 1215 Behaviour and Attendance
- 1245 Lunch
- 1330 Subject specific time
- 1445 Updates and arrangements for spring and
summer term - 1530 Finish
1.0
3Analysis of demonstration lessons
- 72 lessons offered by Leading Teachers and
Teaching Assistants - 119 visits to Leading Teachers and Teaching
Assistants booked - 4 cancellations by Leading Teachers
- 21 lessons with no visitors (so 51 lessons with
visitors) - 93 teachers in total visited Leading Teachers and
Teaching Assistants in the autumn term
1.1
4Analysis of demonstration lessons
Demonstration lessons offered
Demonstration lessons offered
L M H Mixed Total
7 10 1 1 8 20
8 4 4 6 7 21
9 9 2 8 12 31
23 7 15 27 72
1.2
5Analysis of demonstration lessons
- Use of leading teachers by schools
- 69 (25 out of 36) of mainstream schools have
sent at least one person to visit a leading
teacher (49) - middle 8 out of 16 50 (35)
- secondary 13 out of 15 87 (72)
- upper 4 out of 5 80 (33?)
- 33? (2 out of 6) special schools have sent at
least one person to visit a leading teacher -
1.3
6Analysis of demonstration lessons
- 93 teachers visited leading teachers.
-
1.4
7Analysis of demonstration lessons
Subject No. of LTs No. of visitors No. of visitors per LT
Art 1
DT 2 4 2
English 6 10 17
Geography 3 6 2
History 3 5 17
ICT 3 8 2.7
Maths 5 15 3
MFL 3 21 7
Music 1 5 5
PE 1 1 1
RE 2 4 2
Science 4 7 175
TAs 2 7 35
Total 36 93 2.6
1.5
8How did observers respond?
- Task 1
- Consider the cards distributed and try to
identify which 3 were not in the top 7 responses
from demonstration lessons. - Task 2
- Try to put the top 7 cards in order in terms of
the frequency of appearance from observations of
the lessons.
1.6
9Analysis of demonstration lessons
- Response on feedback sheets
- 46 AfL strategies (objective driven lessons,
self and peer assessment) - 40 specific activities (modelling, hot seating)
- 34 resources (ICT based, mini-whiteboards)
- on 20 group work, creating a climate for
learning and pace - 18 questioning
1.7
10Developing the leading teacher role
- Questions to consider
- How can we support colleagues in the
implementation of their chosen areas for
development when back in school? - What recent strategy developments can we
incorporate into our teaching to encourage more
visits in the future?
1.8
11Real scenarios (to add to the LT handbook)
- Discuss the scenario that you have been given and
suggest effective strategies that would overcome
these potential barriers to a successful
demonstration lesson.
1.9
12Key Stage 3 National Strategy
Literacy and Learning Beth Brooke
13Literacy objectives included into subject
teaching
Developing literacy and learning together
Pupils learn in subjects through talk, text and
writing
Literacy and learning
Pupils improve literacy skills by applying them
in subjects
Better subject learning better literacy
14The impact of literacy on achievement in subjects
- 71 of pupils who achieve Level 5 or above in
English at the end of key stage 3 achieve five or
more GCSEs at grade C or above. - Only 10 of pupils who achieve below level 5 in
English at the end of key stage 3 gain five or
more GCSEs at the higher grades. - Based on 2003 data
15A level 5 pupil can
- describe
- explain
- discuss
- evaluate and assess
- analyse comment and compare
- select relevant information from a range of
sources - record observations systematically
- use appropriate language and conventions to
communicate and use words precisely - convey meaning clearly in a range of forms for
different readers - present information in different forms and styles
for specific purposes and audiences. - produce structured work
- organise writing into paragraphs
16Literacy across the curriculum 2001-2004
- Literacy across the curriculum training folder
2001 - Whole school training day 2001
- Literacy in subjects LEA training 2002-2004
- Support material for literacy co-ordinators
- Literacy across the curriculum key messages 2003
- Literacy in subjects for school based use and
self-study 2004 - Pedagogy and Practice Booklets (Self-study
support booklets) 2004
17The framework of cross-curricular objectives talk
Three strands of learning through talk
Key aspect of the framework
18Key objectives for talk
Learning through talk Using talk to clarify and present ideas Yr. 7. Use talk as a tool for clarifying ideas Yr.8. Provide an explanation which links words and actions to commentary Yr.9. Use standard English to explain, explore or justify an idea
Learning through talk Active listening to understand Yr.7. Listen for and recall the main points of a talk, reading or TV programme, reflecting on what has been heard to ask searching questions, make comments or challenge the views expressed. Yr.8. Listen for a specific purpose, paying sustained attention and selecting for comment or question that which is relevant to the agreed focus. Yr.9. Identify the underlying themes, implication and issues raised by a talk, reading or programme.
Learning through talk Talking and thinking together Yr.7. Identify and report the main points emerging from discussion. Yr.8. Use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues. Yr.9. Discuss and evaluate conflicting evidence to arrive at a considered viewpoint.
19The framework of cross-curricular objectives text
Three strands of learning from text
Key aspect of the framework
20Key objectives for text
Learning from text Developing research and study skills Yr.7. Use appropriate reading strategies to extract particular information. Yr.8. Make notes in different ways, choosing a form which suits the purpose. Yr.9. Synthesise information from a range of sources, shaping material to meet readers needs.
Learning from text Reading for meaning Yr.7. Infer and deduce meanings using evidence in the text, identifying where and how meanings are implied. Yr.8. Recognise bias and objectivity, distinguishing facts from hypotheses, theories and opinions. Yr.9. Compare the presentation of ideas, values or emotions in related or contrasting texts.
Learning from text Understanding how texts work Yr.7. Identify, using appropriate terminology the way writers of non-fiction match language and organisation to their intentions. Yr.8. Analyse the overall structure of a text to identify how key ideas are developed. Yr.9.Analyse how an authors standpoint can affect meaning in non-literary texts.
21The framework of cross-curricular objectives
writing
Three strands of learning through writing
Key aspect of the framework
22Key objectives for writing
Learning through writing Using writing as a tool for thought Yr.7. Use writing to explore and develop ideas. Yr.8. Use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving. Yr.9. Record, develop and evaluate ideas through writing.
Learning through writing Structuring and organising writing Yr.7. Organise texts in ways appropriate to their content. Yr.8. Develop different ways of linking paragraphs, using a range of strategies to improve cohesion and coherence. Yr.9.Integrate diverse information into a coherent and comprehensive account.
Learning through writing Developing clear and appropriate expression Yr.7. Recognise the cues to start a new paragraph and use the first sentence to orientate the reader. Yr.8. Explain complex ideas and information clearly. Yr.9. Write with differing degrees of formality, relating vocabulary and grammar to context.
23Current literacy practice
- Look at the features of effective literacy
practice. Consider either your own practice or
your own school and, for each feature, decide
whether it is well-established, patchy or not
established. Colleagues from the same school
might wish to work together. - Share your conclusions with a colleague from
another school. - Is there a pattern to implementation? If so, how
would you account for this?
24B - Guidance for senior leaders booklet
Training days supported by lead literacy
consultants
- C - Literacy and learning series plus individual
CD-ROMs with - Literacy and learning subject exemplification
- Literacy in for school based use and self-study
- Literacy and learning in
- ICT Music
- Mathematics Art
- Science RE
- MFL History
- D T Geography
- PE Citizenship
D DVD including 1.Leading cross-curricular
change literacy 2. Literacy and learning key
teaching approaches
25Investigating the resources
- Work in subject groups and review the literacy
and learning in materials for your subject for - Their usefulness to you and your own practice
- Their usefulness to other subject colleagues
- Any potential difficulties regarding their use
26Literacy and leading teachers
- Include an aspect of the three elements of
literacy and learning as part of the focus for
your demonstration lessons. - Use the prompts for subject leaders either to
narrow down the focus even further e.g. the
lesson will include steps from the teaching
sequence for writing or to inform part of the
post-lesson discussion.
27Next steps
- What are you doing already?
- What would you like to develop?
28Key Stage 3National Strategy
Assessment for Learning -Updates Paul Rowe AfL
Lead Consultant
29Objectives
- To provide a brief overview of the current status
of the Assessment for Learning in Key Stage 3 - To summarise emerging patterns of development
based on subject reviews and pupil interview
findings within Dorset
30Definition of assessment for learning
Assessment for learning is the process of
seeking and interpreting evidence for use by
learners and their teachers to decide where the
learners are in their learning, where they need
to go and how best to get there Assessment
Reform Group, 2002
31Assessment for Learning folder training units
Guidance for Senior Leaders (on whole school
development of AfL)
Unit 1 Assessment for Learning in Everyday Lessons
Unit 2 The Formative Use of Summative Assessments
Unit 5 Peer Self Assessment
Unit 6 Curricular Target Setting
Unit 4 Oral Written Feedback
Unit 3 Objective Led Lessons
Subject development (development work to be led
by subject leaders)
32Assessment for Learning WSS timeline of events
- May 2004 Launch of KS3 materials to all
secondary schools - Autumn term (For schools receiving consultant
support) - information gathering and subject
auditing to identify AfL priorities - Autumn term (For schools receiving consultant
support) whole staff inset to launch AfL - Autumn term All strategy managers issued with
AfL subject materials - Autumn and Spring term (For schools receiving
consultant support) trialling of particular AfL
strategies in departments or within teaching and
learning groups - April 2005- release of two additional training
units on using questioning to promote AfL and how
coaching can promote a consistent approach to AfL
within schools - By June 2005 (For schools receiving consultant
support) review of impact of year 1 actions and
identification of priorities for year 2
33Common patterns of development Subject Audits
- Increasing confidence amongst subject leaders
that objectives are providing a shared purpose to
lessons. - Less confidence that pupils can articulate their
learning at the end of a lesson. (Pupils are
provided with the purpose of the learning but are
less likely to appreciate what they need to do to
demonstrate success.) - General feeling that feedback provided by
teachers is frequent and purposeful. - Less confidence that pupils are provided with
opportunities to meaningfully reflect and respond
to the feedback provided. - Pockets of good practice using peer and self
assessment still yet to be extended whole school.
34Common patterns of development - Pupil interview
findings
- Pupils genuinely appreciate the sharing of
objectives particularly where there is a
consistent whole school approach to sharing them
verbally and visually. - When asked to talk about the progress they might
make in a lesson pupils typically identify
success in terms of getting all the work done - Pupils have expressed concern that opportunities
are not provided to make use of formative
feedback. - When they are given the opportunity pupils find
well planned peer and self assessment both
enjoyable and useful. In surveys no pupils have
been critical of this AfL strategy.
35Changing practice
- Compare the two script extracts.
- Identify what actions the teacher has taken
between September and April that has allowed
aspects of AfL to become an embedded part of
their practice.
36AfL and personalised learning
Personalised Learning the inner core
Personalising the school experience
37AfL WSS key issues to address in 2005
- Reaching a common understanding of how AfL fits
into Personalised Learning. - In schools
- Promoting the use of the subject specific
materials as a means of embedding AfL strategies. - Agreeing a common approach to AfL eg Establishing
revised marking policies, methods of monitoring
AfL through interviews or work scrutinies,
creating coaching networks. - Rolling out AfL work piloted in KS3 into KS4 and
KS5 - The development of AfL in schools will require a
sustained, long-term commitment Sue Hackman
38Key Stage 3National Strategy
Behaviour and Attendance creating a climate for
learning
39Mr. Johnson
40Objectives
- To consider how behaviour strategies help in
establishing a climate for learning - To reflect on your current practice and identify
effective behaviour strategies worthy of
demonstration
41Behaviour and attendance
- Behaviour can be an area where we expect so
much and teach so little - Galvin, Miller, Nash 1999
42Your classroom routines
- Consider the classroom routines that you adopt
and discuss the following - 1. What happens at the very start of your
lessons? - 2. How quickly are the pupils on task?
- 3. How do you ensure that there is a smooth
transition from one part of the lesson to the
next? - 4. How do you organise the distribution of
resources and materials? - 5. How do you ensure enough time is left for an
effective plenary? - 6. How are pupils dismissed from your lesson?
43Effective classroom routines
- The teacher meets the pupils at the start of
every lesson. - The lesson begins promptly.
- Pupils are given timings for various elements or
tasks to ensure an effective pace to the lesson. - Enough time is left at the end of the lesson for
an effective and reflective plenary. Pupils
understand the importance of this to their
learning. - The teacher controls how the pupils leave the
lesson, so that departure is orderly.
44Beginnings and endings
- Students learn more at the beginning and the
end of a learning experience than they do in the
middle. - The beginning, in particular, is the time when
the potential for learning is at its greatest,
when the relatively high concentration, but
particularly anticipation, makes the learner more
receptive - Mike Hughes Closing the Learning Gap
45Beginnings effective strategies to demonstrate
for observers
- Be at the door to meet and greet the pupils as
they arrive. Be welcoming and positive. - Engage the class in the first minute with
something about todays lesson, or something
positive and memorable from the last one.
Alternatively, use a stimulating starter
activity. - Have the lesson objectives written on the board
and clearly and quickly identify the expected
learning outcomes using language with which the
pupils can easily engage. - Get straight into the lesson, leaving the
register and collecting of homework until later.
46Endings effective strategies to demonstrate for
observers
- End early. Dont try to cover too much and leave
at least 10 minutes to finish the lesson
properly. - Use the last part of the lesson for an effective
plenary. - Remind pupils of the context for the lesson in
terms of what went before and what is to come. - Set the scene for the following lesson.
- Have clear routines for an organised departure
and have some way of saying goodbye and thanking
the pupils for a good lesson.
47Objectives
- To consider how behaviour strategies help in
establishing a climate for learning - To reflect on your current practice and identify
effective behaviour strategies worthy of
demonstration
48Key Stage 3National Strategy
Subject developments
49Subject groupings
- Colin Eaton PE, DT, music, art and ICT
- Paul Rowe history, geography, RE
- James Rielly science
- Beth Brooke English
- Pat Pinchin MFL
- Trevor Sutcliffe mathematics
- Teaching assistants to go with their subject base
- Colin, Paul and James located in the syndicate
rooms
50Subject specific discussions
- Dissemination of key messages for your subject
- 2. Discussion regarding autumn term visits
- 3. Opportunity to share good practice relating to
the whole school strands discussed today
Literacy and Learning, Assessment for Learning
and Behaviour strategies. - 4. Consideration of how your teaching can
exemplify elements of the whole school strands in
the future.
3.0
51Arrangements for 2005
-
- Spring Term 05
- Mutual observations of Leading Teachers and
- Teaching Assistants to take place, with forms
- returned to the office, by Friday 11th March
2005.
3.2
52Arrangements for 2005
- Summer Term 05
- - Full programme of demonstration lessons
- - Half day network meeting (12th July)
- The whole programme will be set up and run
through mail. Letters to be sent to LTs and
LTAs w/b 14th March. Response forms must be
returned by Tuesday 22nd March to be included in
the programme. Lessons must take place between
the 6th June and the 15th July.