Ofsted and 6th Form Teaching

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Ofsted and 6th Form Teaching
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Supplementary Guidance to Inspectors

• Ofsted does not prescribe the teaching
  methodology for the sixth form. However,
  sixth-form teaching should provide a bridge
  between the more structured context of school
  work pre-16 and the wider demands and
  expectations of independent work in higher
  education, training and employment. Teachers
  should demonstrate good subject knowledge and
  up-to-date expertise at a level consistent with
  effective teaching and assessment of the course.
  For more vocational courses this will include
  current understanding and/or experience of the
  relevant vocational area.

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What This Means

• They expect to see evidence of good practice from
  younger years walt/wilf/starters/plenaries/colla
  borative learning (Kagan)/AFL/seating
  plans/regular fast feedback/wwwebi etc.
• But also some degree of academic rigour as a
  stepping stone to more advanced study
• They want to see evidence of opportunities for
  more independent study and evidence that the
  students are becoming independent learners
• Your subject knowledge and/or knowledge and
  experience of your vocational area must be up to
  date and appropriate for advanced level

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Why are the basics still important at 6th form
level?

• Using Data and Walt and Wilf? First step to AFL.
  Makes sure lessons have direction, focus and are
  pitched at right level
• Why Kagan? narrows the gap, promotes
  engagement, develops social skills, everyone
  achieves better
• Why seating plans? there are significant at
  risk groups in 6th form lessons specifically
  the boys and white working class. Take charge of
  who sits where and use educational criteria for
  your choices.
• Why starters and plenaries? 6th formers need
  motivating therefore lessons need structure not
  just writing assignments
• Why regular fast feedback/tracking? dont make
  assumptions about 6th formers they need positive
  strokes, direction, targets etc. Feedback should
  be regular especially in portfolio driven courses
  where regular feedback can have a really
  significant impact on grades.

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A Bridge to higher level study?

• 1. Do not be afraid to use difficult texts and/or
  more formal teacher exposition, use sparingly,
  but then Kagan the outcomes so all students
  have the basis of a good set of
  notes/understanding
• 2. Develop use of the library set aside some
  departmental funds to purchase some additional
  resources for the library. You will find Mrs
  Phillips will often match your contribution
  with a contribution of her own. Purchase some
  more difficult texts (undergraduate level) from
  Amazon for extension work. Use the exam board
  recommended reading lists to guide your
  purchases.
• 3. Take advantage of University links and subject
  days see Aim Higher Coordinator for full range
• 4. Produce reading lists for each topic which are
  page referenced and differentiated
• 5. Teach note taking strategies in lessons
  share alternatives
• 6. Set structured reading as home learning
• 7. Insist on bibliographies on assessed pieces of
  work which must include more than just the set
  text
• 8. Develop an A Level section for your subject on
  the VLE upload lesson summaries PPTs hyperlinks
  etc to encourage both review and independent
  study
• 9. Vocational teachers make sure you are using
  links, placements and AOTs in lessons effectively

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Teachers should demonstrate good subject knowledge

• Make sure your subject knowledge is up to date
• Take advantage of opportunities for development
  exam board courses, exam board webinars, links
  with partner schools (St Georges?). Consider
  taking up examiner opportunities.
• Use performance management as the arena where
  training requirements can be addressed

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Final Thoughts

• WILF reference grades should be linked to the
  students you have in front of you.
• Make sure you are aware of the variety of
  starting points of the students, especially now
  we have so many external ones.
• Make sure students know how to study for your
  subject note taking, research, use of Books
  (yes, those things with paper), deadlines,
  seminars, presentations.  Dont make make
  assumptions.
• Make sure students know your expectations about
  private study and research many of our students
  will revert to Wiki unless you give them suitable
  WORKING alternatives such as reading lists or
  reviewed urls.
• Mark using www and ebi but try and feedback
  quickly for maximum impact