Transcript PowerPoint slides fro SLDM14 CPD
Subjects Leaders Update (“SLDM 14”) November 10
th
2009 The Granary
LA ICT Subject Consultants: Jim Milton, Lynne Raymer, Colin Whitehead Administrator: Amanda Hawkins © Crown copyright 2009 Slide 1
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Welcome + agenda
© Crown copyright 2009 Slide 2
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Secondary National Strategy and LA areas of focus for 2009/10
• APP • Developing student’s “Functionality” • “Narrowing the Gap” • Future KS4 curriculum pathways and awards
© Crown copyright 2009 Slide 3
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Session 1: Securing and embedding APP practice
• APP progress in this LA • The LA model for APP in ICT • Activity 1: self evaluation of APP progression using progression grid Action plan for APP embedding
© Crown copyright 2009 Slide 4
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APP publication: “Going to Plan”
• What distinction is to be made between “designing” and “planning” ?
• What different forms of “planning” activities currently occur in ICT schemes of work ? • “Going to Plan”: an aid to developing “planning” activities in ICT
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Activity 2
1.
Select one of the Framework “sub-strands” Consider a sequence of lessons this aspect of the curriculum What sort of “planning” activities might you implement in lessons? 2. How / when would these activities be revisited within the Unit of work 3. Design templates for students to support a) a planning activity and substantial additions by Worcs LA consultants
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Feedback
• What “sub-strand” provides the curriculum focus?
• What planning activities are proposed?
• With what template?
• How and when would this planning be revisited? • With what template?
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Slide 7
“AF1” at higher Levels
“AF1” (planning and evaluation) at L6 are strongly linked to performance at KS4+ L6 “AF1” requires students to address: a) success criteria and use of feedback b) planning for efficiency and integration
What do these terms mean in PowerPoint?
Where do they appear in Framework?
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Slide 8
Simple data flow diagram
Spreadsheet
Records latest football scores Highlights current league champion Produces a bar chart to compare school teams Powerpoint Intro slide One slide for each team One slide shows current team performance © Crown copyright 2009 Bar chart automatically updated Slide 9
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L6 Af1 : “Success Criteria”
• Students evaluate their own work against success criteria with attention to – efficiency – integration • and make use of feedback
© Crown copyright 2009 Slide 10
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Activity 3:
What does efficiency and integration mean in different contexts?
1.What contexts within the ICT curriculum might be appropriate?
(flipchart)
2.How would Level 6 planning for efficiency and integration be evidenced (captured)?
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Slide 11
Feedback from Activity 3
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QCDA “Standards Files”
• What examples of Level 6 AF1 are presented in “Standards File B”?
• What exemplification of Level 7 AF1 are included in “Standards File F”?
• And Level 8 AF1 in “Standards File E”?
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Pupil E: level 8
Headlines from the “Standards File” • Pupil E’s teacher designed an
open-ended problem-solving activity
which allows pupils to
design and implement an integrated ICT-based system
. • The teacher provided
an end-user to define the requirements
of the system,
and to provide feedback
during the course of the project.
• Pupil E is able to
develop a solution
to
meet the needs of an end user
and shows sufficient command of ICT tools and techniques to develop an appropriate system. • Pupil E has taken the needs of the user into account and has met those needs by
developing an appropriate solution
.
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Slide 14
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Session 2: Departmental leadership in tracking and assessment
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The ‘four cornerstones’
Strong senior and subject leadership Collaborative working Secure self-evaluation processes © Crown copyright 2009 Slide 17
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Feedback from “Y7 baseline assessment” programme
• Experiences from three schools – Bewdley – Nunnery – a.n.o.
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“Narrowing the Gap”
National DCSF agenda: Concerned with the gap between some students’ potential and their attainment … including students from disadvantaged backgrounds
(NOT simply the gap between the least able and more able peers)
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FSM/Non FSM by GO region (SFR December 2008)
KS4 % 5+ A*-C inc English & Maths 2008 FSM/Non FSM Comparison
30 20 10 60 50 40
Not Entitled to FSM - National All Pupils - National Entitled to FSM - National
0 EAST MIDLANDS EAST OF ENGLAND INNER LONDON NORTH EAST All Pupils All Pupils - National
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NORTH W EST OUTER LONDON SOUTH EAST SOUTH W EST Not Entitled to FSM Not Entitled to FSM - National W EST MIDLANDS YORKSHIRE & HUMBER ALL LONDON Entitled to FSM Entitled to FSM - National
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© Crown copyright 2009 Slide 21
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ICT GCSE A* –C
80 69,6 70 66,5 61,1 60 53,5 55,7 50 44,2 40 30 20 National Boys Girls 64,6 Full course EAL 51 64,9 50,5 Non EAL Short course 44,3 29,3 FSM 66,8 52,5 Non-FSM © Crown copyright 2009 Slide 22
•
Know the Gaps Strategies for Success for schools, settings and LAs
•
Celebrate Gap-busting!
•
Narrow the Gaps © Crown copyright 2009
•
Mind the Gaps Slide 23
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Strategies for Success Know the Gaps
•
Identify gaps (FSM, G&T, SEN, BME, Gender)
•
Understand the gaps
•
Make gaps visible
•
Promote use of data
•
Build data confidence Narrow the Gaps
•
Deliver Quality First teaching
•
Progression planning
•
Intervention
•
Motivating and affirming
•
Engaging parents and families
•
Local initiatives/partnerships © Crown copyright 2009 Celebrate Gap-busting!
•
Win hearts and minds
•
Celebrate/promote gap-narrowing
•
Capture and share
•
Achieve successful Ofsted Slide 24 Mind the Gaps
•
Assessing Pupils ’ Progress
•
Regular tracking and review
•
Curricular targets
•
Challenge from SLT
•
Relentless focus on gap narrowing
•
Aim for stretch targets
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Tracking
• What are the purposes of tracking (Not to just provide end of year data!) • Effective tracking requires regular, scheduled analysis and action
“Data without analysis is blind Analysis without action is lame”
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Example of tracking with impact
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Setting curricular targets
• What do we understand by the term “curricular targets”?
• How does this relate to APP?
• How does it relate to KS4 and KS5?
© Crown copyright 2009 Slide 27
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Curricular Targets
• A curricular target expresses in words (not numbers) a specific aspect of the curriculum as a focus for improvement • It can be – for a whole class, a group or individual pupil – can relate to the long, medium or short term
© Crown copyright 2009 Slide 28
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Activity 4
• Look at the extract from Standards File “Pupil C” • Use the Framework of Learning Objectives and Handout 2.2 to 1. identify gaps in the pupil ’s capability (AF1, AF2 and AF3) 2. identify Learning Objectives to close these gap 3. phrase a curricular target in terms suitable for sharing with students
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Slide 30
Feedback
• What curricular targets might you be setting on the basis of “Pupil C”? • How might you support students’ progress against these targets?
• How might you monitor this progress?
© Crown copyright 2009 Slide 31
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Assessment criteria
• Curricular targets need to be communicated to students using criteria that are – clear – specific – meaningful – purposeful
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Screenshot of assessment grid
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Summary – APP & gap busting
Strong senior and subject leadership Collaborative working Secure self-evaluation processes © Crown copyright 2009 Slide 34
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© Crown copyright 2009 Slide 35
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Session 3: future curriculum pathways and standards
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Future Qualification pathways
“ The qualifications currently available are being brought together into a series of distinct pathways: ”
CONSIDER OPTIONS 14 GCSE Foundation or Higher Diploma Foundation Learning Tier CONSIDER OPTIONS 16 Foundation, Higher or Advanced Diploma GCSE / A Level Foundation Learning Tier Apprenticeship Employment with training CONSIDER OPTIONS 18 Further education Higher education Apprenticeship post-18 Employment Employment with training © Crown copyright 2009 CONSIDER OPTIONS Slide 37 17
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Current picture in Worcs
No award 28,6% F Skills 1,3% Key skills 0,0% BTEC 2,4% DIDA L1 1,0% DIDA L2 12,9% © Crown copyright 2009 GCSE full 9,8% GCSE short 15,6% OCR Nat 28,1% GCSE applied 0,3% Slide 38
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40% 30% 20% 10% 0% 100% 90% 80% 70% 60% 50%
Current picture in Worcs
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substantial additions by Worcs LA consultants No entry F Skills Key skills BTEC DIDA L1 DIDA L2 OCR Nat GCSE applied GCSE short GCSE full
Timelines for KS4 awards
• GCSEs • DiDA • OCR National • BTec
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© Crown copyright 2009 Slide 41
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Functional Skills
• Status of Functional Skills • Timeline for confirmation of standards and adoption • Implications of “functionality” for ICT curriculum and pedagogy
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Positioning for future KS4 curriculum
• When do decisions need to be made?
By whom?
• Who should you be talking to now?
• What should you be recording in writing?
© Crown copyright 2009 Slide 43
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Future Qualification pathways
The qualifications currently available are being brought together into a series of distinct pathways:
CONSIDER OPTIONS 14 GCSE Foundation or Higher Diploma Foundation Learning Tier CONSIDER OPTIONS 16 Foundation, Higher or Advanced Diploma GCSE / A Level Foundation Learning Tier Apprenticeship Employment with training CONSIDER OPTIONS 18 Further education Higher education Apprenticeship post-18 Employment Employment with training © Crown copyright 2009 CONSIDER OPTIONS Slide 44 17
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Positioning for the future
• What provision needs to be made for future CPD / course preparation etc?
• Are there any implications for your – Staffing – Timetable – Accommodation
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Developing your self & department
• Sources of CPD • Look at examples on CD – A) Teachers TV Web Literacy link – B) Functional Skills e-learning modules – C) “Four cornerstones” – D) “Input/process/output” / Y7 data handling • How would you use these a) for CPD? b) in lessons?
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Slide 46
Future dates
• 3 Dec “Functional Elements” Finstall Centre • 10 Feb SLDM15: APP presentations by development group; GCSE presentations by main Awarding Bodies Stourport Manor • 10 June SLDM16 Pear Tree, Worcs
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