Transcript No Slide Title

Key Stage 3
National Strategy
Leading Teacher
Network Meeting
Programme
0845
Arrival and registration
0900
Introduction and review of autumn term visits
0945
Literacy and Learning
1100Tea/coffee
1130Assessment for Learning update
1215
Behaviour and Attendance
1245
Lunch
1330
Subject specific time
1445
Updates and arrangements for spring and summer term
1530
Finish
Key Stage 3 National Strategy Leading Teachers
1.0
Analysis 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
Key Stage 3 National Strategy Leading Teachers
1.1
Analysis of demonstration lessons
Demonstration lessons offered:
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
Key Stage 3 National Strategy Leading Teachers
1.2
Analysis 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% (33⅓)
33⅓% (2 out of 6) special schools have sent at least
one person to visit a leading teacher
Key Stage 3 National Strategy Leading Teachers
1.3
Analysis of demonstration lessons
93 teachers visited leading teachers.
25
Special
Upper
20
Secondary
Number of Visits
Middle
15
10
5
Teaching
Assistants
Science
RE
PE
Music
MFL
Mathematics
ICT
History
Geography
English
D&T
Art
0
Subject
Key Stage 3 National Strategy Leading Teachers
1.4
Analysis of demonstration lessons
Subject
No. of LTs
No. of visitors
No. of visitors per LT
Art
1
D&T
2
4
2
English
6
10
1·7
Geography
3
6
2
History
3
5
1·7
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
1·75
TA’s
2
7
3·5
Total
36
93
2.6
Key Stage 3 National Strategy Leading Teachers
1.5
How 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.
Key Stage 3 National Strategy Leading Teachers
1.6
Analysis 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
Key Stage 3 National Strategy Leading Teachers
1.7
Developing 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?
Key Stage 3 National Strategy Leading Teachers
1.8
Real 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.
Key Stage 3 National Strategy Leading Teachers
1.9
Key Stage 3 National Strategy
Literacy and Learning
Beth Brooke
Key Stage 3 National Strategy Leading Teachers
Developing
literacy
and learning
together
Literacy objectives included into subject teaching
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
Key Stage 3 National Strategy Leading Teachers
The 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
Key Stage 3 National Strategy Leading Teachers
A 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
Key Stage 3 National Strategy Leading Teachers
Literacy across the curriculum 20012004
 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
Key Stage 3 National Strategy Leading Teachers
The framework of cross-curricular
objectives: talk
Key aspect
of the framework
Using talk
to clarify
and present
ideas
Learning
through
talk
Active listening
to
understand
Key Stage 3 National Strategy Leading Teachers
Three strands
of learning
through talk
Talking
and
thinking
together
Key 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
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.
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.
Key Stage 3 National Strategy Leading Teachers
The framework of cross-curricular
objectives: text
Key aspect
of the framework
Developing
research
and
study skills
Learning
from
text
Reading
for
meaning
Key Stage 3 National Strategy Leading Teachers
Three strands
of learning
from text
Understanding
how texts
work
Key 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.
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.
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
author’s standpoint
can affect meaning in
non-literary texts.
Key Stage 3 National Strategy Leading Teachers
The framework of cross-curricular
objectives: writing
Key aspect
of the framework
Using writing
as a tool
for
thought
Learning
through
writing
Structuring
and
organising
writing
Key Stage 3 National Strategy Leading Teachers
Three strands
of learning
through writing
Developing
clear and
appropriate
expression
Key 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.
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.
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.
Key Stage 3 National Strategy Leading Teachers
Current 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?
Key Stage 3 National Strategy Leading Teachers
Literacy and learning
A pack (A) containing
• B - Management Guide
• C - 12 subject specific guides
with individual associated CDROMs
B - Guidance for
senior leaders
booklet
• D - DVD
A - Pack
C - Literacy and learning
series plus individual CDICT
MFL
Math
D&T
ROMs with:
Sci
a)
Literacy and learning subject
exemplification
b)
Literacy in … for school based use
and self-study
PE
Literacy and learning in…
Mus
Hist
Art
Geog
RE
Citiz
ICT
Music
Mathematics
Art
Science
RE
MFL
History
D&T
Geography
PE
Citizenship
Key Stage 3 National Strategy Leading Teachers
Training days
supported by lead
literacy consultants
D – DVD including:
1.Leading crosscurricular change:
literacy
2. Literacy and
learning: key
teaching approaches
Investigating 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
Key Stage 3 National Strategy Leading Teachers
Literacy 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.
Key Stage 3 National Strategy Leading Teachers
Next steps
 What are you doing already?
 What would you like to develop?
Key Stage 3 National Strategy Leading Teachers
Key Stage 3
National Strategy
Assessment for Learning -Updates
Paul Rowe AfL Lead Consultant
Key Stage 3 National Strategy Leading Teachers
Objectives
 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
Key Stage 3 National Strategy Leading Teachers
Definition 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
Key Stage 3 National Strategy Leading Teachers
Assessment for Learning folder training units
Guidance for Senior Leaders
(on ‘whole school’ development of AfL)
Unit 1
Assessment for Learning
in Everyday Lessons
Unit 3
Objective Led
Lessons
Unit 2
The Formative Use of
Summative Assessments
Unit 5
Peer & Self
Assessment
Unit 4
Oral & Written
Feedback
Subject development
(development work to be led by subject leaders)
Key Stage 3 National Strategy Leading Teachers
Unit 6
Curricular Target
Setting
Assessment 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
Key Stage 3 National Strategy Leading Teachers
Common 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.
Key Stage 3 National Strategy Leading Teachers
Common 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.
Key Stage 3 National Strategy Leading Teachers
Changing 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.
Key Stage 3 National Strategy Leading Teachers
AfL and personalised learning
AfL
Personalised
Learning – the inner
core
Personalising the
school
experience
Effective Teaching
and Learning
Curriculum enrichment and choice
Organising the School for Personalised Learning
Beyond the classroom
Key Stage 3 National Strategy Leading Teachers
AfL 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
Key Stage 3 National Strategy Leading Teachers
Key Stage 3
National Strategy
Behaviour and Attendance –
creating a climate for
learning
Key Stage 3 National Strategy Leading Teachers
Mr. Johnson
Key Stage 3 National Strategy Leading Teachers
Objectives
 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
Key Stage 3 National Strategy Leading Teachers
Behaviour and attendance
“Behaviour can be an area where we
expect so much and teach so little”
Galvin, Miller, Nash 1999
Key Stage 3 National Strategy Leading Teachers
Your 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?
Key Stage 3 National Strategy Leading Teachers
Effective 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.
Key Stage 3 National Strategy Leading Teachers
Beginnings 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
Key Stage 3 National Strategy Leading Teachers
Beginnings – 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
today’s 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.
Key Stage 3 National Strategy Leading Teachers
Endings – effective strategies to
demonstrate for observers
 End early. Don’t 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.
Key Stage 3 National Strategy Leading Teachers
Objectives
 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
Key Stage 3 National Strategy Leading Teachers
Key Stage 3
National Strategy
Subject developments
Key Stage 3 National Strategy Leading Teachers
Subject groupings
 Colin Eaton – PE, D&T, 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
Key Stage 3 National Strategy Leading Teachers
Subject specific discussions
1. 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.
Key Stage 3 National Strategy Leading Teachers
3.0
Arrangements 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.
Key Stage 3 National Strategy Leading Teachers
3.2
Arrangements 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 LT’s and LTA’s 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.
Key Stage 3 National Strategy Leading Teachers