Transcript The new Agenda Lifelong Learning

The new Agenda
Lifelong Learning
Handbook for
Head of Department Meetings
A learning continuum
Aims

Exploring curriculum opportunities and
progression routes
Considering breadth and balance
– skills to be developed and subject
responsibilities
– range of learning experiences
Providing resources for Subject Leaders

Identifying future needs


Structure



Market forces in employment
opportunities
Qualifications framework
– Real Game
Provision within schools
– post 14
– pre 14
– Subject skills
– Teaching and learning
‘Who would have thought……..’
Working together as a whole group, take
turns in identifying…..
‘Changes you have known in your
lifetime’
Offer your idea or pass to the next person
Old jobs………...…….New jobs
banknote printer
bank clerk
company worker
ambulance driver
steel worker
draughtsman
training manager
smart card designer
call centre agent
portfolio worker
paramedic
control technician
CAD operator
HR development
consultant
Real Game Activity

Each person will be allocated a job role.


Displayed around the room are a
variety of job opportunities.
Read your job details and circulate to find a
job you could apply for.
Qualification Framework
General
Level of
qualification
5
Vocationally
related
Higher level qualifications
4
Level 5 NVQ
Level 4 NVQ
Free Standing
Mathematics
unit
Level 3
Vocational A
level
(Advanced
GNVQ)
Level 3 NVQ
GCSE
Grade A*-C
Free Standing
Mathematics
unit
Level 2
Intermediate
GNVQ
Level 2 NVQ
GCSE
Grade D-G
Free Standing
Mathematics
unit
Level 1
Foundation
GNVQ
Level 1 NVQ
3
Advanced
level
A Level
2
Intermediate
level
1
Foundation
level
Entry level
Occupational
Certificate of (educational) achievement
The Revised Competence
Framework


From ‘Redefining the Curriculum’
Key Question
– How should curriculum design and
provision be influenced by all of
these?
– How are they secured within our
specialist curriculum areas?
The Government Vision for
Education
Investment for Reform
14-19 Agenda
Key Stage 3 Strategy
Old Model
New Model
Values
Every child of
equal worth
Every child of equal worth
Mission
Opportunity
Opportunity and attainment
School
Structure
Uniformity and
isolation
Specialism and
collaboration
Headteachers
Following orders
Powerful and effective
leaders
Teachers
Working alone
Professionals leading a
team
School
Performance
Failure
unchallenged
Ladder of improvement
Accountability
Weak
Strong accountability
framework and incentives
for success
Resources
Boom and bust
Sustained investment
14-19: extending opportunities, raising
standards
Vision
……be delivered through flexible,
integrated and innovative networks of
providers committed to achieving
ambitious new goals for all young
people in the 14-19 phase of their lives
and education.
14-19: extending opportunities, raising
standards
National Themes
 Encourage y.p. of all abilities to stay on
in learning
 Greater flexibility in curriculum post 14
 Commitment to develop high quality
vocational education
 Education for personal development
 Develop skills to improve employability
Opportunities in school - 14+
Alternative types of approaches; New GCSE’s
 NVQ’S
 Asdan, RSA, CLAIT and other awards
 Certificate of Achievement
 Work Related Learning
 Sports Leaders Awards
Responsibilities of school at KS3
To ensure by the age of 14 the majority of
pupils have:





attained level 5+ in English, Maths,
Science,ICT;
experienced a broad curriculum;
learned how to reason;
the ability to think logically and creatively
In addition:


pupils take increasing responsibility for their own
learning.
standards will be raised within a broad
entitlement.
Transforming Secondary Education
‘To transform learning in the middle years is
key to our ambition to transform secondary
education. To transform the education we
offer all young people, to raise achievements
in a significant and measurable way and to
narrow the unacceptable gaps which persist
between different year groups. Without
progress in the middle years, the risk is that
the gains at primary level could be dissipated
and the changes post-14 for some could
come too late’
Key stage 3 is about

Teaching and learning

Assessment for learning

Planning to objectives

Real contexts for literacy, numeracy and ICT.

Promoting thinking skills, cognitive thought and
dialogue.

Problem solving.
English
Literacy across the
Curriculum
Mathematics
Numeracy across
the curriculum
Teaching
and
Learning
ICT
ICT across the
Curriculum
Science
Right and Left Hemispheres
(mostly academic)
 controls the right
side of the body
 speech and words
 numbers
 symbols
 facts and details
 handwriting
(mostly creative)
 controls the left
side of the body
 spatial
relationships
 patterns
 art and music
 visual images
 meaning
 big picture
LEARNING CHANNELS
see
20%
hear
40%
say
do
30%
50%
If we do all of them we remember
80%
Responsibility of Subject Leaders
Task


Management or leadership?
In pairs decide where each of the
statements fits along the management –
leadership continuum
Leadership and Management
Leadership
Evaluate Key Stage 3 schemes of work
Agree targets for raising pupils’ attainment
Interpret pupil attainment data
Analyse pupil attainment data
Feedback to colleagues on the
outcomes of observations of teaching
Ensure that school policies are applied in the department
Observe teaching
Meet with parents to discuss pupil issues
Set agenda for department meetings
Report to Governors on standards in the department
Minute department meetings
Ensure that internal examinations are set and marked
Allocate books to teachers
Monitor spending of departmental funding
Purchase new resources and equipment
Maintain department equipment
Management
Key roles of your subject leaders
• Judging standards
• Evaluating teaching and learning
• Leading sustainable improvement
Key tasks: judging standards
•
•
•
•
Analyse and interpret data on pupils’
attainment in the subject
Review with teachers their assessments
of progress for classes, identified
groups and individuals
Sample pupils’ work
Discuss work, progress and attitudes
with pupils
Key tasks: evaluating teaching
and learning
•
Evaluate the Key Stage 3 schemes of
work to ensure that they focus on
effective teaching and learning
•
Observe teachers and feed back to
colleagues
•
Review teachers’ planning
Key tasks: leading sustainable
improvement
•
Lead the department in discussion about
priorities
•
Agree targets for raising pupil attainment
•
Develop a strategy for improvement
•
Lead the improvement of teaching quality
•
Lead the review, construction and resourcing
of the curriculum
Principles
Principle

Focus the teaching

Provide challenge

Make concepts and
conventions explicit
The action
 Plan according to
objectives and ensure
pupils know what they
are learning
 Set expectations and
teach to them so that
pupils surpass previous
levels of achievement
 Explaining, modelling
Principles
Principle
The action
• Structure the learning
• Use starters, plenaries
and a clear lesson
structure
• Make learning active
• Provide tasks in which
pupils make meaning,
construct knowledge and
develop understanding
and skills through problem
solving, investigation and
enquiry
• Make learning engaging
and motivating
• Use stimulating activities
and materials
Principles
Principle
 Develop well-paced
lessons with high levels of
interaction
 Support pupils’ application
and independent learning
 Build reflection
The action
 Use collaborative tasks
and talk for learning
 Use prompts, frames,
other forms of support and
targeted intervention
 Teach pupils to think
about what and how they
learn and involve them in
setting targets for future
lessons
Focus the teaching
 Teachers plan according to objectives
 Teachers ensure pupils know what they
are learning
 Teachers ensure that learning is well
matched to pupils needs
 How does this look in practice?
Assessment for Learning

Plan according to objectives and ensure
pupils know what they are learning