Transcript Slide 1

Devon Raising Achievement Plan
General target to…………..
• Raise the bar
• Close the gap
Devon Raising Achievement Plan
English targets:
• Increase the proportion of students gaining
L6+
• Increase the proportion of students gaining A
– A* at GCSE
• Raise numbers gaining A* - C in GCSE Eng
• Improve rates of progress and achievement
KS2 – KS4 for lowest attaining 20%
Pupils achieving L6+ in English in
Devon:
2003:
2004:
2005:
2006:
2007:
2008:
35%
36%
36%
33%
32%
34%
(35%)
(32%)
(35%)
(34%)
(32%)
(?)
(National % in brackets)
L6+
Range:
Bottom school: 21% of L5+ achieved L6+
Top school*: 61% of L5+ achieved L6+
*excluding Colyton Grammar
GCSE
Every year 59% of
Devon students get C+
in English
GCSE
Every year 58% of
Devon students make
two levels’ progress
between KS3 and KS4
Two levels’ progress per key stage
Y6
Y7
Y9
Y10
Y11
L3
L4
L5
Grade D
Grade C
New GCSEs
??????????????????
Functional Skills
Aims:
• To give further information about
Functional Skills
• To consider how best to move forward with
Functional Skills provision in our own
departments
The ‘WHAT’ of Functional Skills:
Functional English standards: amplification of Entry Level 1: Speaking
and Listening
(go to DES website for the latest amplification of FS standards:
http://www.deseducation.org/functionalenglish)
Skill standard
Coverage and range
Amplification
Participate in and
understand the
main points of
simple discussions
/exchanges about
familiar topics with
another person in
a familiar situation
Understand the main
points of short
explanations and listen
for specific information
Demonstrate understanding with
positive signs of engagement
and identification of some
specific detail
Follow instructions
Interpret and respond in
accordance with simple,
single-step spoken
instructions, asking for
repetition if necessary
Respond appropriately
to comments and
requests
The ‘HOW’ of Functional Skills:
To help students to become more independent problem solvers,
functional skills (in all subject areas) focuses on progression in
• Complexity: tasks need to become more complex, requiring
increasingly sophisticated problem solving skills
• Familiarity: the contexts in which learners use and apply their
skills need to be become increasingly unfamiliar so that they are
required to transfer their skills
• Technical demand: the skills/content needs to get harder
• Independence: learners need to operate with increasing
autonomy
The ‘WHO’ of Functional Skills
Year 7 2008-09:
• New PoS for Year 7 from Sept 2008 underpinned by FS standards.
• All students will need to achieve a Level 2 in FS Ma to be awarded C grade in Ma
GCSE, Level 2 in FS En to be awarded C grade in En GCSE and Level 2 ICT to
be awarded C grade in ICT GCSE in 2013.
Year 8 2008-09:
• Changes to PoS will not necessarily affect this year group and yet…
• All students will need to achieve a Level 2 in FS Ma to be awarded C grade in Ma
GCSE, Level 2 in FS En to be awarded C grade in En GCSE and Level 2 ICT to
be awarded C grade in ICT GCSE in 2012. These pupils will need to achieve
Implications for diplomas:
• 2008 Year 7 and 8 cohorts will have to achieve a Level 2 in all three FS tests to
achieve a Level 2 diploma (worth 6 GCSEs).
Real audience/real purpose:
Links with the curriculum opportunities section of the PoS
At KS3:
• “Speak and listen in contexts beyond the classroom”
• “In writing… move beyond their current situation and take
on different roles and viewpoints.”
• “Write for contexts and purposes beyond the classroom.”
Real audience/real purpose:
Links with the curriculum opportunities section of the PoS
At KS4:
• “Speaking and listening in unfamiliar situations and to audiences
beyond the classroom.”
• “Use their speaking and listening skills to solve problems”
• “engaging in dialogue with experts, members of the community
and unfamiliar adults.”
FS and the new GCSEs
Draft description of C grade:
Independence
– knowing
without being
told.
S&L:
Candidates adapt their talk to the demands
of different situations and contexts.
They recognise when standard English is
required and use it confidently.
They explain and evaluate how they and
others use and adapt spoken language for
specific purposes.
Familiarity –
being able to
transfer their
skills to other
contexts
Complexity –
using S&L skills
as part of a
more complex
situation
Key message
Functional Skills is not about content
Clearly, teachers cannot know what English/mathematics/ICT
their learners will use as they move through their lives. This
means that we cannot identify a curriculum core that every
learner will use. Instead, and much more powerfully, learners
should be taught to use and apply the English/mathematics/ICT
that they know, and to ask for help with the areas in which they
are less confident.
QIA (Quality Improvement Agency)
So, is Functional Skills ‘new’
At the heart of Functional Skills is good teaching and
learning
The implications for teaching and learning are significant
and will need to be introduced gradually and
thoughtfully, but they do not threaten aspects of existing
good practice.
QIA
Central challenge for Subject
Leaders/SLT
“It’s not just about what learners are learning, it’s
about the ways that they are learning it.”
How can we focus our colleagues’ attention on
the ‘how’ of learning, without losing sight of the
‘what’?
“If you were to do a
Year 7-11 learning
walk in your
department, to what
extent would you be
seeing this
progression?”
Maths task:
Groups of 4
• Two learners ‘doing’ the task (speaking
aloud their thoughts)
• Two observers, making notes about what they
see/hear learners doing, in terms of
independence, familiarity, complexity and
technical demand.
Do we need to ‘rough up’ the path?
Path smoothing model:
• We present ways of solving problems in a
series of steps which is as short as possible
• Often only one approach is considered
seriously.
• Teachers question pupils, but often in order to
lead them in a particular direction…
Which of these
learning designs
might enable
learners to develop
Level 2 Functional
Skills?
Task: compare the
Level 2 column of
the FS Progression
chart with these
models for teaching
and learning.
Preparing for 2012
Thinking about our Year 8 schemes of work
for Sept 09:
• Could we use the FS progression grid to inform our
planning?
• Could the FS Level 1 column give us some ideas
about how learning in Year 8 might be different from
Learning in Year 7?
• As well as the technical aspects of English becoming
harder during years 7 and 8, how else might the
learning we expect students to do become more
challenging?
How does FS relate to other Learn2Learn
agendas?
Question: How does FS relate to the whole school
learning agendas at your school?
Building Learning Power
Opening Minds
Personal Learning and Thinking Skills
This year nationally…
• Exam board pilots continue, trialing different
styles of testing
• Gateway 1 centres are now teaching the first
wave of diplomas, FS being a central part of
these qualifications
• Some centres in each Gateway 2 partnership
are trialing FS ready to run their chosen
diplomas from Sept 2009
This year in Devon…
Training for Gateway 2 pilot centres:
• 3rd Dec 08 and 25th March 09 for Exeter partnership pilot centres
• 8th Dec 08 and 26th March 09 for all other Devon 14-19
partnership pilots centres
Training for all schools:
• 4th Dec 08 and 18th June 09 for all other Devon schools
preparing for 2012
• 4 fully funded places for each school: representatives from
En/ma/ICT and SLT
www.deseducation.org/functionalskills
English – Bekah Mardall
[email protected]
Maths – Richard Perring
[email protected]
ICT – Graham Sims
[email protected]
Assessing Pupils’ Progress (APP)
Aims of the session:
• to clarify features of effective Assessment for
Learning
• to explore how APP can strengthen AfL
• to consider current practice in using APP and
how it can be developed further
Devon expects…..
• By July 2009, all English departments
are using APP as the default model for
teacher assessment
DCSF promises…..
• Through to Sept 2011: additional money
to schools through Standards Fund
• Training/materials for school leaders for
whole school development of AfL and
APP
What do we mean by “using APP”?
All teachers in the department:
• know the APP assessment criteria for
reading and writing
• can recognise standards
• can agree standards
• can plan and teach for progression
“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
AfL:
is part of effective planning
focuses on how pupils learn
is central to classroom practice
develops the capacity for self and peer assessment
recognises all educational achievement
is a key professional skill
helps learners know how to improve
promotes understanding of goals and criteria
is sensitive, constructive and fosters motivation
APP with AfL
• How can we use APP to strengthen AfL?
Developing APP in Devon
• What plans do you have for developing
your department’s use of APP?
• How might we develop effective APP
school networks?