Key Stage 3 National Strategy 1 The Key Stage 3 National Strategy Foundation subjects Conference for...

Key Stage 3Key Stage 3 NationalNational StrategyStrategy

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The Key Stage 3 The Key Stage 3 NationalNational StrategyStrategy

Foundation subjectsFoundation subjects

Conference for LEAsConference for LEAsDay 2


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PurposePurpose

1.1. To provide an overview of the To provide an overview of the Foundation subjects strand and Foundation subjects strand and the Key Stage 3 National the Key Stage 3 National Strategy.Strategy.

2.2. To clarify expectations of LEAs for To clarify expectations of LEAs for effective implementation of the effective implementation of the strand.strand.

3.3. To support LEA planning for To support LEA planning for implementation of the strand.implementation of the strand.


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Foundation subjects strandFoundation subjects strand

The role of the line managerThe role of the line manager


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OverviewOverview

1.1. Expectations from 2002Expectations from 2002

2.2. The role of the line The role of the line managermanager

3.3. Planning implementationPlanning implementation

4.4. Next stepsNext steps


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Expectations from 2002Expectations from 2002

‘‘The quality of teaching and learning is The quality of teaching and learning is at the heart of school improvement.’at the heart of school improvement.’

Brighouse and WoodsBrighouse and Woods


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The purpose of this strand is to raise standards The purpose of this strand is to raise standards by supporting and delivering high quality by supporting and delivering high quality teaching and learning.teaching and learning.

It aims to help teachers to become more It aims to help teachers to become more effective so that pupils improve in what and how effective so that pupils improve in what and how they learn.they learn.


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Foundation subjects in 2002-03Foundation subjects in 2002-03

Training Materials for the Foundation Training Materials for the Foundation subjects foldersubjects folder

LEA half-day briefing for all schoolsLEA half-day briefing for all schools

Optional training for all schools

Consultancy support for ‘additional support’ schools


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Training ProgrammeTraining Programme

For all schoolsFor all schools Half-day briefing on the foundation subjects training pack, in Half-day briefing on the foundation subjects training pack, in

October, for a senior manager and a teacher who will lead October, for a senior manager and a teacher who will lead training.training.

Standards Fund allocation – 1 day supply cover (£145) for all Standards Fund allocation – 1 day supply cover (£145) for all schools with Key Stage 3 pupils.schools with Key Stage 3 pupils.

Optional courses in the Autumn and Spring.Optional courses in the Autumn and Spring.

For ‘additional support’ schoolsFor ‘additional support’ schools Consultant support and in-school training for ‘foundation Consultant support and in-school training for ‘foundation

subjects’ departments.subjects’ departments. Each consultant is funded to work with 12 Each consultant is funded to work with 12 ‘foundation ‘foundation

subjects’subjects’ departments. departments. Optional courses in the Autumn and Spring.Optional courses in the Autumn and Spring. Standards Fund allocation – 8 days supply cover (£1,160) plus Standards Fund allocation – 8 days supply cover (£1,160) plus

£450 grant for each ‘foundation subjects’ department.£450 grant for each ‘foundation subjects’ department.


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Key Stage 3 Operational PlanKey Stage 3 Operational Plan

By the end of the summer 2002 -By the end of the summer 2002 - “LEAs have attended “LEAs have attended briefings on foundation subjects and ICT and are preparing for briefings on foundation subjects and ICT and are preparing for the introduction of these strands. Departments have made better the introduction of these strands. Departments have made better use of the subject audit to review their work and development use of the subject audit to review their work and development objectives.”objectives.”

By December 2002 -By December 2002 - “Foundation subjects departments are “Foundation subjects departments are responding very positively to the foundation subjects training responding very positively to the foundation subjects training folder and are planning lessons focused on specific objectives.”folder and are planning lessons focused on specific objectives.”

By Easter 2003 –By Easter 2003 – “There is growing enthusiasm for science, ICT “There is growing enthusiasm for science, ICT and foundation subjects and much improved understanding of and foundation subjects and much improved understanding of the Strategy’s coherence. There are marked improvements in the the Strategy’s coherence. There are marked improvements in the quality of teaching, pace of work and standards being achieved in quality of teaching, pace of work and standards being achieved in all subjects. Departments involved in foundation subjects can see all subjects. Departments involved in foundation subjects can see a telling difference in pupils’ work in lessons.”a telling difference in pupils’ work in lessons.”


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Key DatesKey Dates – – what’s to be done by what’s to be done by when?when?

September 2002September 2002 Schools to receive additional support in 2002-03 agreed.Schools to receive additional support in 2002-03 agreed.

October 2002October 2002 All schools send a senior manager and a teacher to the LEA All schools send a senior manager and a teacher to the LEA

half-day briefing. half-day briefing.

Autumn Term 2002 and Spring Term 2003Autumn Term 2002 and Spring Term 2003 Consultancy support provided for additional support Consultancy support provided for additional support

schools.schools. Optional training organised in response to identified needs.Optional training organised in response to identified needs.

January 2003January 2003 Identify next cohort of schools for additional support in Identify next cohort of schools for additional support in

2003-04.2003-04.


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The role of the line The role of the line managermanager


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The Key Stage 3 National The Key Stage 3 National StrategyStrategy

LEA The National Team

Schools

ConsultantConsultant


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LEA decisionsLEA decisions

How can the strand be used to support the How can the strand be used to support the LEA’s LEA’s prioritiespriorities for improving teaching and learning in the for improving teaching and learning in the foundation subjects?foundation subjects?

How will How will support and trainingsupport and training be provided and be provided and targeted?targeted?

How will work in the foundation subjects be How will work in the foundation subjects be integrated into the integrated into the wider LEA improvement agendawider LEA improvement agenda??

How will How will good practicegood practice be developed and be developed and embedded?embedded?

What are the anticipated What are the anticipated outcomes and targetsoutcomes and targets for for improvement?improvement?


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The Line Manager’s TasksThe Line Manager’s Tasks

Line ManagerRegional Director

Schools


Strategic leadership and managementStrategic leadership and management

LEA ‘challenge and support’ agendaLEA ‘challenge and support’ agenda

Managing consultant(s)Managing consultant(s)

Training and supportTraining and support

Developing and embedding good Developing and embedding good practicepractice


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Strategic leadership Strategic leadership and managementand management

Secure effective strategic Secure effective strategic leadership and management of leadership and management of the strand in the LEA and in the strand in the LEA and in schools.schools.


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LEA ‘challenge and LEA ‘challenge and support’ agendasupport’ agenda

EDP2 – national and local prioritiesEDP2 – national and local priorities Challenge, support and interventionChallenge, support and intervention Target setting and programme of Target setting and programme of visitsvisits


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Selecting ‘additional support’ Selecting ‘additional support’ schoolsschools

LEAs are recommended to work with a range of LEAs are recommended to work with a range of schools taking account of local priorities and the schools taking account of local priorities and the needs of schools and their capacity to make good needs of schools and their capacity to make good use of the additional funding.use of the additional funding.

Some schools may be targeted for additional Some schools may be targeted for additional support because they need to make support because they need to make improvements in the foundation subjects.improvements in the foundation subjects.

Schools should also be chosen on the basis of Schools should also be chosen on the basis of their willingness and ability to build capacity and their willingness and ability to build capacity and manage change.manage change.


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Selected schools should . . .Selected schools should . . .

Be strongly committed to improving teaching and Be strongly committed to improving teaching and learning.learning.

Be equipped with the leadership and managerial Be equipped with the leadership and managerial capacity to improve.capacity to improve.

Be able to draw upon known teaching strengths.Be able to draw upon known teaching strengths.


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From September 2002 From September 2002 ‘additional support’ departments will . . .‘additional support’ departments will . . .

Attend a half-day briefing for all schools.Attend a half-day briefing for all schools.

Undertake a subject audit for identifying Undertake a subject audit for identifying priorities and action points.priorities and action points.

Use the training materials to address action Use the training materials to address action points.points.

Receive in-school support and training from the Receive in-school support and training from the consultant.consultant.

Attend optional training courses.Attend optional training courses.


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Decisions – Decisions – Schools and Schools and departmentsdepartments

DecisionsDecisions How many departments to How many departments to

involve?involve?

Which departments and Which departments and teachers to involve in the teachers to involve in the Foundation subjects strand?Foundation subjects strand?

What will the focus of the What will the focus of the foundation subjects work foundation subjects work be? be?

Factors to considerFactors to consider Schools capacity to manage Schools capacity to manage

and support. Critical mass?and support. Critical mass?

Current strengths and Current strengths and weaknesses, willingness, weaknesses, willingness, capacity and commitment. capacity and commitment. Are they the right Are they the right departments?departments?

How have the priorities for How have the priorities for development been identified development been identified through the departmental through the departmental audit? Are they the right audit? Are they the right priorities?priorities?


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Monitoring and EvaluationMonitoring and Evaluation

MonitoringMonitoring Are school plans in place and being implemented on Are school plans in place and being implemented on

time?time? Is data and information being collected systematically Is data and information being collected systematically

to inform evaluation – by the department, school and to inform evaluation – by the department, school and LEA?LEA?

EvaluationEvaluation What has been the impact of the plans, What has been the impact of the plans,

improvements in the quality of teaching and in pupils’ improvements in the quality of teaching and in pupils’ learning and attainment?learning and attainment?


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Managing consultant(s)Managing consultant(s)

The consultant’s roleThe consultant’s role The line manager’s roleThe line manager’s role Supporting your consultantSupporting your consultant


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The Consultant’s EnvironmentThe Consultant’s Environment

LEA Line Manager

Regional Director

Teachers



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The Consultant’s RoleThe Consultant’s Role

Working with individual teachers to improve Working with individual teachers to improve practice.practice.

Working with foundation subjects HoDs/subject Working with foundation subjects HoDs/subject leaders and senior managers.leaders and senior managers.

Supporting audit and action planning.Supporting audit and action planning. Providing demonstration lessons, team teaching and Providing demonstration lessons, team teaching and

coaching.coaching. Providing training on the foundation subjects Providing training on the foundation subjects

modules.modules. Networking – Key Stage 3, NLS and NNS teams, LAIs, Networking – Key Stage 3, NLS and NNS teams, LAIs,

good practice networks.good practice networks. Monitoring, evaluating and reporting to the LEA.Monitoring, evaluating and reporting to the LEA.


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The Consultant’s RoleThe Consultant’s Role

Working with teachers in classroomsWorking with teachers in classrooms

Leading training – in school and central Leading training – in school and central trainingtraining

Personal CPD and regional meetings

Networking and meetings


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The Line Manager’s RoleThe Line Manager’s Role

Line ManagerRegional Director

Schools


Professional supportProfessional support

NetworkingNetworking

LEA ‘challenge and support’ LEA ‘challenge and support’ agendaagenda


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Supporting your consultantSupporting your consultant

Professional supportProfessional support Provide contextual school information. Provide contextual school information. Support establishing and maintaining working relationships.Support establishing and maintaining working relationships. Maintain a foundation subjects focus. Maintain a foundation subjects focus. Ensure correct priorities are addressed and appropriate strategies are used.Ensure correct priorities are addressed and appropriate strategies are used. Identify and address their CPD needs.Identify and address their CPD needs.

NetworkingNetworking Linking to Key Stage 3 team, NLS, NNS, LAIs.Linking to Key Stage 3 team, NLS, NNS, LAIs. Linking to other initiatives - EAZs, EiC.Linking to other initiatives - EAZs, EiC. Linking to wider good practice networks – ASTs, beacon, specialist and Linking to wider good practice networks – ASTs, beacon, specialist and

training schools.training schools.

Challenge and support agendaChallenge and support agenda Provide support at a strategic level working with senior managers and LAIs.Provide support at a strategic level working with senior managers and LAIs. Contribute to LEA monitoring and evaluation.Contribute to LEA monitoring and evaluation.


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Training and supportTraining and support

Auditing and action planning Auditing and action planning Training modulesTraining modules Other LEA training Other LEA training (e.g. LAC, (e.g. LAC, NAC)NAC) Support for good practiceSupport for good practice


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Auditing a subject at Key Stage 3Auditing a subject at Key Stage 3

‘‘However, a key part of the wider preparations, However, a key part of the wider preparations, the subject audit, was not well done.’the subject audit, was not well done.’

‘‘It is important that schools are helped to It is important that schools are helped to complete the subject audits so that they are complete the subject audits so that they are useful in reviewing teaching and in identifying useful in reviewing teaching and in identifying the action need to improve it.’the action need to improve it.’

The Key Stage 3 Strategy – Evaluation of the First The Key Stage 3 Strategy – Evaluation of the First Year of the Pilot, Ofsted 2002Year of the Pilot, Ofsted 2002


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The purpose of a subject audit is to help a The purpose of a subject audit is to help a department or faculty decide on its priorities department or faculty decide on its priorities for strengthening its work and to identify for strengthening its work and to identify action points to improve standards in the action points to improve standards in the subjects.subjects.

The action points identified through audit will The action points identified through audit will provide the basis of the selection of training provide the basis of the selection of training modules.modules.


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Effective audits involve . . .Effective audits involve . . .

Analysis of data on pupils’ attainment and progress.Analysis of data on pupils’ attainment and progress. Scrutiny of samples of pupils’ work and marking.Scrutiny of samples of pupils’ work and marking. Reviewing schemes of work and short-term planning.Reviewing schemes of work and short-term planning. Observations of lessons.Observations of lessons. All departmental staff in gathering and reviewing All departmental staff in gathering and reviewing

evidence.evidence. A senior manager working with the head of A senior manager working with the head of

department/subject leader.department/subject leader. Consultant’s support (‘additional support’ schools).Consultant’s support (‘additional support’ schools).


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The Strategy’s subject audit, with a separate The Strategy’s subject audit, with a separate version for special schools, can be found on the version for special schools, can be found on the Key Stage 3 website: Key Stage 3 website: www.standards.dfes.gov.uk/keystage3www.standards.dfes.gov.uk/keystage3..

The audit guide is for any subject. Additional The audit guide is for any subject. Additional guidance for auditing the foundation subjects guidance for auditing the foundation subjects may be found in the foundation subjects section may be found in the foundation subjects section of the Key Stage 3 website.of the Key Stage 3 website.

http://www.standards.dfes.gov.uk/keystage3


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Developing and Developing and embedding good embedding good practicepractice


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In your LEA . . . In your LEA . . .

Have good practice case studies and teaching Have good practice case studies and teaching materials been collected and ‘published’?materials been collected and ‘published’?

Are videos, made in LEA schools, used to Are videos, made in LEA schools, used to share good practice?share good practice?

How many teachers in your LEA have How many teachers in your LEA have received Best Practice Research received Best Practice Research Scholarships?Scholarships?

Are there young teachers who are gaining a Are there young teachers who are gaining a reputation for good practice outside their own reputation for good practice outside their own school?school?


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Good practiceGood practice

HoD/subject leaders’ network meetingsHoD/subject leaders’ network meetings Optional trainingOptional training Links with LAC and NAC trainingLinks with LAC and NAC training School good practice networks (beacon, specialist, training School good practice networks (beacon, specialist, training

schools)schools) Publications and websitePublications and website Good practice conferencesGood practice conferences Coaching/mentoring programmeCoaching/mentoring programme AST programmeAST programme Links with HEIsLinks with HEIs DfES CPD programmes (BPRS, TIPD, Sabbaticals, etc.)DfES CPD programmes (BPRS, TIPD, Sabbaticals, etc.) NCSL programmesNCSL programmes


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CPD activities that have most CPD activities that have most impact on classroom practice . . .impact on classroom practice . . .

Opportunities to learn from and with other teachers, in their Opportunities to learn from and with other teachers, in their own or other schools:own or other schools: by observing colleagues teaching and discussing what by observing colleagues teaching and discussing what

they have observed;they have observed; through collaborative enquiry into real school through collaborative enquiry into real school

improvement problems, drawing on best practice in improvement problems, drawing on best practice in developing solutions;developing solutions;

by taking part in coaching or mentoring;by taking part in coaching or mentoring;

high quality focused training on specific skill areas, high quality focused training on specific skill areas, underpinned by excellent teaching materials and direct underpinned by excellent teaching materials and direct support to apply their learning back in the classroom.support to apply their learning back in the classroom.

‘‘Learning and teaching – A strategy for professional development’, DfEE, 0071/2001Learning and teaching – A strategy for professional development’, DfEE, 0071/2001


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LEA case studyLEA case study

Activity 2Activity 2


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A line manager’s storyA line manager’s story

Activity 3Activity 3


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Activity 3 – Activity 3 – A line managers’ A line managers’ storystory

What were the key features of success?What were the key features of success?

Learning – different next time?Learning – different next time?


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Planning Planning implementationimplementation


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Effective local implementationEffective local implementation

Strategies are given a high priority by senior staff Strategies are given a high priority by senior staff and are actively integrated into the strategic and are actively integrated into the strategic management process.management process.

School improvement service and NLS, NNS and School improvement service and NLS, NNS and Key Stage 3 teams work together.Key Stage 3 teams work together.

LEA uses performance data to inform and direct LEA uses performance data to inform and direct its support for schools.its support for schools.

Implementation and embedding of strategies is a Implementation and embedding of strategies is a focus for discussions between the LEA and focus for discussions between the LEA and headteachers.headteachers.


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‘‘Course attendance was the main vehicle for Course attendance was the main vehicle for professional development in most of the schools. professional development in most of the schools. However, inspectors noted evidence of a growing However, inspectors noted evidence of a growing awareness of the value of other forms of CPD. awareness of the value of other forms of CPD.

These included, in particular, sharing expertise of These included, in particular, sharing expertise of teachers in the same school, sharing knowledge teachers in the same school, sharing knowledge and skills with teachers in other schools, and using and skills with teachers in other schools, and using consultants to provide in-school programmes of consultants to provide in-school programmes of support to tackle a specific need.’support to tackle a specific need.’

Continuing Professional Development for Teachers in Continuing Professional Development for Teachers in Schools, HMI 410, Ofsted, 2002Schools, HMI 410, Ofsted, 2002


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Framework for the inspection of LEAsFramework for the inspection of LEAs

School improvementSchool improvement

The inspection will focus on the effects of the LEA’s The inspection will focus on the effects of the LEA’s support to schools . . . the extent to which the LEA support to schools . . . the extent to which the LEA is successfully implementing national strategies to is successfully implementing national strategies to raise pupils’ achievement, including . . . the Key raise pupils’ achievement, including . . . the Key Stage 3 Strategy.Stage 3 Strategy.

Framework for the inspection of LEAs, Paragraph 22, Framework for the inspection of LEAs, Paragraph 22, Ofsted, 2002Ofsted, 2002


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The purpose of the The purpose of the Foundation subjects strandFoundation subjects strand is to raise standards by supporting and is to raise standards by supporting and

delivering high quality teaching and learning.delivering high quality teaching and learning.

‘‘How and whether or not pupils learn is directly How and whether or not pupils learn is directly related to how and if teachers become better.’related to how and if teachers become better.’

Fullan and HargreavesFullan and Hargreaves


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10 Key Tasks10 Key Tasks1.1. Secure effective strategic leadership and management of the strand Secure effective strategic leadership and management of the strand

in the LEA and in schools, pin the LEA and in schools, plan the implementation of the strand, in lan the implementation of the strand, in line with EDP2 and provide the half-day briefing for all schools.line with EDP2 and provide the half-day briefing for all schools.

2.2. Consult and select ‘additional support’ schools for 2002-03 and (in Consult and select ‘additional support’ schools for 2002-03 and (in January 2003) for 2003-04.January 2003) for 2003-04.

3.3. Determine the consultant’s deployment and set up systems for Determine the consultant’s deployment and set up systems for managing and supporting their work.managing and supporting their work.

4.4. Ensure departments undertake effective audits as the basis for Ensure departments undertake effective audits as the basis for action planning and selection of training modules.action planning and selection of training modules.

5.5. Identify schools’/departments’ optional training needs and plan Identify schools’/departments’ optional training needs and plan provision.provision.

6.6. Use a range of strategies for spreading good practice. Use a range of strategies for spreading good practice. 7.7. Promote school self-evaluation of the strand and set up the LEA Promote school self-evaluation of the strand and set up the LEA

system for monitoring and evaluation of the strand.system for monitoring and evaluation of the strand.8.8. Organise regular meetings with the consultant(s) and establish Organise regular meetings with the consultant(s) and establish

strong links with the rest of the Key Stage 3, NLS and NNS teams.strong links with the rest of the Key Stage 3, NLS and NNS teams.9.9. Ensure good liaison and exchange of information with LAIs.Ensure good liaison and exchange of information with LAIs.10.10. Attend regional network meetings and meetings with your regional Attend regional network meetings and meetings with your regional

director.director.


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Planning Planning implementationimplementation

Activity 4 Activity 4


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Activity 4 – Activity 4 – Planning Planning implementationimplementation

1.1. Review ‘Your LEA context’ (Activity 1).Review ‘Your LEA context’ (Activity 1).

2.2. For each of the 10 key tasks, identify the For each of the 10 key tasks, identify the action required, who is responsible and who action required, who is responsible and who is involved and the links to be made to other is involved and the links to be made to other Key Stage 3 and LEA activities.Key Stage 3 and LEA activities.


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The Key Stage 3 The Key Stage 3 National StrategyNational Strategy



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Next stepsNext steps

Line managers’ meetingsLine managers’ meetings Consultants’ training Consultants’ training Consultants’ meetingsConsultants’ meetings


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Key Stage 3 Strategy documentsKey Stage 3 Strategy documents

Managing the second year, DfES 0143/2002.Managing the second year, DfES 0143/2002. Key Stage 3 National Strategy – Termly letter Key Stage 3 National Strategy – Termly letter

from the National Director.from the National Director. Securing improvement: the role of subject Securing improvement: the role of subject

leaders, DfES 0102/2002.leaders, DfES 0102/2002. Designing the Key Stage 3 curriculum, DfES Designing the Key Stage 3 curriculum, DfES

0003/20020003/2002 Making good use of the plenary, DfES 0192/2002Making good use of the plenary, DfES 0192/2002


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DfES Key Stage 3 WebsitesDfES Key Stage 3 Websites

Public SitePublic Site Open access for schoolsOpen access for schools PublicationsPublications Case studiesCase studies NewsNews Strategy calendar – termly Strategy calendar – termly

priorities for schoolspriorities for schools

Consultants’ SiteConsultants’ Site Password protected for Password protected for

LEA managers and LEA managers and consultantsconsultants

PublicationsPublications Case studiesCase studies NewsNews Calendar of consultants’ Calendar of consultants’

training eventstraining events


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Strand developmentsStrand developments

Increased subject focus.Increased subject focus.

Modern foreign languages framework.Modern foreign languages framework.

Pilots in design technology and geography Pilots in design technology and geography (2003).(2003).

Subject leadership support materials and Subject leadership support materials and training (Key Stage 3 Strategy).training (Key Stage 3 Strategy).

Coaching training (Key Stage 3 Strategy).Coaching training (Key Stage 3 Strategy).


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PurposePurpose

1.1. To provide an overview of the To provide an overview of the Foundation subjects strand and Foundation subjects strand and the Key Stage 3 National the Key Stage 3 National Strategy.Strategy.

2.2. To clarify expectations of LEAs for To clarify expectations of LEAs for effective implementation of the effective implementation of the strand.strand.

3.3. To support LEA planning for To support LEA planning for implementation of the strand.implementation of the strand.

Key Stage 3 National Strategy 1 The Key Stage 3 National Strategy Foundation subjects Conference for...

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