Key Stage 3 National Strategy ICT Communication: text and graphics.
Key Stage 3 National Strategy
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Key Stage 3 National Strategy Key Stage 3 National Strategy Introducing curricular targets and reviewing action points Science
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Key Stage 3 National Strategy. Introducing curricular targets and reviewing action points Science. Objectives for the unit. To have a clear understanding of numerical targets including aspirational targets - PowerPoint PPT Presentation
Transcript of Key Stage 3 National Strategy
Key Stage 3 National Strategy
Key Stage 3 National StrategyKey Stage 3 National Strategy
Introducing curricular targets and reviewing action points
Science
Key Stage 3 National Strategy
Objectives for the unit
To have a clear understanding of numerical targets including aspirational targets
To take a numerical target and translate this into specific curricular or teaching targets that will improve pupils’ knowledge and understanding
To refine practice in relation to identifying and constructing action points
To be clear about the sources of evidence that can be used to monitor and evaluate action points
Slide 1.1
Key Stage 3 National Strategy
Overview of the unit
Session 1 From numerical targets tocurricular targets
Session 2 Reviewing action points
Session 3 Monitoring, evaluation and next steps
Slide 1.2
Key Stage 3 National Strategy
Objectives for session 1
To have a clear understanding of numerical targets including aspirational targets
To take a numerical target and translate this into specific curricular or teaching targets that will improve pupils’ knowledge and understanding
Slide 1.3
Key Stage 3 National Strategy
Task A
Do you need to give greater attention across
the curriculum to identifying, communicating
and pursuing curricular targets for individuals
and groups of pupils?
(Key Stage 3 National Strategy Managing the second year,
page 29)
Slide 1.4
Key Stage 3 National Strategy
Task B part 1
In pairs, briefly discuss and agree a shared
understanding of the phrase:
‘the science target for Key Stage 3’.
Slide 1.5
Key Stage 3 National Strategy
Task B part 2
In pairs, take turns to explain to each other how
you have established a departmental target for
Key Stage 3.
Slide 1.6
Key Stage 3 National Strategy
Sources of evidence forcurricular targets
These might include: Key Stage 3 test analysis; internal test analysis; lesson observation; scrutiny of samples of work; small-group interviews with pupils; monitoring planning and assessment
procedures.Slide 1.9
Key Stage 3 National Strategy
Discussion points
How does the current view of an aspirational target differ from the more accepted notion of a target?
What systems will you use (or are you currently using) in your department to establish appropriate curricular targets?
How will you develop the idea of curricular targets with your staff?
Slide 1.13
Key Stage 3 National Strategy
Plenary for session 1
By the end of the session participants should: be clear about the structure of the unit; be clear about numerical targets; be clearer about aspirational targets; have clarified their understanding of what is
meant by a curricular target; have identified how numerical targets are
related to curricular targets.
Slide 1.14
Key Stage 3 National Strategy
Objectives for session 2
To refine practice in relation to identifying and constructing action points
To develop action points from curricular targets
Slide 2.1
Key Stage 3 National Strategy
The DfES five-stage cycle for school improvement
Slide 2.3
Key Stage 3 National Strategy
Key principles of writing action points
Define purpose State how it will be done State the resources needed State how you will know it has been done Consider how it could have been done better
Slide 2.4
Key Stage 3 National Strategy
SMART targets
Specific Measurable Achievable Relevant Time related
Slide 2.5
Key Stage 3 National Strategy
Identifying priorities for action
Manageability
How much can we realistically hope to achieve?
Coherence
Is there a sequence that will ease implementation?
Consonance
The extent to which internally identified priorities coincide or overlap with external pressures for reform.
From The empowered school by Hargreaves and Hopkins (Cassell, 1991)
Slide 2.6
Key Stage 3 National Strategy
Task E Record your initial impressions of the quality of the
presentation and the clarity of the statements before moving on to a more systematic analysis of the action points using the criteria on the analysis sheet.
You have 5 minutes to consider the action points and fill in handout 2.8.
Then for 2 minutes in pairs discuss how helpful the criteria on handout 2.8 were in supporting your analysis.
Finally repeat the process, looking at extracts from your own action plan (or another one provided by your consultant).
Slide 2.7
Key Stage 3 National Strategy
Task F
Retrieve the curriculum target you worked on inpart 2 of task D.
Write an action point that is drawn from thiscurricular target.
Try to incorporate the messages from task E into writing your action point.
If you need a format to write your action point, ask for handout 2.14 and use the same headings to construct your action point.
Slide 2.13
Key Stage 3 National Strategy
Discussion points
Having completed session 2: What are the strengths in your departmental
plan? What are the areas you would like to review? What do you find easy about writing action
points? What are the more demanding aspects of
writing action points?
Slide 2.15
Key Stage 3 National Strategy
Plenary for session 2
By the end of the session participants should have: reviewed the DfES five-stage cycle for school
improvement; a clear understanding of the features to look
for when reviewing action points; developed action points for a curricular target.
Slide 2.16
Key Stage 3 National Strategy
Objective for session 3
To be clear about the sources of evidence that can be used to monitor and evaluate action points
Slide 3.1
Key Stage 3 National Strategy
Some definitionsMonitoring
The collection of evidence concerning the quality of the department’s provision of education or of theoutcomes for the pupils in order to ascertain the extentto which the department is successful in achieving itsobjectives.
Evaluation
The assessment of the value of actions, or of theimplementation of a policy. It requires a set of criteria against which the evidence collected from themonitoring process can judged.
From NPQH access stage material
Slide 3.2
Key Stage 3 National Strategy
Sources of evidence for curricular targets/self-evaluation
These might include: Key Stage 3 test analysis; internal test analysis; lesson observation; scrutiny of samples of work; small-group interviews with pupils; monitoring planning and assessment
procedures.Slide 3.5
Key Stage 3 National Strategy
Task H
Look at the improvement plan extract you have been given.
What positive features can you identify in relation to: monitoring? evaluation?
How could monitoring and evaluation be improved?
What evidence is being gathered for monitoring?
Which other sources would you include?
Slide 3.7
Key Stage 3 National Strategy
Task I
Consider the action point you producedin task F.
How will you monitor this action point? How could you evaluate the success of its
implementation?
Make a note of your decisions and discuss them in pairs.
Slide 3.8
Key Stage 3 National Strategy
Plenary for session 3
By the end of the session participants should: have identified a range of appropriate monitoring
activities; have identified how monitoring informs the evaluation
of progress made with action; have reviewed the suitability of the monitoring and
evaluation procedures in place in a number of sample improvement plans;
have begun to identify the next steps needed in order to monitor and evaluate action points.
Slide 3.12
