Key Stage 3 National Strategy

Key Stage 3National Strategy

Leading Teacher Network Meeting

Key Stage 3 National Strategy Leading Teachers Key Stage 3 National Strategy Leading Teachers

Programme

0845 Arrival and registration

0900 Introduction and review of autumn term visits

0945 Literacy and Learning

1100 Tea/coffee

1130 Assessment for Learning update

1215 Behaviour and Attendance

1245 Lunch

1330 Subject specific time

1445 Updates and arrangements for spring and summer term

1530 Finish

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

1.1



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

1.2

Demonstration lessons offeredDemonstration lessons offered:



1.3

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



93 teachers visited leading teachers.

1.4

0

5

10

15

20

25A

rt

D &

T

En

glis

h

Geo

gra

ph

y

His

tory

ICT

Mat

hem

atic

s

MF

L

Mu

sic

PE

RE

Sci

ence

Tea

chin

gA

ssis

tan

ts

Subject

Nu

mb

er o

f V

isits

Special

Upper

Secondary

Middle



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

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.

1.6



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

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?

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.

1.9


Key Stage 3 National Strategy

Literacy and LearningLiteracy and LearningBeth BrookeBeth Brooke


Pupils learn in subjects through:talk, text and writing

Pupils improve literacy skills by applying them in subjects

Literacy objectives included into subject teaching

Better subject learning – better literacy

Literacyand

learning

Developingliteracy

and learningtogether


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


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


Literacy across the curriculum 2001-2004

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


The framework of cross-curricular objectives: talk

U s in g ta lkto c la rify

a n d p re se n tid e as

A c tive lis te n ingto

u n de rsta nd

T a lk inga nd

th ink ingto ge th er

L e arn ingth rou gh

ta lk

Key aspect

of the framework

Three strands of learning through talk


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.


The framework of cross-curricular objectives: text

D e ve lo p ingre se a rch

a nds tu d y sk ills

R e ad ingfo r

m e an ing

U n d ers tan d ingh o w te x ts

w o rk

L e arn ingfromte xt

Key aspect

of the framework

Three strands of learning from text


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.


The framework of cross-curricular objectives: writing

U s in g w rit inga s a to o l

fo rth ou gh t

S tru ctu ringa nd

o rg a n is ingw rit in g

D e ve lo p ingc le ar a nd

a p pro pria tee xp ress ion

L e arn ingth rou ghw rit in g

Key aspect

of the framework

Three strands of learning

through writing


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.


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?


A - Pack

B - Guidance for senior leaders booklet

C - Literacy and learning

series plus individual CD-

ROMs with:

a) Literacy and learning subject exemplification

b) Literacy in … for school based use and self-study

Literacy and learning in…ICT Music

Mathematics Art

Science RE

MFLHistory

D & TGeography

PECitizenship

D – DVD including:

1.Leading cross-curricular change: literacy

2. Literacy and learning: key teaching approaches

Literacy and learningA pack (A) containing • B - Management Guide

• C - 12 subject specific guides with individual associated CD-ROMs

• D - DVD

ICT Math Sci

MFL D&T PE

Mus Art RE

Hist Geog Citiz

Training days supported by lead

literacy consultants


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


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.


Next steps

What are you doing already?

What would you like to develop?



Assessment for Learning -Updates

Paul Rowe AfL Lead Consultant


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


Definition of assessment for learning

‘‘Assessment for learning is the process of seeking and Assessment for learning is the process of seeking and

interpreting evidence for use by learners and their teachers interpreting evidence for use by learners and their teachers

to decide where the learners are in their learning, where to decide where the learners are in their learning, where

they need to go and how best to get there’they need to go and how best to get there’

Assessment Reform Group, 2002Assessment Reform Group, 2002


Assessment for Learning folder training units

Guidance for Senior LeadersGuidance for Senior Leaders

(on ‘whole school’ development of AfL)(on ‘whole school’ development of AfL)

Unit 1Unit 1Assessment for LearningAssessment for Learning

in Everyday Lessonsin Everyday Lessons

Unit 2Unit 2The Formative Use of The Formative Use of

Summative AssessmentsSummative Assessments

Unit 3Unit 3Objective Led Objective Led

LessonsLessons

Unit 4Unit 4Oral & Written Oral & Written

FeedbackFeedback

Unit 5Unit 5Peer & Self Peer & Self

AssessmentAssessment

Subject developmentSubject development

(development work to be led by subject leaders)(development work to be led by subject leaders)

Unit 6Unit 6Curricular Target Curricular Target

SettingSetting


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


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.


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.


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.


AfL and personalised learning

AfLAfL

Effective Teaching Effective Teaching and Learningand Learning

Curriculum enrichment and choiceCurriculum enrichment and choice

Organising the School for Personalised LearningOrganising the School for Personalised Learning

Beyond the classroomBeyond the classroom

Personalised Learning – the inner core

Personalising the school experience


AfL WSS – key issues to address in 2005

Reaching a common understanding of how AfL fits into Reaching a common understanding of how AfL fits into Personalised Learning.Personalised Learning.

In schools:In schools:

Promoting the use of the subject specific materials as a means Promoting the use of the subject specific materials as a means of embedding AfL strategies.of embedding AfL strategies.

Agreeing a common approach to AfL eg Establishing revised Agreeing a common approach to AfL eg Establishing revised marking policies, methods of monitoring AfL through marking policies, methods of monitoring AfL through interviews or work scrutinies, creating coaching networks.interviews or work scrutinies, creating coaching networks.

Rolling out AfL work piloted in KS3 into KS4 and KS5Rolling out AfL work piloted in KS3 into KS4 and KS5

““The development of AfL in schools will require a sustained, long-term The development of AfL in schools will require a sustained, long-term commitment” Sue Hackmancommitment” Sue Hackman


Key Stage 3National StrategyBehaviour and Attendance – creating a climate for learning


Mr. Johnson


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


Behaviour and attendance

“Behaviour can be an area where we expect so much and teach so little”

Galvin, Miller, Nash 1999


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?


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.


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


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.


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.


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



Subject developments


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


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.

3.0


Arrangements for 2005

Spring Term 05

Mutual observations of Leading Teachers andTeaching Assistants to take place, with formsreturned to the office, by Friday 11th March 2005.

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

Documents

Transcript of Key Stage 3 National Strategy