© crown copyright 2009 slide 1 substantial additions by worcs la consultants subjects leaders...

© Crown copyright 2009

Slide 1 substantial additions by Worcs LA consultants

Subjects Leaders Update (“SLDM 14”)

November 10th 2009 The Granary

LA ICT Subject Consultants:Jim Milton, Lynne Raymer, Colin Whitehead

Administrator: Amanda Hawkins



Welcome + agenda



Secondary National Strategy and LA areas of focus for 2009/10• APP

• Developing student’s “Functionality”

• “Narrowing the Gap”

• Future KS4 curriculum pathways and awards



Session 1: Securing and embedding APP practice• APP progress in this LA

• The LA model for APP in ICT

• Activity 1: self evaluation of APP progression using progression gridAction plan for APP embedding



APP publication: “Going to Plan”

• What distinction is to be made between “designing” and “planning” ?

• What different forms of “planning” activities currently occur in ICT schemes of work ?

• “Going to Plan”: an aid to developing “planning” activities in ICT



Activity 21. Select one of the Framework “sub-strands” Consider

a sequence of lessons this aspect of the curriculumWhat sort of “planning” activities might you implement in lessons?

2. How / when would these activities be revisited within the Unit of work

3. Design templates for students to supporta) a planning activity andb) evaluative reflection of the activity



Feedback

• What “sub-strand” provides the curriculum focus?

• What planning activities are proposed?

• With what template?

• How and when would this planning be revisited?

• With what template?



“AF1” at higher Levels“AF1” (planning and evaluation) at L6 are

strongly linked to performance at KS4+

L6 “AF1” requires students to address:

a)success criteria and use of feedback

b)planning for efficiency and integration

What do these terms mean in PowerPoint?

Where do they appear in Framework?



Simple data flow diagram

SpreadsheetRecords latest football

scoresHighlights current league champion

Produces a bar chart to compare school teams

PowerpointIntro slide

One slide for each teamOne slide shows current

team performance

Bar chart automatically

updated



L6 Af1 : “Success Criteria”• Students evaluate their own work against

success criteria with attention to – efficiency– integration

• and make use of feedback



Activity 3:What does efficiency and integration mean in different contexts?

1.What contexts within the ICT curriculum might be appropriate?

(flipchart)

2.How would Level 6 planning for efficiency and integration be evidenced (captured)?



Feedback from Activity 3



QCDA “Standards Files”

• What examples of Level 6 AF1 are presented in “Standards File B”?

• What exemplification of Level 7 AF1 are included in “Standards File F”?

• And Level 8 AF1 in “Standards File E”?



Pupil E: level 8

Headlines from the “Standards File”• Pupil E’s teacher designed an open-ended problem-solving activity

which allows pupils to design and implement an integrated ICT-based system.

• The teacher provided an end-user to define the requirements of the system, and to provide feedback during the course of the project.

• Pupil E is able to develop a solution to meet the needs of an end-user and shows sufficient command of ICT tools and techniques to develop an appropriate system.

• Pupil E has taken the needs of the user into account and has met those needs by developing an appropriate solution.



Session 2: Departmental leadership in tracking and assessment



The ‘four cornerstones’

Strong senior and subject leadership

Collaborative working

Secure self-evaluation processes



Feedback from “Y7 baseline assessment” programme• Experiences from three schools

– Bewdley– Nunnery– a.n.o.



“Narrowing the Gap”

National DCSF agenda:

Concerned with the gap between some students’ potential and their attainment… including students from disadvantaged backgrounds (NOT simply the gap between the least able and more able peers)



FSM/Non FSM by GO region (SFR December 2008) KS4 % 5+ A*-C inc English & Maths 2008 FSM/Non FSM Comparison

All Pupils - National

Not Entitled to FSM - National

Entitled to FSM - National

0

10

20

30

40

50

60

EASTMIDLANDS

EAST OFENGLAND

INNERLONDON

NORTHEAST

NORTHWEST

OUTERLONDON

SOUTHEAST

SOUTHWEST

WESTMIDLANDS

YORKSHIRE& HUMBER

ALLLONDON

All Pupils Not Entitled to FSM Entitled to FSM

All Pupils - National Not Entitled to FSM - National Entitled to FSM - National


Slide 22 substantial additions by Worcs LA consultants22

ICT GCSE A*–C



Strategies for Successfor schools, settings and LAs

•Know the Gaps •Celebrate Gap-busting!

•Narrow the Gaps •Mind the Gaps



Strategies for Success

Know the Gaps•Identify gaps (FSM, G&T, SEN, BME, Gender)

•Understand the gaps

•Make gaps visible

•Promote use of data

•Build data confidence

Celebrate Gap-busting!•Win hearts and minds

•Celebrate/promote gap-narrowing

•Capture and share

•Achieve successful Ofsted

Narrow the Gaps•Deliver Quality First teaching

•Progression planning

•Intervention

•Motivating and affirming

•Engaging parents and families

•Local initiatives/partnerships

Mind the Gaps•Assessing Pupils’ Progress•Regular tracking and review•Curricular targets•Challenge from SLT •Relentless focus on gap narrowing•Aim for stretch targets



Tracking

• What are the purposes of tracking(Not to just provide end of year data!)

• Effective tracking requires regular, scheduled analysis and action

“Data without analysis is blindAnalysis without action is lame”



Example of tracking with impact



Setting curricular targets

• What do we understand by the term “curricular targets”?

• How does this relate to APP?

• How does it relate to KS4 and KS5?



Curricular Targets

• A curricular target expresses in words (not numbers) a specific aspect of the curriculum as a focus for improvement

• It can be – for a whole class, a group or individual pupil – can relate to the long, medium or short term



Activity 4

• Look at the extract from Standards File “Pupil C”

• Use the Framework of Learning Objectives and Handout 2.2 to1. identify gaps in the pupil’s capability

(AF1, AF2 and AF3)

2. identify Learning Objectives to close these gap

3. phrase a curricular target in terms suitable for sharing with students



Feedback

• What curricular targets might you be setting on the basis of “Pupil C”?

• How might you support students’ progress against these targets?

• How might you monitor this progress?



Assessment criteria

• Curricular targets need to be communicated to students using criteria that are

– clear

– specific

– meaningful

– purposeful



Screenshot of assessment grid



Summary – APP & gap busting

Strong senior and subject leadership

Collaborative working

Secure self-evaluation processes



Session 3: future curriculum pathways and standards



Future Qualification pathways

“The qualifications currently available are being brought together into a series of distinct pathways:”

CONSIDEROPTIONS

17

GCSE

Foundation Learning Tier

Apprenticeship

Foundation or Higher Diploma


Foundation, Higher or Advanced Diploma

GCSE / A Level

Employment withtraining

CONSIDEROPTIONS

16

CONSIDEROPTIONS

14

Further education

Higher education

Employment

Employment with training

Apprenticeship post-18CONSIDEROPTIONS

18



Current picture in Worcs



Timelines for KS4 awards

• GCSEs

• DiDA

• OCR National

• BTec



Functional Skills

• Status of Functional Skills

• Timeline for confirmation of standards and adoption

• Implications of “functionality” for ICT curriculum and pedagogy



Positioning for future KS4 curriculum

• When do decisions need to be made?By whom?

• Who should you be talking to now?

• What should you be recording in writing?



Future Qualification pathways

The qualifications currently available are being brought together into a series of distinct pathways:

CONSIDEROPTIONS

17

GCSE


Apprenticeship

Foundation or Higher Diploma


Foundation, Higher or Advanced Diploma

GCSE / A Level

Employment withtraining

CONSIDEROPTIONS

16

CONSIDEROPTIONS

14

Further education

Higher education

Employment

Employment with training

Apprenticeship post-18CONSIDEROPTIONS

18



Positioning for the future

• What provision needs to be made for future CPD / course preparation etc?

• Are there any implications for your– Staffing– Timetable– Accommodation



Developing your self & department

• Sources of CPD

• Look at examples on CD– A) Teachers TV Web Literacy link– B) Functional Skills e-learning modules– C) “Four cornerstones”– D) “Input/process/output” / Y7 data handling

• How would you use these a) for CPD? b) in lessons?



Future dates

• 3 Dec “Functional Elements”Finstall Centre

• 10 Feb SLDM15: APP presentations by development group; GCSE presentations by main Awarding Bodies

Stourport Manor• 10 June SLDM16

Pear Tree, Worcs

© crown copyright 2009 slide 1 substantial additions by worcs la consultants subjects leaders...

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