Creating a Key Stage 3 Creating a Key Stage 3 Foundation course that Foundation course that

actually delivers progression actually delivers progression for allfor all

Phil Smith FS Phil Smith FS Consultant BuryConsultant Bury

Before we beginBefore we begin

Myths Myths and and

LegendsLegends

Myths and Legends from Myths and Legends from days of olddays of old

The Strategy is prescriptiveThe Strategy is prescriptive

It’s compulsory to follow the It’s compulsory to follow the Frameworks and change our Frameworks and change our scheme of workscheme of work

The Strategy stifles creativity-we have to The Strategy stifles creativity-we have to teach to a formulateach to a formula

Myths and Legends from Myths and Legends from days of olddays of old

The Strategy expects the The Strategy expects the earth tomorrowearth tomorrow

The training is one size The training is one size fits allfits all

They think we’re doing a bad jobThey think we’re doing a bad job

Myths and Legends from Myths and Legends from days of olddays of old

The Strategy is only The Strategy is only relevant to low relevant to low attaining pupils and attaining pupils and schools-we already schools-we already have reasonable have reasonable resultsresults It’s all It’s all

political-just political-just a way of a way of making the making the targetstargets

Myths and Legends from Myths and Legends from days of olddays of old

It’s all too rushed It’s all too rushed and hasn’t been and hasn’t been thought throughthought through

There are too many There are too many initiativesinitiatives

So what type of training is So what type of training is available?available?

There are four main themes for training…There are four main themes for training…these are…these are…

So what type of training is So what type of training is available?available?

There are four main themes for training…There are four main themes for training…these are…these are…

1. Planning and 1. Planning and assessmentassessment

1.1. Assessment for learning Assessment for learning in everyday lessonsin everyday lessons

2.2. The formative use of The formative use of summative assessmentsummative assessment

3.3. Planning lessonsPlanning lessons

So what type of training is So what type of training is available?available?

There are four main themes for training…There are four main themes for training…these are…these are…

2. Teaching repertoire2. Teaching repertoire

4.4. QuestioningQuestioning

5.5. ExplainingExplaining

6.6. ModellingModelling

So what type of training is So what type of training is available?available?

There are four main themes for training…There are four main themes for training…these are…these are…

3. Structuring learning3. Structuring learning

7. Starters…see 7. Starters…see sample videosample video

8. Plenaries8. Plenaries

9. Challenge9. Challenge

10. Engagement10. Engagement

So what type of training is So what type of training is available?available?

There are four main themes for training…There are four main themes for training…these are…these are…

4. Knowing and learning4. Knowing and learning

11. Principles for teaching 11. Principles for teaching thinkingthinking

12. Thinking together12. Thinking together

13.13.ReflectionReflection

14.14.Big concepts and skillsBig concepts and skills

Aims for this sessionAims for this session

1. What’s the point of 1. What’s the point of doing an audit?doing an audit?

2. How does the audit help 2. How does the audit help us create our action plan?us create our action plan?

ActivityActivity

Within 12 minutes make a list of at least 8 Within 12 minutes make a list of at least 8 features/abilities that a good teacher features/abilities that a good teacher should have?should have?

Make sure you have reasons and Make sure you have reasons and examples to support each of your choices! examples to support each of your choices! But these don’t need to be written down. But these don’t need to be written down.

Auditing…a Auditing…a violentviolent history historyPerhaps the only time the “A” word is mentioned….(auditing) is when…

O.F.S.T.E.D. Visit!

Senior Management (or others) are

checking up on you

Bad experience from earlier strands

However…However… The Foundation Strand auditing process The Foundation Strand auditing process

has to be…has to be…

(i) Flexible(i) Flexible

(ii) Informative(ii) Informative

(iii) Useful(iii) Useful

(iv) Evidence based(iv) Evidence based

(v) Manageable(v) Manageable

So if you wanted to find out what your So if you wanted to find out what your department’s department’s strengths and areas for and areas for

development were, what would you development were, what would you look for?look for?

Choose what you feel are the MOST important 5 are and make sure you Choose what you feel are the MOST important 5 are and make sure you have reasons for your choices!have reasons for your choices!

•Standards in Key Stage 3Standards in Key Stage 3

•Attainment and progress in Key Attainment and progress in Key Stage 3 of different groups of pupilsStage 3 of different groups of pupils

•Attainment in different aspects of the Attainment in different aspects of the subjectsubject

•Pupils’ attitudes and behaviourPupils’ attitudes and behaviour

•Moderation of pupils’ workModeration of pupils’ work

•Having regular departmental talk Having regular departmental talk about the quality of teaching and about the quality of teaching and learninglearning

•

•Teachers planning (including Teachers planning (including schemes of work)schemes of work)

•Shorter-term planning (daily Shorter-term planning (daily lessons)lessons)

•Quality of teachingQuality of teaching

•Quality of assessment proceduresQuality of assessment procedures

•Management of the subjectManagement of the subject

•Having planned lesson Having planned lesson observationsobservations

•Having a planned development Having a planned development programme for staffprogramme for staff

Tricky isn’t itTricky isn’t it

There’s just so many different There’s just so many different places that evidence can be places that evidence can be found that sometimes we can found that sometimes we can end up creating lots and lots end up creating lots and lots and lots of paper to and lots of paper to demonstrate this.demonstrate this.

So we either do one of three So we either do one of three things…things…

Produce too much….Produce too much….

•Do nothing….Do nothing….

ExaggerateExaggerate

The Key Stage 3 Audit suggests The Key Stage 3 Audit suggests that you look atthat you look at

1. Pupils attitude and behaviour

2. Planning

3. Teaching4. Assessment

5. General issues

6. Standards at Key Stage 3

See Consultant’s video

Don’t go mad by trying to re-invent Don’t go mad by trying to re-invent the wheel!!the wheel!!

1. Pupils attitudes and behaviour

Why not use the following

(i)(i) Analyse in a departmental meeting Analyse in a departmental meeting some pupils worksome pupils work

(ii)(ii) Pupil surveysPupil surveys(iii)(iii) The judgements that were made The judgements that were made

during lesson observationsduring lesson observations(iv)(iv) Minutes from departmental Minutes from departmental

meetingsmeetings(v)(v) OFSTED reports that mention the OFSTED reports that mention the

departmentdepartment

Module 10 on Module 10 on EngagementEngagement tackles this tackles this directly by looking directly by looking improving pupils improving pupils attitudes and attitudes and behaviourbehaviour

Don’t go mad by trying to re-invent Don’t go mad by trying to re-invent the wheel!!the wheel!!

2. Planning (Schemes of work and medium-term

planning)

Why not use the following to help

(i)(i) Does your scheme of work define pupil Does your scheme of work define pupil expectations and does it show expectations and does it show progression over the Key Stage?progression over the Key Stage?

(ii)(ii) Re-drafted schemes of work to highlight Re-drafted schemes of work to highlight the role of evaluation?the role of evaluation?

(iii)(iii) Links between the departmental and the Links between the departmental and the school development plan?school development plan?

(iv)(iv) OFSTED reports that mention the OFSTED reports that mention the departmentdepartment

•Module 2 on The Formative Module 2 on The Formative use of summative use of summative assessmentassessment

•Module 11 Principles for Module 11 Principles for teaching thinkingteaching thinking

•Module 12 Thinking Module 12 Thinking togethertogether

•Module 13 ReflectionModule 13 Reflection

•Module 14 Big concepts Module 14 Big concepts and skillsand skills

Don’t go mad by trying to re-invent Don’t go mad by trying to re-invent the wheel!!the wheel!!

2. Planning (Short-term planning)

Why not use the following to help

(i)(i) Does your planning have clear Does your planning have clear objectives or are they activity-led?objectives or are they activity-led?

(ii)(ii) Do you use a wide range of teaching Do you use a wide range of teaching and learning techniques to help and learning techniques to help meet those objectives?meet those objectives?

(iii)(iii) OFSTED reports that mention the OFSTED reports that mention the departmentdepartment

•Module 3 Planning lessonsModule 3 Planning lessons

•Module 7 StartersModule 7 Starters

•Module 8 PlenariesModule 8 Plenaries

•Module 13 ReflectionModule 13 Reflection

Don’t go mad by trying to re-invent Don’t go mad by trying to re-invent the wheel!!the wheel!!

3. Teaching

Why not use the following to help

(i)(i) Previous classroom observations?Previous classroom observations?

(ii)(ii) The analysis of pupils work which The analysis of pupils work which could look at areas such ascould look at areas such as

a.a. The quality of teachingThe quality of teaching

b.b. Quality of markingQuality of marking

c.c. Matching the work to the pupils Matching the work to the pupils attainment?attainment?

(iii) OFSTED reports that mention the (iii) OFSTED reports that mention the departmentdepartment

•Module 1 Assessment for learning in Module 1 Assessment for learning in everyday lessonseveryday lessons

•Module 4 QuestioningModule 4 Questioning

•Module 5 ExplainingModule 5 Explaining

•Module 6 ModellingModule 6 Modelling

•Module 7 StartersModule 7 Starters

•Module 8 PlenariesModule 8 Plenaries

•Module 9 ChallengeModule 9 Challenge

•Module 10 EngagementModule 10 Engagement

•Module 11 Principles for teaching thinkingModule 11 Principles for teaching thinking

•Module 12 Thinking togetherModule 12 Thinking together

•Module 13 ReflectionModule 13 Reflection

•Module 14 Big concepts and skillsModule 14 Big concepts and skills

Don’t go mad by trying to re-invent Don’t go mad by trying to re-invent the wheel!!the wheel!!

4. Assessment

Why not use the following to help

(i)(i) Departmental records and mark Departmental records and mark books?books?

(ii)(ii) Does the department use portfolios Does the department use portfolios of work on of work on standards/exemplification?standards/exemplification?

(iii)(iii) Does the department have an Does the department have an assessment policy which the pupils assessment policy which the pupils really understand and can they set really understand and can they set their own individual targets?their own individual targets?

•Module 1 Assessment for Module 1 Assessment for learning in everyday learning in everyday lessonslessons

•Module 2 The formative Module 2 The formative use of summative use of summative assessmentassessment

Don’t go mad by trying to re-invent Don’t go mad by trying to re-invent the wheel!!the wheel!!

Remember you can invite Remember you can invite me in at any stage during me in at any stage during this process for this process for help/advice in getting it help/advice in getting it completed with the completed with the least least amount of stress possible!amount of stress possible!

Once we’ve carried out an audit Once we’ve carried out an audit then what?then what?

With the consultant start to identify your With the consultant start to identify your priorities. (which training may be of MOST priorities. (which training may be of MOST practical use in your classroom/department?)practical use in your classroom/department?)

Keeping it focussed and realisticKeeping it focussed and realistic Creating measurable and clear action points to Creating measurable and clear action points to

ensure we know when we’ve got there!ensure we know when we’ve got there! See Art and Design sample audit and action See Art and Design sample audit and action

points activitypoints activity

The second to last slide!!The second to last slide!!

When creating action points for us to When creating action points for us to work on please make sure that they work on please make sure that they

(i)(i) Are clear and specific…see Charmaine’s Are clear and specific…see Charmaine’s example example

(ii)(ii) Include your time as a costing!Include your time as a costing!

(iii)(iii) Will be monitored with the help of the Will be monitored with the help of the KS3 Strategy Manager and the Consultant KS3 Strategy Manager and the Consultant and you!and you!

(iv)(iv) They clearly express what success will They clearly express what success will bebe

Thanks for attendingThanks for attending