the new agenda lifelong learning handbook for head of department meetings a learning continuum
TRANSCRIPT
The new Agenda Lifelong Learning
Handbook for
Head of Department Meetings
A learning continuum
Aims Exploring curriculum opportunities and
progression routes Considering breadth and balance
– skills to be developed and subject responsibilities
– range of learning experiences Providing resources for Subject Leaders Identifying future needs
Structure
Market forces in employment opportunities
Qualifications framework– Real Game
Provision within schools– post 14– pre 14– Subject skills– Teaching and learning
‘Who would have thought……..’
Working together as a whole group, take turns in identifying…..
‘Changes you have known in your lifetime’
Offer your idea or pass to the next person
Old jobs………...…….New jobs
banknote printer smart card designer
bank clerk call centre agent
company worker portfolio worker
ambulance driver paramedic
steel worker control technician
draughtsman CAD operator
training manager HR development consultant
Real Game Activity
Each person will be allocated a job role.
Displayed around the room are a
variety of job opportunities.
Read your job details and circulate to find a job you could apply for.
Qualification Framework
Level of qualification
General
Vocationally related
Occupational
5
Higher level qualifications
Level 5 NVQ
4
Level 4 NVQ
3Advanced
level
A Level Free Standing Mathematics
unitLevel 3
Vocational A level
(Advanced GNVQ)
Level 3 NVQ
2Intermediate
level
GCSE Grade A*-C
Free Standing Mathematics
unitLevel 2
Intermediate GNVQ Level 2 NVQ
1 Foundation
level
GCSEGrade D-G
Free Standing Mathematics
unitLevel 1
Foundation GNVQ Level 1 NVQ
Entry level
Certificate of (educational) achievement
The Revised Competence Framework From ‘Redefining the Curriculum’ Key Question
– How should curriculum design and provision be influenced by all of these?
– How are they secured within our specialist curriculum areas?
The Government Vision for Education
Investment for Reform
14-19 Agenda
Key Stage 3 Strategy
Old Model New Model
Values Every child of equal worth
Every child of equal worth
Mission Opportunity Opportunity and attainment
School Structure
Uniformity and isolation
Specialism and collaboration
Headteachers Following orders Powerful and effective leaders
Teachers Working alone Professionals leading a team
School Performance
Failure unchallenged
Ladder of improvement
Accountability Weak Strong accountability framework and incentives
for success
Resources Boom and bust Sustained investment
14-19: extending opportunities, raising standards
Vision……be delivered through flexible,
integrated and innovative networks of providers committed to achieving ambitious new goals for all young people in the 14-19 phase of their lives and education.
14-19: extending opportunities, raising standards
National Themes Encourage y.p. of all abilities to stay on
in learning Greater flexibility in curriculum post 14 Commitment to develop high quality
vocational education Education for personal development Develop skills to improve employability
Opportunities in school - 14+
Alternative types of approaches;- New GCSE’s NVQ’S Asdan, RSA, CLAIT and other awards Certificate of Achievement Work Related Learning Sports Leaders Awards
Responsibilities of school at KS3To ensure by the age of 14 the majority of pupils have: attained level 5+ in English, Maths,
Science,ICT; experienced a broad curriculum; learned how to reason; the ability to think logically and creatively In addition:
pupils take increasing responsibility for their own learning.
standards will be raised within a broad entitlement.
Transforming Secondary Education
‘To transform learning in the middle years is key to our ambition to transform secondary education. To transform the education we offer all young people, to raise achievements in a significant and measurable way and to narrow the unacceptable gaps which persist between different year groups. Without progress in the middle years, the risk is that the gains at primary level could be dissipated and the changes post-14 for some could come too late’
Key stage 3 is about
Teaching and learning
Assessment for learning
Planning to objectives
Real contexts for literacy, numeracy and ICT.
Promoting thinking skills, cognitive thought and dialogue.
Problem solving.
Teachingand
Learning
EnglishLiteracy across the Curriculum
MathematicsNumeracy across the curriculum
ICTICT across the Curriculum
Science
Right and Left Hemispheres(mostly academic) controls the right
side of the body speech and words numbers symbols facts and details handwriting
(mostly creative) controls the left
side of the body spatial
relationships patterns art and music visual images meaning big picture
LEARNING CHANNELS
see hear say do
20% 40% 30% 50%
If we do all of them we remember
80%
Responsibility of Subject Leaders
Task
Management or leadership? In pairs decide where each of the
statements fits along the management – leadership continuum
Leadership and Management
Leadership Evaluate Key Stage 3 schemes of work
Agree targets for raising pupils’ attainment
Interpret pupil attainment data
Analyse pupil attainment data
Feedback to colleagues on the
outcomes of observations of teaching
Ensure that school policies are applied in the department
Observe teaching
Meet with parents to discuss pupil issues
Set agenda for department meetings
Report to Governors on standards in the department
Minute department meetings
Ensure that internal examinations are set and marked
Allocate books to teachers
Monitor spending of departmental funding
Purchase new resources and equipment
Maintain department equipment
Management
Key roles of your subject leaders
• Judging standards
• Evaluating teaching and learning
• Leading sustainable improvement
Key tasks: judging standards
• Analyse and interpret data on pupils’ attainment in the subject
• Review with teachers their assessments of progress for classes, identified groups and individuals
• Sample pupils’ work• Discuss work, progress and attitudes
with pupils
Key tasks: evaluating teaching and learning
• Evaluate the Key Stage 3 schemes of work to ensure that they focus on effective teaching and learning
• Observe teachers and feed back to colleagues
• Review teachers’ planning
Key tasks: leading sustainable improvement
• Lead the department in discussion about priorities
• Agree targets for raising pupil attainment
• Develop a strategy for improvement
• Lead the improvement of teaching quality
• Lead the review, construction and resourcing of the curriculum
Principles
Focus the teachingFocus the teaching
Provide challengeProvide challenge
Make concepts Make concepts and conventions and conventions explicitexplicit
Plan according to Plan according to objectives and ensure objectives and ensure pupils know what they pupils know what they are learningare learning
Set expectations and Set expectations and teach to them so that teach to them so that pupils surpass pupils surpass previous levels of previous levels of achievementachievement
Explaining, modellingExplaining, modelling
PrinciplePrinciple The actionThe action
Principles
• StructureStructure the learning
• MakeMake learning active
• MakeMake learning engaging and motivating
• Use startersstarters, plenaries and a clear lesson structure
• Provide tasks in which pupils make meaning, construct knowledgeknowledge and develop understanding and skills through problem solving, investigation and enquiry
• Use stimulating activities and materials
PrinciplePrinciple The actionThe action
Principles
DevelopDevelop well-paced lessons with high levels of interaction
Support pupils’ application and independentindependent learning
BuildBuild reflection
Use collaborativecollaborative tasks and talk for learning
Use prompts, frames, other formsforms of support and targeted interventionintervention
TeachTeach pupils to think about what and how they learn and involve them in setting targets for future lessons
PrinciplePrinciple The actionThe action
Focus the teachingFocus the teaching
Teachers plan according to Teachers plan according to objectivesobjectives
TeachersTeachers ensure pupils know what ensure pupils know what they are learningthey are learning
Teachers ensure that learning is Teachers ensure that learning is well matched to pupils needswell matched to pupils needs
HowHow does this look does this look in practice? in practice?
Assessment for Learning
Plan according to objectives and ensure pupils know what they are learning