Key Stage 3 National Strategy

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Key Stage 3National Strategy
Leading Teacher Network Meeting
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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
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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
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Analysis of demonstration lessons
Demonstration lessons offered
Demonstration lessons offered
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
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Analysis of demonstration lessons

• 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 (33?)
• 33? (2 out of 6) special schools have sent at
  least one person to visit a leading teacher

1.3
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Analysis of demonstration lessons

• 93 teachers visited leading teachers.

1.4
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Analysis of demonstration lessons
Subject No. of LTs No. of visitors No. of visitors per LT
Art 1
DT 2 4 2
English 6 10 17
Geography 3 6 2
History 3 5 17
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 7 175
TAs 2 7 35
Total 36 93 2.6
1.5
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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
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Analysis of demonstration lessons

• 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
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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
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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
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Key Stage 3 National Strategy
Literacy and Learning Beth Brooke
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Literacy objectives included into subject
teaching
Developing literacy and learning together
Pupils learn in subjects through talk, text and
writing
Literacy and learning
Pupils improve literacy skills by applying them
in subjects
Better subject learning better literacy
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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

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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

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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

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The framework of cross-curricular objectives talk
Three strands of learning through talk
Key aspect of the framework
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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
Learning through talk 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.
Learning through talk 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.
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The framework of cross-curricular objectives text
Three strands of learning from text
Key aspect of the framework
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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.
Learning from text 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.
Learning from text 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 authors standpoint can affect meaning in non-literary texts.
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The framework of cross-curricular objectives
writing
Three strands of learning through writing
Key aspect of the framework
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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.
Learning 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.
Learning through writing 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.
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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?

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B - Guidance for senior leaders booklet
Training days supported by lead literacy
consultants

• C - Literacy and learning series plus individual
  CD-ROMs with
• Literacy and learning subject exemplification
• Literacy in for school based use and self-study
• Literacy and learning in
• ICT Music
• Mathematics Art
• Science RE
• MFL History
• D T Geography
• PE Citizenship

D DVD including 1.Leading cross-curricular
change literacy 2. Literacy and learning key
teaching approaches
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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

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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.

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Next steps

• What are you doing already?
• What would you like to develop?

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Key Stage 3National Strategy
Assessment for Learning -Updates Paul Rowe AfL
Lead Consultant
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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

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Definition of assessment for learning
Assessment for learning is the process of
seeking and interpreting evidence for use by
learners and their teachers to decide where the
learners are in their learning, where they need
to go and how best to get there Assessment
Reform Group, 2002
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Assessment for Learning folder training units
Guidance for Senior Leaders (on whole school
development of AfL)
Unit 1 Assessment for Learning in Everyday Lessons
Unit 2 The Formative Use of Summative Assessments
Unit 5 Peer Self Assessment
Unit 6 Curricular Target Setting
Unit 4 Oral Written Feedback
Unit 3 Objective Led Lessons
Subject development (development work to be led
by subject leaders)
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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

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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.

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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.

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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.

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AfL and personalised learning
Personalised Learning the inner core
Personalising the school experience
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AfL WSS key issues to address in 2005

• Reaching a common understanding of how AfL fits
  into Personalised Learning.
• In schools
• Promoting the use of the subject specific
  materials as a means of embedding AfL strategies.
• Agreeing a common approach to AfL eg Establishing
  revised marking policies, methods of monitoring
  AfL through interviews or work scrutinies,
  creating coaching networks.
• Rolling out AfL work piloted in KS3 into KS4 and
  KS5
• The development of AfL in schools will require a
  sustained, long-term commitment Sue Hackman

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Key Stage 3National Strategy
Behaviour and Attendance creating a climate for
learning
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Mr. Johnson
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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

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Behaviour and attendance

• Behaviour can be an area where we expect so
  much and teach so little
• Galvin, Miller, Nash 1999

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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?

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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.

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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

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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 todays 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.

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Endings effective strategies to demonstrate for
observers

• End early. Dont 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.

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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

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Key Stage 3National Strategy
Subject developments
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Subject groupings

• Colin Eaton PE, DT, 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

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Subject specific discussions

• 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
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Arrangements for 2005

• Spring Term 05
• Mutual observations of Leading Teachers and
• Teaching Assistants to take place, with forms
• returned to the office, by Friday 11th March
  2005.

3.2
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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 LTs and
  LTAs 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.