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