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Afternoon session

Afternoon session. Aims. to become familiar with the rationale and structure of the renewed frameworks , including support for planning, teaching and assessment to identify aspects of the frameworks which will help address the priorities you have identified through self-evaluation.

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Afternoon session

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  1. Afternoon session

  2. Aims • to become familiar with the rationale and structure of the renewed frameworks , including support for planning, teaching and assessment • to identify aspects of the frameworks which will help address the priorities you have identified through self-evaluation • to build the capacity of subject leaders to lead on the implementation of the renewed frameworks to improve the quality of learning and teaching and raise attainment in literacy and mathematics • to begin to develop an action plan which reflects the school’s priorities for literacy and mathematics and consider how its implementation will be managed and monitored 123

  3. Outcomes – by the end of the day you will have • a clear focus for English and mathematics which reflects the school’s priorities for development • an understanding of how the framework will support this • an awareness of the timescale and further CPD support • begun to develop an action plan 123

  4. Consider your priorities, in the light of: Priorities on SDP Pre-course task discussions. ‘What works well…’ This morning’s discussions Speaking and listening Thinking skills AfL English & maths as part of ‘Excellence and Enjoyment’ broad and rich curriculum creativity ICT

  5. Key Messages • Encouraging flexibility • Structuring learning • Raising expectations • More effective use of assessment • Broaden and strengthen pedagogy

  6. Using the A3 sheet - consider your priorities

  7. Sharpening the focus – what? improving the quality of writing in the school l narrative writing l composition and effect l effective use of sentence structure and punctuation

  8. Sharpening the focus – who? improving the quality of writing in the school l addressing boys’ writing l underachieving boys l named pupils

  9. Sharpening the focus – what? improving calculationmethods in the school l division l effective models and strategies for division

  10. Sharpening the focus – who? improving calculation methods in the school l underperformance of girls l more able girls l named pupils

  11. How are we going to move this forward in our school? • What support is there from the LA? • What support is there from the Strategy? 123

  12. How will the LA support schools? Self-evaluation and identifying areas for development (in school) Course – Part 1 Oct 3rd – 18th ‘Making effective use of the renewed Frameworks’ Head + Lit & Maths co-ordinators Course – Part 2 Summer 2007 Reviewing impact Identifying next steps Making effective use of the renewed frameworks Implementing your action plan in school 123

  13. Mathematics courses • ‘Leading the development of calculation in your school’ (Nov/Dec 06) a 1-day course for all mathematics co-ordinators • 2+1 day course (Spring 07) for the maths co-ordinator & a colleague from invited schools

  14. School –based Professional Development Materials • You will need to SELECT, TAILOR and ADAPT the materials. • They will support you with identified focus groups. • The 5 key messages run throughout. • They will contribute to your on-going school professional development over the next 2 years. • They provide opportunities for staff to engage in their own action research.

  15. How will I select the Professional Development Meetings? • PDM 1 – Introduction to the Renewed Frameworks • PDM 2 – Pace and progression • PDM 3 – Strengthening pedagogy • PDM 4 – Review and evaluation of impact on children’s progress

  16. Plotting the journey through mathematics

  17. Plotting the journey through mathematics • PDM 2 Action research, pair share opportunities, identifying difficulties, gaps in understanding, assessment opportunities (difficult to teach, difficult to learn) • PDM 3 Review, reflection, teaching and learning styles (fitness for purpose pedagogy)

  18. Extract from PDM 3 • Ask staff to discuss briefly, in their groups, the children’s responses to the questions that they took away from the previous meeting. They should focus on the calculation strategies the children used and identify any problems the children encountered in answering the questions or in explaining how they tackled them and arrived at their solution. • Take feedback from the groups and begin to identify the emerging key calculation strategies in the different year groups.

  19. How will I select the Professional Development Meetings? • PDM 1 – Introduction to the Renewed Frameworks • PDM 2 – Pace and progression • PDM 3 – Strengthening pedagogy • PDM 4 – Review and evaluation of impact on children’s progress

  20. Plotting the journey through Literacy - PNS materials There are four suggested CPD themes for literacy • Communication, language and literacy • Improving writing • Enhancing literacy • Under-performing pupils

  21. Literacy CPD programmes All follow same format • PDMs to structure them and gap tasks to be done as a staff in school • LA programme complements these themes

  22. LA CPD programme For all schools • Strengthening Foundations in Phonics (teachers and TAs in YR/1) • Developing Early Reading (Teachers in YR/1 who did phonics last year) • Supporting Teacher Assessment in literacy (for all literacy co-ordinators)

  23. LA CPD programme For some schools • Using Visual Literacy to develop Writing (for literacy co-ordinators +1)

  24. LA CPD programme • Intervention training for TAs - FLS (Y5) and Year 3, Springboard • Bridging the Learning Gap • Provision mapping

  25. Effective CPD impacts on children’s learning. • What makes effective CPD? • How can this be sustained over time?

  26. Effective CPD Peer support- learning from each other through observation and feedback Teachers directly involved in action research in their own classrooms Opportunities to share practice, work together and support each other Opportunities for teachers to reflect on their contribution to children’s learning and attainment Opportunities to identify their focus of development Time to embed Self study Processes for sustaining CPD

  27. Subject Leader’s Role • Be involved in a longer term continuing professional development programme that supports my own professional development as a teacher and leader in the school • Take an active role in leading the school’s development planning and making a contribution to improving the quality of literacy and mathematics teaching and learning and more broadly across the full curriculum • Organise and carry out whole-school focused action research activity that everyone can contribute to and benefit from • Stimulate and lead an informed discussion on pace of learning, progression in mathematics and fitness-for-purpose pedagogy

  28. Prompts for action planning • identification/confirmation of pupils to be tracked • systems for measuring impact – clear timetable for monitoring impact on pupil progress • implications for CPD/possible support from LA or others • attending courses and/or delivering the PDMs

  29. opportunities schedule for staff development meetings • impact on pupil learning and adult learning • to identify/share good practice within and across schools • personnel • dates/time • links to performance management of staff

  30. Excites and Challenges • Think back to what you said excited and challenged you about the renewed Frameworks • Reflect on the day • Have your ‘excites’ and ‘challenges’ changed or been modified??

  31. Websites • www.standards.dfes.gov.uk/primary • www.wgfl.networcs.net

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