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SLDM6

SLDM6. 19 th March 2007 Lancashire LA Chorley Woodlands. SLDM6 Outline. SLDM6 Breakout Sessions.

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SLDM6

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  1. SLDM6 19th March 2007 Lancashire LAChorley Woodlands

  2. SLDM6 Outline

  3. SLDM6 Breakout Sessions DiDA revisited will address those issues which colleagues have flagged up previously in relation to this qualification.  This session will be hosted by Louise Phillippe (Edexcel Regional Development Manager) and Jane Dyson (Edexcel DiDA representative for the NW team).  National Certificate – a practitioners perspective.  Hosted by Emma Cawley (Glenburn Sport College) and Sue Gaskell (GSC + OCR Moderator) this session will unpick aspects of the delivery of this qualification and provide a moderators view of the assessment process. ‘And now for something completely different?’  This session will focus on further developments in the roll out of the 4-19 programme.  Hosted by Steve Glover (eLearning consultant 14-19) colleagues will investigate the implications for their work in schools as this initiative gathers momentum. 12.00 – 13.00

  4. Key themes Leadership Sharper school self evaluation A new teacher professionalism

  5. SLDM6 Moving ICT forward: effective intervention

  6. The journey so far

  7. Control & monitoring Modelling Text & graphics Handling data Task Use Handout 1 Detailed Toolkit ICT Strand Identify those resources you have used - • for pupils with colleagues whole school development Use Handout 1 Detailed Toolkit Leadership and management (Whole School) Progression through Year 9 8.5 9.1 9.2 9.3 Assessment in Year 9 including tests SL5 9.1 SL5 9.2 SL5 9.3 IPRP National Strategy ICT toolkit Progression maps Pupil level data Standards and assessment Sample teaching units Years 7/8 Unit 8.5 Pupil work CD Boosting achievement Year 7: Transfer and progression SLDM

  8. Session 1: Objectives • To improve subject leaders’ understanding of the principles of intervention

  9. Secondary Intervention http://www.standards.dfes.gov.uk/intervention/home.html

  10. Action planned to improve the progress of targeted pupils who have been identified as falling behind the expected level of attainment, and who are at risk of not fulfilling their potential. Intervention implies that these pupils will receive some additional or different provision at certain times, but effective intervention also requires that the needs of these pupils are taken account of in all their teaching. Intervention

  11. Waves of intervention model Additional highly personalised interventions Additional interventions to enable children to work at age-related expectations or above Inclusive quality first teaching for all

  12. Process Assess learning needs Identify pupils Tailored teaching in main lessons Set curricular targets Assess progress against targets Additional or alternative provision

  13. Task • Pupils who enter Year 7 in January b) The year 8 ‘blip’ c) Year 9 pupils and end of KS3 targets d) Improving the performance of pupils at GCSE

  14. Supporting ICT development using interactive technologies DVD

  15. Developing effective practice in ICT lessons

  16. Increasing pupils rates of progress What does progression look like? Teaching for progression: key concepts Teaching for progression: thinking skills Departmental pathways to effective progression To increase pupils’ rates of progress in ICT by ensuring clear expectations for pupils’ progress of between one and two levels over Key Stage 3 To explore strategies to accelerate progress through more focused teaching To identify ways in which departments can plan effectively to increase the rates of progress for all pupils

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