1 / 42

IT05 New to the Role of ICT Subject Leader Session 2 10 th March 2011

IT05 New to the Role of ICT Subject Leader Session 2 10 th March 2011. Lisa Cattell & Sam Sulsh ssulsh@northamptonshire.gov.uk lcattell@northamptonshire.gov.uk. Britannia House Health and Safety FIRE

cassady-beasley
Télécharger la présentation

IT05 New to the Role of ICT Subject Leader Session 2 10 th March 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. IT05New to the Role of ICT Subject LeaderSession 210th March 2011 Lisa Cattell & Sam Sulsh ssulsh@northamptonshire.gov.uk lcattell@northamptonshire.gov.uk

  2. Britannia House Health and Safety FIRE For your safety, it is necessary that you identify the nearest fire exit when using any room or area within the building. All exits are clearly signed. In the event of an emergency, a siren will sound. You should evacuate the building immediately by the nearest fire exit. Please assemble at the fire point in the Zone 3 car park. If you, or anyone with you, have mobility problems please advise Reception so arrangements can be made if necessary. DO NOT RE-ENTER THE BUILDING UNTIL YOU ARE TOLD TO DO SO THE FIRE ALARM WILL BE TESTED EVERY FRIDAY AT 11AM. PLEASE DO NOT TAKE ANY ACTION. FIRST AID In the event that you or someone else requires First Aid attention, please contact Reception by dialling 5001 from any internal phone. SMOKING Please note that in line with all NCC buildings, smoking is not permitted in Britannia House or its grounds.

  3. Objectives To reflect on actions taken since the last session to develop your role of ICT Subject Leader and the impact this has had in school To provide support to carry out lesson observations To consider ways in which monitoring can be followed up To support you in assessing and levelling children’s ICT capability in order to support effective Assessment for Learning and Assessment of Learning To consider effective tracking and recording of children’s progress in ICT

  4. Outline of Day

  5. What Now? What are your next steps in school? Gap Task Plan and carry out some monitoring of ICT before the next session. If you do not have an ICT action plan identify the key areas for development and construct one. Spend some more time looking at the SRF. engage the head teacher, governors, SMT, other subject leaders.

  6. Developing your role since the last session Question: What have you done to develop your role and to move ICT forward in your school since the last session? What impact has this had on standards of ICT? What has gone well? Why? What would you have liked to have gone better? What are the next steps?

  7. Monitoring Standards Planning Work scrutiny Informal observations/ discussion with staff Learning walks Pupil interviews Audit of staff skills Lesson observations Analysing Data – will cover when we do assessment. Moderation between teams/classes

  8. Triangulation Using a range of sources of information to gain a picture of standards Task: Look at the assessments for Child 1, 2 and 3 Look at the planning for the history session. What information can you gain from this? What comments would you feedback to the teacher involved? What would be your next steps?

  9. Lesson Observations and Sampling What is the purpose of a lesson observation or lesson sampling? To gather more information about standards in the school. Not about making judgements but ascertaining where people are in order to establish whole school or individual training needs Opportunity to identify good practice and share Opportunity to assess resourcing Opportunity to know where children are

  10. What are the protocols when conducting a lesson observation? Must have a clear reason and focus that is shared with the teacher. Must give appropriate notice and take into account other things that may be happening. Oral feedback should be offered and given within 24 hours. Overall, whole school feedback should be collated and shared. The observer should not affect the normal process of the lesson.

  11. How do we know what a ‘good’ lesson is? What would you be looking for in a ‘good lesson’? What makes a lesson outstanding?

  12. Carrying Out Lesson Observations Task Watch the lesson segment. What would judge to be good about the lesson? (in terms of the use of ICT) What aspects could be improved? How would you structure the feedback to this teacher?

  13. Giving Feedback Say thank you! Ask the teacher how they felt it went first – this makes them reflect as well as you. Provide the Ofsted evaluation schedule. Reinforce the focus of the observation and relate your comments to this. Pick out positives as well as areas for development if this is appropriate. Ensure any feedback points given are included in the whole school record.

  14. And After the Monitoring? What are the next steps? Whole school focus as identified from monitoring Re monitor a month/term later Set targets for people if necessary Procuring new equipment/software or training and supporting the use Team teach/lesson observation

  15. Supporting Colleagues NQT Experienced teacher who is slightly ‘ICT Phobic’ and is only delivering the parts of the ICT SOW they feel confident with Good, experienced teacher who wants support in one particular area Teacher who is confident and technically very ICT proficient but is not following the school’s long term plan and is therefore not ensuring progression for the children in their class.

  16. Assessment

  17. What are we Assessing in ICT?

  18. ICT National Curriculum Four aspects of the programme of study Finding things out Developing ideas and making things happen Exchanging and sharing information Reviewing, modifying and evaluating work as it progresses http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx

  19. ICT capabilityFocus: Children use and apply their ICT knowledge, skills and understanding confidently and competently in their learning and in everyday contexts. They become independent and discerning users of technology, recognising opportunities and risks and using strategies to stay safe. From the ‘Rose Review’

  20. ICT Skills and Capability Skills - knowing how to use a program, a piece of equipment or technology and being able to ‘make it work’ Capability - when a child is able to appropriately apply the knowledge, understanding and skills they have acquired to new learning situations and understands the significance of ICT in the world and in their learning and life.

  21. Assessment Assessment for Learning Integral part of all lessons Enables children to be moved on within a session and between sessions Summative Assessment End of every unit of ICT work After ICT has been used as a tool in another curriculum area Portfolio for cross section of class to exemplify standards

  22. Assessment for Learning Provision of effective feedback to pupils Active involvement of pupils in learning Recognising the profound influence of assessment on motivation and self-esteem Pupils able to assess themselves and know how to improve Adjusting teaching as a result of assessment Enables teacher to know what has been learnt, not what they have been taught.

  23. Assessment for Learning Strategies Effective questioning techniques Using effective feedback strategies Sharing learning goals and success criteria Peer and self assessment

  24. The Characteristics of the Levels Task 1 The 8 National Curriculum levels focus on key characteristics which run through all aspects of the PoS. Children working within a particular level will demonstrate certain characteristics. Decide which characteristics are typical of Levels 1- 5

  25. The Characteristics of NC Levels

  26. The Characteristics of NC Levels

  27. Key Features of Progression Level 1 – Exploratory use and developing familiarity Level 2 – Purposeful use toward specific outcomes Level 3 – Develop and refine ideas and solve problems. Achieve specific outcomes Level 4 – Combine and refine information from various sources.Interpret and consider plausibility. Show an awareness of audience and a need for quality. Level 5 – Combine the use of ICT tools to fulfil a specified purpose. Critically evaluate fitness for purpose and meet needs of the audience.

  28. Assessment for Learning in the ICT SoW AfL built into all units of planning From Y5 Mo2/ Y5+6 Mo2 What formulae have been used to calculate the perimeter and the area? Why have brackets been used in the formula for perimeter? Approaches to teaching ICT

  29. Progression in ICT AF2 – Handling data, sequencing instructions and modelling

  30. AF3 – Finding, using and communicating information

  31. APP for ICT APP materials are available for levels 3 – 8. Developed for assessment at KS3. Level 1 and 2 are Northamptonshire's interpretation and are therefore draft 3 assessment foci AF1: Planning, developing and evaluating AF2: Handling data, sequencing instructions and modelling AF3: Finding, using and communicating information

  32. APP for ICT

  33. AF1 – Planning, developing and evaluating Opportunities for children to make choices about their use of ICT when working in a range of contexts and for a variety of purposes. Support documents included in the SoW to help with this.

  34. Making a Level Judgment Complete AF judgements against the requirements for each level. The decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence. Finalise the overall level judgement by deciding whether the level is low, secure or high: Low several criteria for the level are highlighted but there are substantial gaps. Only 1 of the criteria in AF1 has been met. The pupil is working within the overall level, but there are significant areas that need to be developed further before secure performance at the level is demonstrated. Secure most of the criteria for the level are highlighted in each AF. The first 2 criteria in AF1 are met. There may be a few unmet criteria in other AFs, but the highlighting shows that the standard for the level has been substantially met across each of the assessment focuses. High the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above being highlighted for some AFs. All criteria in AF1 are met.

  35. Summative Assessment Class recording /Tracking sheet All pupils Below, At, Exceeding End of year ‘overall level’ Progression support document Based on Learning Outcomes and Level Descriptors Portfolio of work – Exemplify assessment judgements 3 children or more if more ability groups Below, At, Exceeding Annotation Unit of work Process/ significant points Feedback Next steps Level working within End of Term and Year Level Tracking sheet Example Unit of Work Levelled Assessment Document

  36. Task Look at the assessment spreadsheet for a Year 3 group. What level would you award the first few children? What other information can you gain from this spreadsheet?

  37. Assessing Children’s Work Task Consider the examples of work and using the Learning Outcome documents, decide whether the child should be recorded as ‘e’, ‘a’ or ‘b’. What might you include in the annotation?

  38. Using APP Task Using the information provided, what aspects of the APP sheet would you be able to highlight? What level would you award?

  39. Target Setting What targets should be set for ICT? How can this be made manageable? How will the children be involved? Foundation Stage: Baselining and assessment

  40. What are your next steps?

More Related