The new Agenda Lifelong Learning

1. The new Agenda Lifelong Learning Handbook for Head of Department Meetings A learning continuum

2. 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

3. Structure • Market forces in employment opportunities • Qualifications framework • Real Game • Provision within schools • post 14 • pre 14 • Subject skills • Teaching and learning

4. ‘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

5. 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

6. 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.

7. Level of qualification General Vocationally related Occupational 5 Higher level qualifications Level 5 NVQ 4 Level 4 NVQ 3 Advanced level A Level Free Standing Mathematics unit Level 3 Vocational A level (Advanced GNVQ) Level 3 NVQ 2 Intermediate level GCSE Grade A*-C Free Standing Mathematics unit Level 2 Intermediate GNVQ Level 2 NVQ 1 Foundation level GCSE Grade D-G Free Standing Mathematics unit Level 1 Foundation GNVQ Level 1 NVQ Entry level Certificate of (educational) achievement Qualification Framework

8. 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?

9. The Government Vision for Education Investment for Reform 14-19 Agenda Key Stage 3 Strategy

11. 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.

12. 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

13. 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

14. 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.

15. 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’

16. 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.

17. English Literacy across the Curriculum Mathematics Numeracy across the curriculum Teaching and Learning ICT ICT across the Curriculum Science

18. (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 Right and Left Hemispheres

19. LEARNING CHANNELS see hear say do 20% 40% 30% 50% If we do all of them we remember 80%

20. Responsibility of Subject Leaders

21. Task • Management or leadership? • In pairs decide where each of the statements fits along the management – leadership continuum

22. 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 Leadership and Management

23. Key roles of your subject leaders • Judging standards • Evaluating teaching and learning • Leading sustainable improvement

24. 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

25. 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

26. 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

27. Focus the teaching Provide challenge Make concepts and conventions explicit Plan according to objectives and ensure pupils know what they are learning Set expectations and teach to them so that pupils surpass previous levels of achievement Explaining, modelling Principles Principle The action

28. Structure the learning Make learning active Make learning engaging and motivating Use starters, plenaries and a clear lesson structure Provide tasks in which pupils make meaning, construct knowledge and develop understanding and skills through problem solving, investigation and enquiry Use stimulating activities and materials Principles The action Principle

29. Develop well-paced lessons with high levels of interaction Support pupils’ application and independent learning Build reflection Use collaborative tasks and talk for learning Use prompts, frames, other forms of support and targeted intervention Teach pupils to think about what and how they learn and involve them in setting targets for future lessons Principles Principle The action

30. Focus the teaching • Teachers plan according to objectives • Teachers ensure pupils know what they are learning • Teachers ensure that learning is well matched to pupils needs • How does this look in practice?

31. Assessment for Learning • Plan according to objectives and ensure pupils know what they are learning