Managing Skills Delivery & Assessment for the new KS2 Programmes of Study in Wales

1. Managing Skills Delivery & Assessment for the new KS2 Programmes of Study in Wales JLX Education Ltd Spring Term 2009 Presented by Jeff Loxton & Michael Ross

2. The New NC in Wales • focus on the learner • ensure that appropriate skills development is woven throughout the curriculum • offer reduced subject content with an increased focus on skills • focus on continuity and progression 3-19, by building on the Foundation Phase and linking effectively with the 14-19 Learning Pathways programme • be flexible • support Government policy, including: bilingualism, Curriculum Cymreig/Wales, Europe and the World, equal opportunities, food and fitness, sustainable development and global citizenship, and the world of work and entrepreneurship • continue to deliver a distinctive curriculum that is appropriate for Wales. Making the most of learning (2008)

3. Important Documents - 2008 • ‘Skills Framework for 3 to19-year-olds in Wales’ • ‘Making the Most of Learning’ • ‘Ensuring Consistency in Teacher Assessment – Guidance for Key Stages 2 & 3’ (All available from WAG – Tel. 02920 375427)

4. The Challenge for Schools The curriculum should enable all learners to learn in the way and at the pace that allows them to succeed. To make progress, learners need to know: • where they are in the learning continuum • where they need to go • how best to get there. Making the most of learning (2008)

5. Skills across the Curriculum Key Skills • Communication (oracy, reading, writing & wider communication) • Number (using information, calculating, presenting & interpreting findings) • ICT (finding, developing, creating and presenting information & ideas) • Thinking (planning developing & reflecting) See - Skills Framework for 3 to19-year-olds in Wales (WAG 2008)

6. Skill Development

7. Flexibility in Planning ‘One of the overall aims of the revised curriculum is to reduce prescription and to give control and responsibility back to schools and to learners themselves.’ ‘Schools are free to organise and deliver the curriculum in the way that best suits their circumstances and needs. There are no constraints relating to time allocation or organisation of subjects.’ Making the Most of Learning (2008)

8. Timetable Sept. 2008 KS2 - Years 3,4, & 5 KS3 - Years 7 & 8 Sept. 2009 KS2 – Year 6 KS3 – Year 9

9. NC Programmes of Study Comprise • Skills & • Range

10. NC Programmes of Study

11. A Thinking Skills Model(see 3-19 Skills Framework) PLANDEVELOP Metacognition REFLECT

12. NC Programmes of Study Skills & Range (see separate sheet)

14. Schemes of Work • The proposed flexibility by which schools might deliver the KS3 programmes of study will inevitably lead to a wide range of SoW • NC documentation consistently refers to pupils being ‘given opportunities’ to develop skills, knowledge & understanding within the skills & range ‘statements of attainment’ • In general terms, the range should be used as a basis for activities todevelop skills rather than vice versa

15. Schemes of Work – example structure

17. The Main Drivers • Developing Thinking • Assessment for Learning

18. Delivering the Curriculum 2 important requirements: • A consistent lesson structure – to maximise learning opportunities & skills development • A focus on learning – to maximise learning outcomes

19. Lesson Structure – the essential ingredients • Concrete preparation – tuning in • Cognitive conflict – setting the challenge • Social construction – discussing problems • Metacognition – thinking / reflection • Bridging – linking the learning • Identifying schemata – making thinking explicit (The ‘6 Pillars of Cognitive Development’)

20. WAG KING’S COLLEGE Planning Concrete preparation Developing Cognitive conflict Social construction Reflecting Metacognition Bridging A Focus on Thinking Development

21. Classroom Practice • Introduce the activity / set the scene (concretepreparation) through whole class introduction • Allow pupils to resolve problems (cognitiveconflict) through their own discussions (socialconstruction) • Always be prepared to prompt & ask questions about what they are doing (metacognition) • Ask them to explain & justify their findings (metacognition) • Try to identify links throughout activities (bridging)

22. Lesson Planning – a practical interpretation

23. Shifting your Philosophy • change of emphasis / style • ‘caring’ facilitator • listening as much as talking • setting problems • asking open questions • giving prompts • ensuring participation

24. Assessment for Learning Strategies • Quality of questioning / talk • Quality of feedback • Sharing criteria • Peer & self-assessment These strategies should be considered when planning individual lessons

25. Assessment for Learning Thinking skills Success Criteria Understanding of goals and criteria promoted Cognitive Conflict Challenging tasks, application of ideas Concrete Preparation Active engagement Effective feedback Learners know how to Improve. Recognises all educational achievements. Metacognition Reflection of what learned and how learned. Deeper understanding of conceptually difficult ideas gained as learners develop greater cognitive processing capabilities. Problem Solving Working with others Managing own Learning Social Construction/Quality of talk Active listening, asking questions, summarising, explaining understanding are key features. Group talk and collaboration encouraged. Peer-assessment Teacher and learner explore learning. Pupils mediate work in pairs/groups Bridging Learning linked to other lessons, subjects, life outside school Learners feel safe to make mistakes Self-assessment Develops greater autonomy of learner. Fosters learner motivation.

26. Activity 1 Look at the video clip of the lesson. Identify the following: • Strategies to develop thinking • The AfL strategies employed • The key skills developed

27. Activity 1 - Feedback

28. Summary - Lesson Planning • Identify the content / activities to be used • Identify the learning objectives / success criteria • Consider what skills might be addressed during the activities • Plan the learning strategies (including AfL) around the activities • Use the content to develop skills rather than vice versa • Overlay and complete the lesson structure

29. Sample Lesson Planner • ..\XXXXXX Lesson Planner.doc

32. Content vs Skill

33. Content vs Skill

34. Content vs Skill

35. Content vs Skill

36. AfL – Myths & Reality

37. AfL – Myths & Reality

38. AfL – Myths & Reality

39. Basic Skills – Assessment & Tracking Basic Skills – ‘the ability to read, write and speak in English (or Welsh) and use mathematics at a level necessary to function and progress at work and in society in general’ Basic Skills Agency

40. Basic Skills • Not just concerned with pupils with learning difficulties • Requires pupils to comprehend and apply knowledge rather than simple ability to decode • Requires pupils to understand complex information • Demand will increase over time

41. Basic Skills • Underattainment – performing at a lower level (in literacy & numeracy) than that expected for a given age • Underachievement – performing at a lower level than indicated potential

42. Basic Skills – Recent Findings • ‘… pupils with low levels of literacy & numeracy have a greater tendency to develop into pupils who develop behavioural and / or attendance problems’ • ‘No child – with a mainstream ability – should leave primary school without the functional ability to read and write’ The National Behaviour & Attendance Review (2008)

43. Basic Skills – Recent Findings • SEN learners & basic skills target learners not clearly distinguished • Variation in assessments used • Inappropriate timing of assessments • Significant variation in intervention & support strategies • Limited evaluation of those strategies employed • Data not always transferred between classes / phases • Secondary schools generally distrust primary data Loxton & Ross (2008)

44. Using Standardised Assessments • Do not necessarily assess curriculum-based skills • Are appropriate to assess basic skills • Enable progress in basic skills to be determined • Can indicate underattainment and underachievement • Can indicate appropriate intervention strategies for specific pupils / groups

45. Tracking Pupil Progress

46. Tracking Pupil Progress

47. Pupil SAS Skill Profiles