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‘Getting Practical impacting on secondary education’

‘Getting Practical impacting on secondary education’. The role of SSAT lead practitioners. Steve Jones National Specialism Coordinator Science. Getting Practical . Specialist Schools and Academies Trust (SSAT) involvement in the programme. LPs feedback on the impact of the programme

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‘Getting Practical impacting on secondary education’

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  1. ‘Getting Practical impacting on secondary education’ The role of SSAT lead practitioners Steve Jones National Specialism Coordinator Science

  2. Getting Practical Specialist Schools and Academies Trust (SSAT) involvement in the programme. LPs feedback on the impact of the programme Network development Considerations for Cohort 2 of SSAT GP LPs

  3. Specialism briefFor example with SSC: Specialist science colleges are expected to become ‘centres of Excellence’ in science & mathematics Specific requirements based around: Triple science, STEM enrichment clubs, increasing post-16 participation in STEM subjects & contributing to the delivery or planning of diplomas related to the specialism

  4. Specialism (2) But there are also a set of generic benchmarks for all specialist schools to plan & work to: The specialist school as a centre of excellence: • in the specialism • using the specialism to drive whole-school improvement & the systematic development of a distinct ethos of continual improvement & success 3. working with partner schools to improve outcomes for young people in these schools

  5. Specialism – (3) Generic benchmarks (cont’d): The specialist school as a centre of excellence: • working with the wider community groups to support community cohesion, family learning & extended services 5. Contributing to specialism-related developments at a regional & national level. For example: ‘Getting Practical’

  6. SSAT lead practitioners – Cohort 1 • 9 experienced LPs recruited by SSAT • 1 per DCSF / DFE region • All in SSCs • All expected to use their existing specialism networks to meet the target of training 20 delegates each & to extend to new networks where possible Science 2009-10

  7. SSAT LP Cohort 1

  8. Impact of the getting Practical CPD (1) • Delegates’ enthusiasm for the message was strong • Course materials & resources were excellent • Schools are building GP into new schemes of learning • Delegates commented on how it complements HSW and APP.  • For maximum impact GP will need the support of the HOD back in their schools Science 2009-10

  9. Impact of the getting Practical CPD (2) • High impact on primary teachers (especially the diagnostic tool) • Very positive feedback from the GT programme students & returning science teachers ‘In my own school, practical has moved from an ad hoc idea in lessons to a more focused, objective-led task that I feel has improved learners’ understanding of investigative skills.’ SSAT LP Science 2009-10

  10. Developing Networks • strong pre-established links with primaries were in place for SSCs, but GP helped to reinforce and expand them. (new area of focus) • It has definitely helped develop new secondary networks - training participants from other secondaries on a national programme . • The impact of ‘rarely cover’ meant that personal links were often exploited to ensure delegates attended. Science 2009-10

  11. Considerations for Cohort 2 • Stress the importance of the high quality research behind the programme • Experienced LPs • Strong networks in place / networking power & drive • Build on experiences of cohort - KIT • Factor ‘rarely cover’ in to planning • Stress the excellent personal CPD element Science 2009-10

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