So thats alright isnt it

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(No Transcript)
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What are we covering?
The Childrens Plan
Funding 2008/9
A new Secondary Curriculum
Updates
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The Childrens Plan

• Department for Children, Schools and Families
  (DCSF) 10 year strategy
• published on 11 December
• national consultation through Time to Talk
• 1 billion through to 2010/11
• Delivery of Every Child Matters

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The main proposals within the Plan are to 

• Strengthen support for all families during the
  early years of their childrens lives 
• Achieve world class schools and an excellent
  education for every child 
• Involve parents and carers fully in their
  childrens learning 
• Ensure young people have interesting and exciting
  things to do outside of school and 
• Provide more places for children to play safely.

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More joined up approaches

• The DCSF and Department of Health will
• launch a review of CAMHS
• produce a child health strategy in Spring 2008
• assess the impact of the commercial world on
  childrens wellbeing
• examine support for young carers
• target support at young people most at risk of
  getting into crime

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Outcome Enjoy and Achieve

• 169 million to fund at primary age
• Every Child a Writer
• Every Child a Reader
• Every Child Counts
• Implement stage not age testing if the Making
  Good Progress trials are successful

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Outcome Enjoy and Achieve

• 44 million over the three years to
• enable all new teachers to study for a
  Masters-level qualification
• The Government will ensure that every
• child has a personal tutor throughout secondary
  school
• parents receives up-to-date information about
  their childs progress, attendance and behaviour
• secondary school will have a Parents Council

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The Childrens Plan Secondary Strategy

• Making Good Progress
• APP (assessing pupil progress)
• Assessment for Learning
• Unrelenting focus on English and mathematics
• SEAL and Behaviour for Learning
• Gifted and Talented
• Persistent Absenteeism
• Functional Skills Pilot
• Diplomas, apprenticeships, foundation learning
  tier

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• http//curriculum.qca.org.uk/
• The curriculum should enable all young people to
  become
• successful learners who enjoy learning, make
  progress and achieve
• confident individuals who are able to live safe,
  healthy and fulfilling lives
• responsible citizens who make a positive
  contribution to society.

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• sharon.carden_at_liverpool.gov.uk
• Making Good Progress Pilot Leader

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Secondary SEAL The Secondary Pilot Tony
Packwood Liverpool City Council National
Strategy Behaviour and Attendance Consultant
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Intelligence is.

• . knowing what to do when you dont know what
  to do- Piaget
• If you think you can do a thing, or think you
  cant do a thing, youre probably right - Henry
  Ford.

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Perhaps its not working

• Lesson structure
• Target- Setting
• Ability Sets
• Questioning
• Communication routines
• Hot-housing
• Homework

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Inspectors want

• Starters
• Pupil Voice
• Discussion
• Innovation
• Group tasks
• Plenary

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SEAL is the.

• Social and
• Emotional
• Aspects of
• Learning

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Whats wrong with our kids?

• Respect Agenda
• Bullying
• Anxiety
• Low self-esteem
• Peer Pressure
• Poor response to Challenge

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Pass data
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What do we teach?

• Managing feelings
• Motivation
• Empathy
• Self-Awareness
• Social Skills

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Managing feelings

• Shouting out / Answering back
• Tantrums / Sulking
• Inability to concentrate
• Discussion
• Giving up under challenge
• Exam stress
• Bullying

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Motivation

• Absence / Late to class
• Cant be bothered
• Pupils Off-task
• Disruption
• Homework not done
• Lack of revision
• Battling with challenges

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Empathy

• Not sympathy
• Teacher baiting
• Bullying
• Laughing at failure
• Lack of understanding
• Im not sitting by her

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Social skills

• Put Downs / Bullying / ASB
• Lack of perseverance
• Shouting out
• Ineffective group-work
• Not waiting your turn
• Lack of Assertiveness

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Self-Awareness

• Inability to change / accept targets look at
  faults and strengths/ accept consequences of
  actions
• Assessment for Learning
• Defeatism
• Failure to move on

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I Cant do culture

• Primary school - Triangle table?
• SATs / CATs / Sets
• Aspirational targets for staff and pupils
• Failing with 15 different teachers
• Constant Intensity level
• Anxiety
• Poor response to challenge
• Spoon feeding
• Year 8 -9 dip

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Curriculum changes
Bullying
Making good Progress
Persistent Absence
SEAL
ASB
AFL
Mind friendly Learning
Personalised Learning
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Is it P.S.E?

• Scripts
• 40 minutes a week
• Whole school
• All staff
• Major changes

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Primary Experience

• better academic results for all pupils and
  schools
• more effective learning higher motivation
• better behaviour higher school attendance
• more responsible pupils, who are better citizens
  and more able to contribute to society
• lower levels of stress and anxiety more positive
  school ethos
• higher morale, performance and retention of staff

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I can do
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Key SEAL concepts
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School audit
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Successful strategies
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SEAL Objectives in lessons

• Maths / Science / Technology how do you cope
  with challenge strategies for stuckness
• English / History / Geog / RE Developing empathy
  with the characters
• PE / Technology developing effective teamwork
• MFL discussing emotions
• All Peer and Self Assessment / Coaching

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The Classroom

• Communication routines
• Thinking time
• Behaviour System
• Class charter
• Rewards and Sanctions
• Posters
• Seating plan

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Teaching Methods

• Hands up
• Group work
• Discussion
• Challenge
• Personalised learning
• Peer and Self Assessment
• Kagan

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Curriculum
Behaviour Policy
Rewards and Sanctions
Policy and practice
SEAL in the school vision
CPD
ARR
Teaching and Learning
Target setting
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DEPARTMENTAL SELF EVALUATION

• RAISE (KS4)
• Summary of full GCSE by Subject
• Relative Performance Indicator (RPI) by Subject
• PROFORMA MEETINGS
• DDP

• RAISE (KS3)
• Exceptions report
• Ks2-3 CVA Pupil List
• IDENTIFY UNDERACHIEVERS
• AGREE INTERVENTION GROUPS

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STUDY PLUS Getting there
School Strategy Managers briefing
Head Teachers briefing
Subject Leaders
School Strategy Managers Planning
Teachers Delivering SP
School Strategy Managers briefing
September 08 Schools have their model
of Study Plus up and running
DC NOV07
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STUDY PLUS Almost there !
15 schools represented at meeting in December
7 schools reply to questionnaire
Some schools are waiting and seeing
Study Plus but not as we know it !
Support for leaders, departments and teachers
DC NOV07
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Study Plus WHAT WORKS
Close links to the main English and maths lessons
Small groups 15 or less
Targeting the right pupils For the right reasons
A timetabled option -Two lessons a week
Communicating with pupils, parents and teachers
TA classroom support
Establishing links between Study Plus and other
subjects
A planned sequence of lessons- About 20 units
each lasting 3-4 weeks
Giving Study Plus status
Effective use of ICT
Progression Maps used to identify the curricular
targets
Display / celebrate success
Opportunities to plan collaboratively
Support through training and materials
DC NOV07
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STUDY PLUS Whats on the disk ?
ENGLISH and MATHS handbooks and resources STUDY
PLUS PILOT REPORT POWERPOINT presentation PROGRE
SSION MAPS
DC NOV07
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STUDY PLUS Intervention website
www. standards.dfes.gov.uk/intervention Or Google
SECONDARY INTERVENTION
ENGLISH and MATHS handbooks and resources STUDY
PLUS PILOT REPORT SUPPORT FOR INTRODUCING
SP PROGRESSION MAPS WHICH PUPILS ARE WELL
SUITED?
DC NOV07
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STUDY PLUS Teachers and TAs
Planning opportunity
Teachers and TAs Delivering SP
Training at Croxteth Hall Friday 4th April
2008 12.00 - 3.00 with lunch
Gap tasks and follow up sessions
English and Maths
DC NOV07
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• There are gifted and talented pupils in every
  school, but schools define their own populations
• We believe that ability is evenly distributed
  throughout the population, so a school's gifted
  and talented cohort should be broadly
  representative of its whole school population

www.standards.dfes.gov.uk/giftedandtalented/govpol
icy/aims/
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• The Government's aims are
• To improve gifted and talented pupils' outcomes
  (particularly for the most disadvantaged) -
• Attainment, aspirations, motivation, self-esteem
• To improve the quality of identification,
  teaching and support in all class rooms
• To improve the coherence and quality of
• Out of school learning opportunities and support
  for pupils
• Support for parents, educators and schools at
  local,
• regional and national levels

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Proposals

• A trained 'leading' teacher for GT education in
  every secondary school clusters of primary
• Improved tracking of GT pupils' attainment and
  performance via a new National Register.
• A new national programme of extended day
  non-residential summer schools developed with the
  LA, higher education institutions and specialist
  schools
• Up to 1 million (plus match funding) to be
  targeted towards vulnerable GT learners, for
  example BME learners and looked after children
• Development of tools and guidance to help schools
  to more effectively identify, teach and support
  gifted and talented learners from black and
  minority ethnic backgrounds.

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Secondary Strategy for School Improvement
Liverpool Teaching and Learning Provision for
Gifted Talented - recovery plan

• The loss of central co-ordination funding for
  GT has inhibited progress with development of
  GT education such as National Strategies
  training and building of GT clusters
• Stakeholder group now established from secondary,
  primary, networks LA strategy teams
• Jacqui Price - GT regional adviser can train
  Liverpool trainers

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School GT lead teachers access National
Strategies training

• twenty trainers for GT identified and trained
  (April 11th) encompassing both primary and
  secondary phases and drawing from school-based
  (AST, GT leads, TL Champion) and LA-based
  (consultants, learning network co-ordinators)
  professionals
• 100 of mainstream secondary schools and 75 of
  primary schools access training for GT lead
  teachers
• all schools have access to a GT Lead Teacher
  through their Learning Networks

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• Self-sustaining networks for GT Lead Teachers
  promote effective practices
• learning network based sharing good practice -
  case studies presented on EdNet
• School self-evaluations and development plans
  demonstrate well informed actions to raise
  standards amongst GT pupils
• schools undertake systematic evaluation of GT
  provision against Quality Standards
• SEFs evaluate impact of GT provision
• monitoring of GT provision incorporated into SIP
  programme

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• GT children are those who have one or more
  abilities developed to a level significantly
  ahead of their year group (or with the potential
  to develop these abilities)
• GT pupils need better stretch and challenge in
  every classroom and in every school with
  opportunities to further their particular talents
  outside school at a local and national level
• They have a right to an education that is suited
  to their particular needs and abilities. They
  need to be presented with work that challenges,
  stretches and excites them on a daily basis, in
  an environment that celebrates excellence and is
  supportive of those who may, in years to come,
  break the boundaries of what we know and
  understand today

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Funding 2008/9

• Targeted for
• Below floor targets at KS3 KS4
• Persistent Absenteeism
• Assessment for Learning
• Increasing two levels progress in core subjects
• Subject leadership in the core subjects
• Modern Foreign Languages
• 1,535,553

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It IS about 5A-C including EN MA
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What are we covering?
The Childrens Plan
Funding 2008/9
A new Secondary Curriculum
Updates