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
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

10
Old Model New Model
Values Every child of equal worth Every child of equal worth
Mission Opportunity Opportunity and attainment
School Structure Uniformity and isolation Specialism and collaboration
Headteachers Following orders Powerful and effective leaders
Teachers Working alone Professionals leading a team
School Performance Failure unchallenged Ladder of improvement
Accountability Weak Strong accountability framework and incentives for success
Resources Boom and bust Sustained investment
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 GCSEs
• NVQS
• 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.

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English Literacy across the Curriculum
Mathematics Numeracy across the curriculum

Teaching and Learning
ICT ICT across the Curriculum
Science
18
Right and Left Hemispheres

• (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

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 and Management

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
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
Principles
Principle
The action

• 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

28
Principles
The action
Principle

• 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

29
Principles
Principle
The action

• 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

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