tcm21 73535

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Education

Published on January 16, 2008

Author: Venere

Source: authorstream.com

Slide1:  School strategy managers’ meeting October 2006 Slide2:  Personalised learning means shaping teaching around the ways that youngsters learn. “We need to engage parents and pupils in a partnership with professional teachers and support staff to deliver tailor made services – to embrace individual choice within as well as between schools and to make it meaningful through public sector reform that gives citizens voice and professional flexibility” (David Miliband, 18 May 2004) Personalised Learning is…:  Personalised Learning is… …about tailoring education to ensure that every pupil reaches the highest standards possible. It is also about personalising the school experience to enable pupils to focus on their learning and involve the community 3 Personalised Learning promotes equity and excellence:  Personalised Learning “Bringing together equity and excellence” Narrowing the attainment gap Addressing needs of different student groups (segmentation) Supporting students from low Socio Economic Groups (SEG) Every child supported to reach minimum standards in English and Maths Every child to realise their aspirations Every child to make maximum progress Recognition of gifted and talented driven by focus on learning Teaching approaches take account of “multiple intelligences” Equity Excellence Personalised Learning promotes equity and excellence 5 What’s driving personalisation?:  Every Child Matters New technologies for learning What’s driving personalisation? ePANDA and data Focus at individual pupil level.:  Focus at individual pupil level. What’s driving personalisation?:  Every Child Matters New technologies for learning What’s driving personalisation? ePANDA and data High excellence, low equity :  High excellence, low equity Evaluation of 2005/6 Intervention:  Evaluation of 2005/6 Intervention Impact of intervention plans was evaluated as at least good in three quarters of Liverpool schools; Four out of five intervention plans deliver good value for money; Just over a third of strategy managers reported the leadership and management of intervention as satisfactory; Intervention 2006:  Intervention 2006 Liverpool School Strategy Managers October 2006 Renewing intervention:  Renewing intervention The aims of the SNS intervention project are to: Renew the approach to intervention in schools while sustaining present good practice Extend intervention to Key Stage 4 In order to: Raise standards in English and mathematics Improve literacy and numeracy across the curriculum We intend to do this by building capacity in schools. Lest we forget the good news:  Lest we forget the good news There is already good practice in schools Use of intervention programmes in Years 7, 8 and 9 Use of booster in Year 9 Use of support staff Standards are rising and conversion rates from Level 3 show a rising trend However….:  However…. Not all individuals and groups have shared in the success Ofsted say: Schools are not doing enough to improve the literacy and numeracy skills of pupils who start Year 7 with English and mathematics results that are below average. Pupils find it hard to apply what they learn in intervention programmes in their mainstream work, and so this learning is not embedded Intervention:  Intervention Action planned to improve the progress of targeted pupils who have been identified as falling behind the expected level of attainment, and who are at risk of not fulfilling their potential. Intervention implies that these pupils will receive some additional or different provision at certain times, but effective intervention also requires that the needs of these pupils are taken account of in all their teaching. Personalised learning:  Personalised learning Our project has a particular focus on English and mathematics and is about personalised learning for a specific group: Pupils who: Are attaining below expectations for their age But have the potential to reach those expectations Waves of intervention model :  Waves of intervention model Wave 3 Additional highly personalised interventions Wave 2 Additional interventions to enable children to work at age related expectations or above Wave 1 Inclusive quality first teaching for all The 3 wave model of intervention:  The 3 wave model of intervention Activity 1.3 Sort the cards into three piles: Wave 1 Wave 2 Wave 3 Slide20:  Identify pupils Assess learning needs Set curricular targets Tailored teaching in main lessons Additional or alternative provision Assess progress against targets Pupils before programmes Building capacity in schools:  Building capacity in schools In order to ensure better provision for our target group of pupils we aim to: Improve the leadership of intervention Improve teachers’ understanding of the recommended principles of intervention Improve teachers’ understanding of progression Support school action through consultancy School intervention team:  School intervention team SNS On-line training modules Consultancy Support LA Training Advice From SIP What are the progression maps?:  What are the progression maps? A web based curriculum planning tool for teachers to improve the progress of targeted pupils Designed to support teachers in tailoring provision to meet the needs of underachievers Can be used with pupils attaining below expectations but with the potential to reach the expected level in Years 7-11 Covers reading and writing and the main aspects of mathematics Intervention on-line training:  Intervention on-line training Modules exist in 5 areas: Leading intervention Key messages on intervention Introducing intervention in English and mathematics Tailoring teaching in English and mathematics Exploring aspects of the progression maps Study Plus:  Study Plus Study Plus Is an approach rather than a course: No fixed syllabus/specification No accreditation The approach supports the teacher in designing a course that matches the needs and interests of the pupils The target group:  The target group The Study Plus approach is designed for: Pupils who end Key Stage 3 on level 4 or with a low level 5 in mathematics and/or English. Pupils currently predicted to attain D or E grades at GCSE but have the potential to do better. KS4 Study Plus possible time scale:  KS4 Study Plus possible time scale Crown Copyright Statement:  Crown Copyright Statement The content of this publication may be reproduced free of charge by schools and local authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to OPSI for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: OPSI, The Information Policy Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk

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