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Key Stage 3National Strategy
© Crown copyright 2005
Leading in LearningWhole-school launch
Key Stage 3 National Strategy © Crown copyright 2005
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Key Stage 3 National Strategy © Crown copyright 2005
Collaborative working
‘The time teachers spend with each other and with other knowledgeable educators – engaged in thinking about teaching and learning – is just as important to students’ opportunities to learn as the time teachers spend in direct facilitation of the learning process.’
Linda Darling-Hammond, from Target Time Towards Teachers (Journal of Staff Development, Spring 1999)
Slide 3.1
Key Stage 3 National Strategy © Crown copyright 2005
National Curriculum thinking skills
Information processing
Reasoning
Enquiry
Creative thinking
Evaluation
Slide 3.2
Key Stage 3 National Strategy © Crown copyright 2005
The Leading in Learning approach
Five NC thinking skills
3-lesson cycle 10 teaching strategies
Slide 3.3
Key Stage 3 National Strategy © Crown copyright 2005
The strategies
1. Advance organisers
2. Analogies
3. Audience and purpose
4. Classifying
5. Collective memory
Slide 3.4
6. Living graphs
7. Mysteries
8. Reading images
9. Relational diagrams
10. Summarising
Key Stage 3 National Strategy © Crown copyright 2005
Leading in Learning
Slide 3.5
1 Advance organisers
2 Analogies
3 Audience and purpose
4 Classifying
5 Collective memory
6 Living graphs and fortune lines
7 Mysteries
8 Reading images
9 Relational diagrams
10 Summarising
National Curriculum Thinking Skills The Strategies
Planning Review Planning Review Planning Review
1st Lesson 2nd Lesson 3rd Lesson
Observation, video, meeting,
interviewing pupils, reading learning logs
Observation, video, meeting,
interviewing pupils, reading learning logs
The 3-Lesson Model
Key Stage 3 National Strategy © Crown copyright 2005
Quotations from the National Curriculum
Pupils can be encouraged to reflect on what and how they learn, and how these skills can be applied to different subjects, different problems and real-life situations.
‘By using thinking skills pupils focus on “knowing how” as well as “knowing what” – learning how to learn.’
‘Promoting skills across the National Curriculum’, in The National Curriculum: Handbook for secondary teachers in England (1999)
Slide 3.6
Key Stage 3 National Strategy © Crown copyright 2005
Thinking skills and your subject
What opportunities are there in your subject to develop the thinking skill you have chosen to consider?
Does developing pupils’ skills in this aspect of thinking help to raise their attainment in the subject?
Slide 3.7
Key Stage 3 National Strategy © Crown copyright 2005
Thinking about moving house!
Illustrate each of the 9 bullet points on the handout by a specific example using the context of a house move.
Choose any event, from the initial decision to move, to the final act of moving into the new house.
You have 5 minutes for this task.
Slide 3.8
Key Stage 3 National Strategy © Crown copyright 2005
The strategies
Following a brief description, each strategy has nine sections:
1. Rationale
2. NC thinking skills addressed
3. Planning to use the strategy
4. An example from a 3-lesson cycle
5. Creating the right level of challenge
6. Identifying successful thinking
7. Troubleshooting
8. Metacognitive plenaries
9. Bridging scenarios
Slide 3.9
Key Stage 3 National Strategy © Crown copyright 2005
Summarising
1. Delete unwanted extra detail
2. Delete information which is repeated
3. Replace detail with more general terms or descriptions
4. Select a topic sentence or create one if it is missing
5. Check that there is sufficient detail to make sense
Slide 3.10
Key Stage 3 National Strategy © Crown copyright 2005
Summarising
Plenary questions
Type of question Generic teacher question Exemplar pupil responses
Reflective ‘How did you decide what ‘We left out stuff about films like
– specific information to leave out?’ “Jaws” and decided to keep to
descriptions and facts like how
long sharks are and how heavy.’
Challenge ‘Why do you think it is ‘You need to think about the
important to consider the audience and purpose of the
purpose of the summarising?’ piece. It is different writing for
‘What difference does it make other people because you don’t
if the‘summary is for you or know what they know to start with
for someone else?’ and you do for yourself.’
Slide 3.11
Key Stage 3 National Strategy © Crown copyright 2005
The 3–lesson cycle – our experience
Thinking skill focus:
Strategies used:
Classes involved:
Slide 3.12
Key Stage 3 National Strategy © Crown copyright 2005
Professional growth
‘Probably nothing within school has more impact on students in terms of skills development, self-confidence or classroom behaviour than the personal and professional growth of their teachers.’
R. Barth, Improving schools from within: teachers, parents
and principals can make a difference! (Jossey-Bass,1990)
Slide 3.13
