Dromore High School Controlled Co-educational Non-selective 11-16 years 50th anniversary Pilot for revised
curriculum
Specialist status in Science
The Key stage 3 aspect of our bid was based around the implementation of the new Northern Ireland or revised curriculum
In Science, at a whole school level, with partner post-primary schools and with our 3 primary school partners
New Science Schemes of Work
An ICT/resource technician
A presentation suite
Specialist school targets at KS3
Addressed classroom practice at department and whole school level
Influenced school development plan and departmental action plans
Addressed all aspects of the ‘Big Picture’
Raising Standards at KS3 through the revised curriculum
An opportunity to teach the skills necessary to enable pupils to –
- be better thinkers and therefore improve understanding - manage themselves and their
learning - apply their learning to everyday
life
REVISED CURRICULUM
Nearly 2 years on ………..
ASK YOURSELF
How have my lessons changed?
What am I doing differently?
CHECK! The Big Picture
Your Subject Strand
Breakdown of Skills
Assessment for Learning
Learning to Learn
CONTEXT
Apply a context for relevance
ASK YOURSELF
Is there an everyday application?
Does the topic address any of the Key Elements?
CHECK! Is there anything more to be covered than there would have been before?
To ENGAGE Learning
Curriculum Objectives
To develop the young person as an individual
To develop the young person as a contributor to society
To develop the young person as a contributor to the economy and environment
Some Key Elements
Personal understanding Mutual understanding Personal health Cultural awareness Media awareness Economic awareness Education for sustainable
development
LEARNING INTENTIONS
We are learning to - WALT
ASK YOURSELF
What do you want the pupils to have learnt?
Which skills can be developed?
CHECK! Not more than 3 learning intentions
One involves the acquisition of a skill
To EXPLAIN Learning
Assessed skills
Communication
Using Maths
ICT
Thinking & PersonalSkills Capabilities Thinking, problem
solving and decision making
Being Creative
Managing Information
Self management
Working with Others
SKILLS
Subject, TS&PC, UM, Com, ICT
ASK YOURSELF
Are there opportunities to develop any skills?
Do I need to teach the skill first?
CHECK! Which sub section of the skill area is being addressed
Is it a ‘thinking’ or ‘doing’ skill
To ENHANCE Learning
ACTIVITIES
Active learning – pupil thinking
ASK YOURSELF
What do I want the pupils to understand about this topic?
Are there ways to make them think first and work it out before you tell them?
CHECK! Prepare questions for effective questioning
Structure group work/paired work and plan strategy for active learning
To EMBED Learning
SUCCESS CRITERIA
What I’m looking for- WILF
ASK YOURSELF
What do I require of the pupils?
How am I going to make this known to the pupils?
CHECK!
‘The more explicit you are about what you expect the students to do in terms of –
- behaviour - methods of working
- what a good piece of work looks like
The more likely the students are to deliver want you want’
Chris Baker
To ENSURE Learning
ASSESSMENT
Formative / Summative/ Peer
ASK YOURSELF
How will I know that learning has taken place?
Is there an opportunity for peer / self assessment?
CHECK! Methods- work sheet, task completed, questioning, observation, test
Feedback – comments?, marks?
Competency and Complexity
To EVALUATE Learning
Is it happening in the classroom?
Schemes of work Whole school INSET on
requirements Audit of cross-curricular skills Lesson observation during PRSD Pupil pursuit by senior managers
or curriculum team
Key points
Teaching skills improves learning PRSD can be used as a monitoring
tool There can be recognisable
differences in lessons Classroom observation is
necessary