Dromore High School Controlled Co-educational Non-selective 11-16 years 50 th anniversary Pilot for...

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