Year 7 Pathways to Support Transition
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Semelhante a Year 7 Pathways to Support Transition
Semelhante a Year 7 Pathways to Support Transition (20)
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Year 7 Pathways to Support Transition
- 1. The New Secondary Curriculum • Tatersalls, Newmarket – 10/11/09 Pathways in Year Seven;Pathways in Year Seven; Steps in Developing a PersonalisedSteps in Developing a Personalised Competency CurriculumCompetency Curriculum Steve Keeble Lead Practitioner Curriculum Change
- 2. Objectives
- 3. How we learn – “The Culture Way”
- 5. Deciding on a Pathway
- 6. Ready to Learn R2L • Some setting in Maths, Science and MFL. • English, Humanities, Creative Arts and ICT operate a carousel with mixed ability groups within the pathway. • 6 MFL Lessons
- 7. Mon 1 Geography Art German English Maths Tue 1 Science English Spanish Maths RE Wed 1 PE PE French Science Enrichment Thur 1 Maths Music DT DT Drama Fri 1 Science Cit ICT English History Mon 2 DT PE English Maths History Tue 2 Spanish ICT Maths Art English Wed 2 German English Science Music RE Thur 2 Maths DT French Geography Science Fri 2 Music Science English PE Art
- 8. Learning Plus L+ • Ability setting in English, Science, Maths and MFL • Mixed ability in Humanities, Creative Arts and ICT • 4 MFL Lessons and 2 Literacy+ Lesson
- 9. Mon 1 Music Maths Science Spanish English Tue 1 History Art Maths French English Wed 1 DT DT English Geography Enrichment Thur 1 Science English PE PE ICT Fri 1 English RE Cit Science Maths Mon 2 PE DT Music English Geography Tue 2 Maths French Drama History Science Wed 2 ICT Spanish Science Maths English Thur 2 Science PE Art Music English Fri 2 RE English Maths DT Art
- 10. Learning to Learn L2L • Ability setting in Science, Maths and MFL • 2 MFL lessons and 2 Literacy+ Lessons • 17 lessons per fortnight with deputy SENCO covering English, Humanities, Music and Literacy+
- 11. Mon 1 L2L L2L Maths L2L Science Tue 1 Science Maths L2L L2L RE Wed 1 DT DT L2L L2L Enrichment Thur 1 Science Maths PE PE English Fri 1 German Maths ICT L2L L2L Mon 2 PE DT L2L L2L Maths Tue 2 English L2L ICT Maths Maths Wed 2 Cit Maths Science L2L L2L Thur 2 German PE L2L Maths L2L Fri 2 Maths Science ICT DT L2L
- 12. • Within each pathway a separate banding system for PE and DT (Called PT) to allow equal numbers and gender in bands • This was a problem inhibiting movement on academic ground in 2008 PE and DT
- 13. The Nature of Teaching and Learning • Read through and think about each of the statements. • Mark on the scale of numbers to show which statement you feel most in agreement with • Secondly mark where you believe the majority of colleagues in your own school are likely to think we should be.
- 14. Successes
- 15. Challenges
- 17. Testament • “They soon found, as we did, that they needed to change the curriculum towards a more competency-based approach if they were going to embed the principles of Learning to Learn for life” • “They have gone on to achieve national recognition for their curriculum innovation and we have moved on to develop a project-based approach to learning in Year 7 that has had a remarkable impact on student achievement”
- 18. Useful links SSAT www.ssatrust.org.uk/curriculumdesign National College www.nationalcollege.org.uk/ QCA http://curriculum.qca.org.uk/ Further information
- 19. If you want advice or support on any of the issues discussed today Phone: 01493 660218 Email: sajh@btinternet.com Support
Notas do Editor
- The participation age increase means that the current year 7 will remain in education until 18. Experts Unite Activity There are .... people in this room that already know a lot about curriculum design
- Is a pathway approach with copeency development new? Aboriginal idea Story Sharing: Teaching and learning through narrative.Learning Maps: Making learning pathways and processes explicit visually.Non-verbal: Kinaesthetic. Critical reflection. Least intrusive behaviour management.Symbols and Images: Exploring content through imagery. Using visual cues and signals.Land Links: Place-based pedagogy, linking content to local land and place.Non-linear: Lateral thinking, exploring new angles, comparing and synthesising different cultural viewpoints, innovating, adapting, working with cyclic processes. Holistic knowledge.Deconstruct/Reconstruct: Modelling and scaffolding, balancing teacher instruction and independent learning, working from wholes to parts.Community Links: Grounding class content and values in community knowledge. Community projects. Using or displaying classroom learning publicly for community benefit. http://8ways.wikispaces.com/
- Which pathway would you prefer? Crazy paving is disjointed with no clear outcome The stepping stones present a coherent pathway with a clear goal and a possible branch
- This came up when I Googled CAT Tests! But illustrates that guidance is needed to get on the correct pathway Baseline soft data collected from students on Self-esteem, MI’s, Attitudes to learning
- Talk Through The CPHS Pathways
- Educational Imaginaries This is a very simple activity that can easily be used with larger audiences and adapted in several ways – this is only one possible use. It aims to get people reflecting on their own values about education, and how it is changing, and also to consider how the institution as a whole might feel about the shift from 20th to 21st century education. To use with groups other than teachers some care will be required in rewording the statements. Give each delegate a copy of the Educational Imaginaries sheet and allow them 10 minutes to complete it as per the instructions, marking their own position, and what they feel that of their peers might be. Optionally you could then ask pairs or small groups of delegates to explore their answers. A plenary might then allow you to pick a particular statement that would perhaps be a more contentious point in your school and invite opinions and discussion, either all together or in groups. A useful question to ask is for all delegates who have generally marked themselves more to the right (towards the 21st century imaginary) than they marked the institution as a whole to raise their hands. Perhaps unsurprisingly most delegates will feel themselves to be less conservative than the school as a whole.
- Measurable decrease in “incidents” increased % students meeting their Minimum Target Grade and Challenging Target Grades Inclusion and community cohesion Challenged students empowered
- Video attached from Burton on Trent