Manchester_Primary_Heads_Tuesday_am

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Helen Williams : Helen Williams Facilitator

Conference Agenda : Conference Agenda 10.00 Introduction Ministerial speech Question and Answer Session 10.55 ‘Leading learning in the Improving Primary School’ - Presentation - Group Discussion - Plenary 12.05 Final Session - Panel Interview - Minister’s closing comments 12.30 Close and Lunch

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Stephen Twigg : Stephen Twigg Parliamentary Under Secretary of State for Schools

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Slide7 : Leading learning in the Improving Primary School Kevan Collins

Key Stage 1 task/tests : Key Stage 1 task/tests

Key Stage 2 tests : Key Stage 2 tests

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Key Stage 2 – Attainment by Free School Meal band : Key Stage 2 – Attainment by Free School Meal band 2002 Median Line 1998 Median Line 0 10 20 30 40 50 60 70 80 90 100 Up to 8 % 8 - 20% 20 - 35% 35 - 50% 50% + FSM band Percentage achieving level 4 or above Low FSM High FSM

Slide14 : Distribution of Reading Achievement in 9-10 year olds in 2001 300 325 350 375 400 425 450 475 500 525 550 575 Sweden Netherlands England Bulgaria Latvia Canada (Ontario,Quebec) Lithuania Hungary United States Italy Germany Czech Republic New Zealand Scotland Singapore Russian Federation Hong Kong SAR France Greece Slovak Republic Iceland Romania Israel Slovenia International Avg. Norway Cyprus Moldova, Rep of Turkey Macedonia, Rep of Colombia Argentina Iran, Islamic Rep of Kuwait Morocco Belize Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

Percentage of pupils achieving level 4 or above in Key Stage 2 tests 1998-2003 : Percentage of pupils achieving level 4 or above in Key Stage 2 tests 1998-2003 Test changes in 2003 Major changes to writing test/markscheme Significant changes to maths papers 50 55 60 65 70 75 80 1998 1999 2000 2001 2002 2003 English Maths

Key Stage 2: the challenge : Key Stage 2: the challenge Below level 3, 8% Below level 3, 7% Level 4, 48% Level 4, 44% Level 5, 27% Level 5, 29% Level 3, 20% Level 3, 17% English Maths 85% target

The Primary Strategy : The Primary Strategy School ethos and innovation Intelligent accountability Framework for teaching Powerful learning Partnership beyond the classroom Leadership and collaboration Staff development and workforce reform

Policy priorities – learning and teaching : Policy priorities – learning and teaching Addressing priorities in literacy teaching  Addressing priorities in numeracy teaching Teaching in context

Core Principles - Learning and Teaching : Core Principles - Learning and Teaching Ensure every child succeeds: provide an inclusive education within a culture of high expectations Build on what learners already know: structure and pace teaching so that students know what is to be learnt and how Make learning vivid and real: develop understanding through enquiry, e-learning and group problem solving Make learning an enjoyable and challenging experience: stimulate learning through matching teaching techniques and strategies to a range of learning styles Enrich the learning experience: infuse learning skills across the curriculum Promote assessment for learning: make children partners in their learning

Principles at work : Principles at work Video extract: A Y4 class have been studying Celtic life. In this lesson the teacher will use this rich and familiar content to promote the development of speaking and listening skills and collaborative group work.

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Context and school character : Context and school character Taking ownership of the curriculum Defining the curriculum in a local context Identifying areas of expertise and subject specialism Expressing the character and personality of your school

A school teaches in three ways: by what it teaches, by how it teaches and by the kind of place it is : A school teaches in three ways: by what it teaches, by how it teaches and by the kind of place it is Curriculum Content Personalised Learning Teaching and Learning Strategies Assessment for Learning “Vision and Values” “Norms and Expectations” “Culture and Ethos”

Curriculum content : Curriculum content Delivering the entitlement to a broad and rich curriculum Building on the literacy and numeracy strategies Releasing the potential of e-learning and ICT Extending the curriculum: modern and foreign languages museums and galleries education programme high quality PE and music for all

Teaching and learning across the curriculum : Teaching and learning across the curriculum Learning how to learn Building better links between the content of the curriculum and the development of learning skills Knowing more about what is ‘learnable’ Focus on strategic learning: thinking skills, fostering creativity, reflection and assessment for learning, study skills, collaborative learning etc

Assessment for learning : Assessment for learning AfL is the process of seeking and interpreting evidence for learners and teachers to decide where the learners are in their learning, where they need to go and how best to get there Key components that raise standards are shared objectives, feedback that identifies targets for improvement, ‘higher order’ questioning and self and peer assessment AfL also refers to the school’s and its teachers capacity for using data to promote student learning

Questions for discussion : Questions for discussion What more can we do to help teachers use their existing freedoms to raise standards? What new freedoms would help teachers to teach better? From your experience, what are the best ways for schools and teachers to continue to learn and develop together? What more could we do to support effective and worthwhile networking? How can we be smarter and more creative about the way we provide support and resources for you, to support work on ‘learning to learn’?

Slide28 : Demands on head teachers are getting bigger and bigger – if this is going to work, it needs to be made manageable for teachers Funding planning time for teachers to share and discuss good practice No more boxes with videos cascaded by the LEA – want quality resources Funding problems and initiative overload are causing burnout for head teachers and staffing problems Allowing creativity and experimentation by knowing that you can learn from failure Disappointed that too much focus on league tables and statistics Excellence and enjoyment is great – agree that Ofsted and LEAs need to take it on, but TTA and ITT providers are also key Statistics can be misleading Don’t feel there is enough vision for the future

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