1. PLC’s Objectives: 1.Understand what a PLC is and what it is used for 2.How it can benefit you and your students 3.Agreed whole school and department actions going forwards 4.By the end of this session be clear about how you will use PLC’s on a class and individual basis to track learning and make effective judgments and provide appropriate support. Sit in Depts Thank you

2. PLCs track Learning rather than Teaching Why do we want to use PLC’s? X2 sub levels of progress per year Move to progress of learners not just attainment Show evidence of learning taking place Support students and parents in next steps Support students in new terminal exams They keep students and teachers realistic and focused with the end in mind

3. Outcomes Leadership STL Teacher Support teaching staff in tracking learning Show that students make progress across the school in a range of subjects Consistency of approach across the school PLC champion and support for STL’s and teaching staff Different audiences OFSTED/consultants/ governors/parents Agree Department PLC, linked to SOW / assessment and exam board Ensure consistency of approach across the department PLC’s in place for all KS4/5 courses by October half-term Review in department time after each data drop and support as required Improve rates of progress across the department and PLC Champion PLC in place for each KS4/5 class Updated after each data drop Class PLC and Student PLC Shared with staff, students and parents Improve rates of progress and track learning Provide appropriate class and individual support

4. Starter question Do students in your subject make less than expected, expected, or more than expected, progress? ‘What got you here, won’t get you there.’ Marshall Goldsmith ‘Insanity is doing the same thing over and over again and expecting a different outcome.’ Albert Einstein

5. If we want a different outcome we have to do things differently.

6. A Personalised Learning Checklist PLC

7. What is a PLC ? A Tool for Tracking Learning not Teaching PLCs are Assessment for Learning Tools Determined by evidence Classwork, Homework, Mini-Tests, Direct Observation

8. What does a PLC look like ? An ordered set of Learning Objectives organised by ‘Characteristics’ and ‘Elements’

9. What is a Characteristic ? A Theme A Topic A Module

10. In Mathematics, for example, a ‘Characteristic’ of a lower ability group’s programme of study might be: Counting and Understanding Numbers: number and the number system

11. In English, this could be: Sentence Structures

12. In Drama this might be: Illusionist Mime!

13. Characteristics are: Themes Topics Modules

14. Sitting below the ‘Characteristic’ are the ‘Elements’ which make up the ‘Characteristic’ The constituent parts of a topic.

15. Subject: Mathematics Characteristic: Counting and Understanding Numbers Elements: Recognise and describe number patterns for adding sequence Recognise and describe number patterns for subtracting sequence Recognise and describe multiples Recognise and describe factors

16. Subject: English Characteristic: Sentence Structure Elements: Write Short Descriptive Sentences using adjectives Write Conjunction Sentences using 'and', 'then', 'but' and 'so’ Write Time Connective Sentences (first, next, finally, in conclusion) Write Imperative Sentences using 'bossy verbs' in the present tense

17. Subject: Drama Characteristic: Illusionist Mime Elements: Isolate single hand movements Alter foot position to increase range and mobility Roll hands from the wrist Flex fingertips Use simultaneous hand movements for specific effect

18. What might the Elements, sitting below a Characteristic of your subject, look like ?

19. For each ‘Element’ the teacher makes a forensic, evidence based, professional judgment as to whether a student has :  Secure learning (can do 90% of the time)  Insecure learning (can’t do it 90% of the time)  No Knowledge (no understanding)

20. The Process – if using the PLC template Whole Class 1 - Enter student names 2 - Enter the initials of teachers accountable for intervention 3 - Conduct DIAGNOSIS, entering 1 for 'Secure'; 2 for 'Insecure' and 3 for 'No Knowledge‘ – it will self colour code with the numbers 4 - Review diagnosis evidence and decide which topics will be taught to the whole class and which will be taught in small intervention groups 5 - Decide which topics will be addressed first 6 - Systematically convert learning insecurities into learning securities through either whole class or small group intervention 7 - Regularly review progress for each individual student and the class 8 - Update the spreadsheet, changing the 1, 2 or 3 as learning insecurities are converted to securities. Do this only on the basis of objective evidence 9 - Identify the next round of intervention topics and proceed from 5 above

23. PLCs track Learning rather than Teaching

24. PLCs Allow Early Intervention Focused on an Identified Learning Need

25. Support Specific and additional learning activities, intervention, for groups and individuals focused on the ‘Learning Insecurities’ and ‘No Knowledge’ status identified in the PLC.

26. PLCs prevent teachers remaining delusional! “I have taught it, therefore they must have learned it! ”

27. Why should I commit to the PLC process ? Being deeply PASSIONATE about improving life Being intensely COMMITTED to betterment MAKING a DIFFERENCE in the lives of students IMPROVING the QUALITY of how we live together Anchoring practice in BELIEFS and VALUES X2 sub levels of progress per year Move to progress of learners not just attainment Show evidence of learning taking place Support students and parents in next steps Support students in new terminal exams Keep students and teachers realistic and focused with the end in mind

28. ‘What got you here, won’t get you there.’ Marshall Goldsmith

29. Outcomes Leadership STL Teacher Support teaching staff in tracking learning Showing that students make progress across the school in a range of subjects Consistency of approach across the school PLC champion and support for STL’s and teaching staff Different audiences OFSTED/consultants/ governors/parents Agree Department PLC, linked to SOW / assessment and exam board Ensure consistency of approach across the department PLC’s in place for all KS4/5 courses by October half-term Review in department time after each data drop and support as required Improve rates of progress across the department and PLC Champion PLC in place for each KS4/5 class Updated after each data drop Class PLC and Student PLC Shared with staff, students and parents Improve rates of progress and track learning Provide appropriate class and individual support

30. Agreed actions – will be e-mailed out WhatWhoWhen All departments to draft and agree a PLC for their course in the next department meeting on Wednesday It must be linked to the SOW and your assessments STL teachers15.10.14 PLC’s in place for all KS4/5 courses by October half-term SLT,STL, teachersOctober half-term Students diagnosed by October half-termSTL, teachersOctober half-term The teacher should hold a class PLC. PLC’s should also be shared with students, staff and parents at parents evenings TeachersEach data drop and parents evening PLC’s in place for all KS3 courses by February half-term SLT,STL, teachersFebruary half-term