1. Key Stage 3 National Strategy
Departmental evaluation and forward planning for Key Stage 3 science

2. Objectives for the unit
To focus on the processes of monitoring and departmental evaluation and to plan for their effective implementation
To show how effective and manageable monitoring underpins improvements in the quality of science teaching
To emphasise the need for a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department
To increase confidence in ways to prioritise developments in relation to internal and external targets
To develop a systematic approach to the action-planning process and to reviewing action points
Objectives for the unit Slide 1.1
• To focus on the processes of monitoring and departmental evaluation and to plan for their effective implementation
• To show how effective and manageable monitoring underpins improvements in the quality of science teaching
• To emphasise the need for a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department
• To increase confidence in ways to prioritise developments in relation to internal and external targets
• To develop a systematic approach to the action-planning process and to reviewing action points
Slide 1.1

3. Unit 5: Departmental evaluation and forward planning for Key Stage 3 science
Session 1 Forward planning for monitoring and departmental evaluation
Session 2 Making monitoring useful and manageable
Session 3 Understanding the departmental evaluation process
Session 4 Forward planning
Unit 5: Departmental evaluation and forward planning Slide 1.2
for Key Stage 3 science
Session 1 Forward planning for monitoring and departmental evaluation
Session 2 Making monitoring useful and manageable
Session 3 Understanding the departmental evaluation process
Session 4 Forward planning
Slide 1.2

4. Unit 1: Launch of the science strand
From the objectives for session 2: Making it happen
To consider the DfES five-stage cycle for school improvement
To consider what is expected of heads of science and Key Stage 3 coordinators
From the objectives for session 4: Action planning
To consider the principles of good action planning
To explore the writing of SMART targets
To consider how and when school and departmental improvement plans should be reviewed
Unit 1: Launch of the science strand Slide 1.5
From the objectives for session 2: Making it happen
• To consider the DfES five-stage cycle for school improvement
• To consider what is expected of heads of science and Key Stage 3 coordinators
From the objectives for session 4: Action planning
• To consider the principles of good action planning
• To explore the writing of SMART targets
• To consider how and when school and departmental improvement plans should be reviewed
Slide 1.5

5. Unit 4: Introducing curricular targets and reviewing action points
To have a clear understanding of numerical targets including aspirational targets
To take a numerical target and translate this into specific curricular or teaching targets that will improve pupils’ knowledge and understanding
To refine practice in relation to identifying and constructing action points
To be clear about the sources of evidence that can be used to monitor and evaluate action points
Unit 4: Introducing curricular targets and reviewing action points
• To have a clear understanding of numerical targets including aspirational targets
• To take a numerical target and translate this into specific curricular or teaching targets that will improve pupils’ knowledge and understanding
• To refine practice in relation to identifying and constructing action points
• To be clear about the sources of evidence that can be used to monitor and evaluate action points
Slide 1.6

6. Unit 4: Session 3 Objectives
To identify a range of monitoring activities
To identify how monitoring informs the evaluation of progress made with action points
To review the suitability of the monitoring and evaluation procedures used in a number of sample action and improvement plans
To identify the forward planning you need to monitor and evaluate action points
Objectives
Slide 1.7

7. From the DfES five-stage cycle for school self-improvement
Stage 5. The school monitors and evaluates its actions in terms of the improvement in pupils’ performance
The school takes action, reviews progress and starts the cycle again. Evaluation takes place once the previous year’s results are known, and it starts up the cycle again. Although pupils’ performance targets are central to the cycle, stage 5 is the most important stage. The main part of the year is free for implementing the plans.
Schools can review their Key Stage 3 action points after the results of the 2002 national tests are known. Schools should monitor progress against the action points each term and evaluate changes as they are implemented. Evaluation criteria need to be established early and identified alongside the action points.
Schools can review their Key Stage 3 action points after the results of the 2002 national tests are known. Schools should monitor progress against the action points each term and evaluate changes as they are implemented. Evaluation criteria need to be established early and identified alongside the action points.
Slide 1.8

8. Annual departmental improvement planning cycle
Slide 1.10

9. Objective and intended outcomes for Session 1
To focus on the processes of monitoring and evaluation and to plan for their effective implementation
Intended outcomes
Participants should:
understand how this unit develops from the training provided in other units, in particular unit 1: Launch of the science strand and unit 4: Introducing curricular targets and reviewing action points
develop a shared understanding of the terminology associated with the processes of monitoring and evaluation
be confident in recognising the differences as well as the links between monitoring and evaluation
understand how action points and targets determine some of the parameters for the processes of monitoring and evaluation
recognise the role of consultant in supporting science departments in effective monitoring and evaluation.
Objective and intended outcomes for Session 1
Objective
• To focus on the processes of monitoring and evaluation and to plan for their effective implementation
Intended outcomes
Participants should:
• understand how this unit develops from the training provided in other units, in particular unit 1: Launch of the science strand and unit 4: Introducing curricular targets and reviewing action points
• develop a shared understanding of the terminology associated with the processes of monitoring and evaluation
• be confident in recognising the differences as well as the links between monitoring and evaluation
• understand how action points and targets determine some of the parameters for the processes of monitoring and evaluation
• recognise the role of consultant in supporting science departments in effective monitoring and evaluation.
Slide 1.11

10. Objective for the session
To illustrate how effective and manageable monitoring underpins improvements in the quality of science teaching
Objective for the session Slide 2.1
• To illustrate how effective and manageable monitoring underpins improvements in the quality of science teaching
Slide 2.1

11. What makes monitoring work?
The purpose for the monitoring is clear
The evidence collected is manageable and in an agreed timescale
Teachers know what to look for
The issues raised from the monitoring are as precise as possible
Departmental actions are taken as a result of the monitoring
Progress of the action is evaluated
Good practice is shared and celebrated
but most of all
Monitoring and the resulting development of teaching must be planned in advance
All of the teachers should work in the team and need to understand their role in the process
but most of all
• Monitoring and the resulting development of teaching must be planned in advance
• All of the teachers should work in the team and need to understand their role in the process
Slide 2.2

12. What are the objectives of the Key Stage 3 Strategy for teachers?
To raise the standards of pupils’ achievements
To increase pupil engagement in learning
To transform teaching, and so to transform learning
To ensure progression in pupils’ learning
What are the objectives of the Key Stage 3 Strategy for teachers?
• To raise the standards of pupils’ achievements
• To increase pupil engagement in learning
• To transform teaching, and so to transform learning
• To ensure progression in pupils’ learning
Slide 2.5

13. Is the learning effective?
Are the pupils:
setting themselves high enough expectations?
engaged in their own learning?
challenged and stimulated?
making progress?
Are the pupils:
• setting themselves high enough expectations?
• engaged in their own learning?
• challenged and stimulated?
• making progress?
Slide 2.6

14. What can teachers do that will make a difference?
Expectations
Engagement
Transformation
Progression
Expectations
Engagement
Transformation
Progression
Slide 2.7

15. Key points Whatever the approach, teachers need to know:
who is involved
how long the activity will take
how the rest of the team are to be informed
what questions are to be the focus of the monitoring
Key points
Whatever the approach, teachers need to know:
• how the rest of the team are to be informed
• what questions are to be the focus of the monitoring
Slide 2.14

16. Objective and intended outcomes for session 2
To illustrate how effective and manageable monitoring underpins improvements in the quality of science teaching
Intended outcomes
Participants should:
understand why the most effective monitoring is well planned and managed, involves a team approach and is completed by an agreed date
recognise that monitoring should gather evidence from a range of sources and departmental activities, extending beyond only the observation of lessons
appreciate that monitoring is not an end in itself, but needs to be followed by objective evaluation
• appreciate that monitoring is not an end in itself, but needs to be followed by objective evaluation
Slide 2.15

17. Subject leader development programme
Module 1 Subject leadership at Key Stage 3
Module 2 Analysing and interpreting pupils’ attainment data and reviewing their progress
Module 3 Sampling pupils’ work and views
Module 1 Subject leadership at Key Stage 3
Module 2 Analysing and interpreting pupils’ attainment data and
reviewing their progress
Module 3 Sampling pupils’ work and views
Slide 3.1

18. Expectations of subject leaders
Compare:
‘in subject departments where leadership and management are of high quality, the common factors are astute planning of teaching, good involvement and motivation of staff, and effective monitoring and evaluation’ (2000–2001 HMCI report paragraph 88)
with:
‘too many heads of department take the narrow view that their responsibility is for managing resources rather than people’ (1995–1996 HMCI report quoted in 1997 Ofsted report Subject management in secondary schools: aspects of good practice)
Compare:
‘in subject departments where leadership and management are of high quality,
the common factors are astute planning of teaching, good involvement and motivation of staff, and effective monitoring and evaluation’ (2000–2001 HMCI report paragraph 88)
with:
‘too many heads of department take the narrow view that their responsibility
is for managing resources rather than people’ (1995–1996 HMCI report quoted
in 1997 Ofsted report Subject management in secondary schools: aspects of good practice)
Slide 3.2

19. Objective for session 3
To emphasise the need for a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department
Objective for session 3
• To emphasise the need for a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department
Slide 3.3

20. Source: Handbook for Inspecting Secondary Schools, Ofsted, 1999, page 1
The guidance…is intended to help ensure that the inspection process is of the highest quality and that judgements about a school are both fair and rigorous.
A good inspection is one where:
judgements about the educational standards achieved at the school and the strengths and weaknesses in teaching and other aspects are secured by sufficient valid and reliable evidence…
The guidance…is intended to help ensure that the inspection process is of the highest quality and that judgements about a school are both fair and rigorous.
A good inspection is one where:
• judgements about the educational standards achieved at the school and the strengths and weaknesses in teaching and other aspects are secured by sufficient valid and reliable evidence…
Slide 3.5

21. Source: Handbook for Inspecting Secondary Schools Ofsted, 1999, page 108
Report honestly and fairly, ensuring that judgements accurately and reliably reflect what the school achieves and does:
judgements must be robust and fully supported by evidence so that you can defend them, if required. They must be accurate and carefully weighed and tested against the inspection criteria. They must also be reliable, which means that other trained inspectors, using the same evidence, would be highly likely to come to the same judgement
Report honestly and fairly, ensuring that judgements accurately and reliably reflect what the school achieves and does:
• judgements must be robust and fully supported by evidence so that you can defend them, if required. They must be accurate and carefully weighed and tested against the inspection criteria. They must also be reliable, which means that other trained inspectors, using the same evidence, would be highly likely to come to the same judgement
Slide 3.6

22. Key words Fair Rigorous Tested against the criteria
Valid Reliable Fully supported by evidence
Accurate Robust Carefully weighed
Fair Rigorous Tested against the criteria
Valid Reliable Fully supported by evidence
Accurate Robust Carefully weighed
Slide 3.7

23. Applying these processes to the evidence
Are all the pupils learning as much as they are capable of learning?
What can be done to find out?
Where is the evidence and what does it tell me?
What is the next step?
• Are all the pupils learning as much as they are capable of learning?
• What can be done to find out?
• Where is the evidence and what does it tell me?
• What is the next step?
Slide 3.8

24. Objective and intended outcomes for session 3
To emphasise the need to apply a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department
Intended outcomes
Participants should:
be more confident in using the terminology linked to the evaluation process
have a greater awareness of the rigour needed to ensure the evaluation process is reliable and valid
have experienced the process of arriving at judgements based upon the range of evidence presented
have recognised that the strengths and limitations of their judgements is based directly upon the quality of the evidence
Objective
• To emphasise the need to apply a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department
Intended outcomes
Participants should:
• be more confident in using the terminology linked to the evaluation process
• have a greater awareness of the rigour needed to ensure the evaluation process is reliable and valid
• have experienced the process of arriving at judgements based upon the range of evidence presented
• have recognised that the strengths and limitations of their judgements is based directly upon the quality of the evidence
Slide 3.11

25. Objectives for session 4
To increase confidence in ways to prioritise developments in relation to internal and external targets
To develop a systematic approach to the action-planning process and to reviewing action points
Objectives for session 4
• To increase confidence in ways to prioritise developments in relation to internal and external targets
• To develop a systematic approach to the action-planning process and to reviewing action points
Slide 4.1

26. Likely outcomes from audits
Audits will be effective when:
the head of department or the Key Stage 3 consultant takes the lead and:
the Key Stage 3 strategy manager is involved
all departmental staff participate
good use is made of all the available data
Audits will be effective when:
• the head of department or the Key Stage 3 consultant takes the lead and:
• the Key Stage 3 strategy manager is involved
• all departmental staff participate
• good use is made of all the available data
Slide 4.4

27. Task H Look at audits 1 and 2 and answer these questions:
how well do you think they have been completed?
what action points would you carry through to the department improvement plan from each and why?
Slide 4.5

28. Task I Consider the prompt sheets that identify a
range of issues that might arise from the audit.
Annotate the sheets by:
adding other ideas
deleting those you disagree with
prioritising (1, 2 and 3) those you think will make the biggest difference in most schools
Consider the prompt sheets that identify a range of issues that might
arise from the audit.
Annotate the sheets by:
• adding other ideas
• deleting those you disagree with
• prioritising (1, 2 and 3) those you think will make the biggest difference
in most schools
Slide 4.9

29. What stage has been reached in the five-stage cycle?
Audits can be effective when:
the head of department or the science consultant take the lead
the Key Stage 3 strategy manager is involved
all departmental staff participate
good use is made of all the available data
Slide 4.13

30. Sections in the audit Outcomes 1 Standards
2 Pupils’ attitudes and behaviour
Quality of provision
3 Planning
4 Teaching
5 Assessment
The quality and effectiveness of the leadership
6 Management of the subject and general issues
7 Action planning
Slide 4.14

31. Objectives and intended outcomes for session 4
To increase confidence in ways to prioritise developments in relation to internal and external targets
To develop a systematic approach to the action-planning process and to reviewing action points
Intended outcomes
Participants should:
have identified both the importance of effective leadership in successful departments and the characteristics of successful leaders
be more confident about the auditing and action-planning processes, having gained further experience appropriate to their own needs
be clear about the next stage in the self-improvement cycle and what that means for them in fulfilling their leadership role in the department
Objectives and intended outcomes for session 4
Objectives
• To increase confidence in ways to prioritise developments in relation to internal and external targets
• To develop a systematic approach to the action-planning process and to reviewing action points
Intended outcomes
Participants should:
• have identified both the importance of effective leadership in successful departments and the characteristics of successful leaders
• be more confident about the auditing and action-planning processes, having gained further experience appropriate to their own needs
• be clear about the next stage in the self-improvement cycle and what that means for them in fulfilling their leadership role in the department
Slide 4.16

32. Objectives for the unit
To focus on the processes of monitoring and departmental evaluation and to plan for their effective implementation
To illustrate how effective and manageable monitoring underpins improvements in the quality of science teaching
To emphasise the need for a fair, rigorous and manageable approach to analysing evidence in order to evaluate progress in your department
To increase confidence in ways to prioritise developments in relation to internal and external targets
To develop a systematic approach to the action-planning process and to reviewing action points
Slide 4.17