Leading International Curriculum and Learning Teachers Pete Hall Jones.
Leading the curriculum in a time of change nov'12
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Transcript of Leading the curriculum in a time of change nov'12
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Neartú 19/20 Nov.’12
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Act provisionally-only God knows for sure!
The future........
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Move teachers to a different zone
To narrow the Junior Cycle curriculum
Opportunity to blend with Primary
Opportunity to refocus and make the profession more professional-‘exam skill’
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Staff profile
Phasing up to 2016
Leaving Cert. connection
Assessment -60:40
Raising the bar and narrowing the gap-consistency!
Timetable issues
Taster problems-class size
Level of engagement after 6 wks
E-portfolios-computer access
Texts
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Group Characteristics Challenges for working with
this group
Tips for working with
this group
Ready-to-go group
•Eager to try new things
•Enjoy working with colleagues
•Confident
•About 10%-20% of staff
Wait-and-see group
•Eager to improve but cautious about change
•Looking for quick signs of success
•About 60%-80% of staff
Put-on-the-brakes group
•Want nothing to do with initiative
•Satisfied with their work as it is
•History of resisting initiatives
•About 10%-20% of staff
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Mismatch
Irish, English, and Maths between P. and P.P.
Familiarity with P. curriculum
Only half of P.P. teachers
Taster subjects
No negative impact on student progress
Streaming
Higher streams - longer to settle
Lower streams less progress in reading and writing
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Number
Measures
Shape and Space
Data
Algebra
Number (strand 3)
Geometry and
Trigonometry (strand
2)
Statistics and
Probability (strand 1)
Algebra /Functions (strands 4 and 5 )
SIXTH CLASS JUNIOR CYCLE
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Teaching methodologies –generally traditional
Test scores - in Reading and Mathematics do not improve for majority in 1st yr of PP.Is there sufficient challenge?
Student attitude to school- less positive
Learning support – helped but would like help with homework.
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All Girls Voluntary Secondary School
Gaelcholáiste
DEISVocational School
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Critical year for student engagement-template for Leaving Certificate performance?
How do you maintain student engagement in second year?
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0
0.5
1
1.5
2
2.5
3
1st year
(September)
1st year
(May)
2nd year JC year 5th year LC year
Positive Negative
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They study subjects they like!
There are lots of practical activities.
Where there is group work.
When teachers care.
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Negative interaction with teachers and misbehaviour
Academic self-image: capacity to cope with school-work (from 2nd year)
Educational aspirations
Time spent on homework/study
Outside school (social life, part-time work)
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1
2
3
4
5
6
7
8
Mixed ability Higher
stream
Middle
stream
Lower stream
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The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Maths JC LC 2011 LC 2012
% % %
Higher 46 16 22*
Ordinary 46 72 67
Foundation 8 12 11
English JC LC
% %
Higher 72 64 65
Ordinary 26 36 35
Foundation 3
© PDST, 201017
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
* Bonus Points Awarded
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•Students making a greater connection with learning
•Improving the quality of learning that takes place
•Ensuring literacy, numeracy and key skills are
embedded in the learning
The focus is on...
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•What a student will learn described in statements of
essential learning across a number of areas of
learning?
•The skills of literacy and numeracy and other key
skills embedded in areas of learning and the
curriculum?
Learning
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• Assessment playing a major part in everyday learning
over the three years of junior cycle?
• Students being more responsible for gathering and
presenting evidence of their learning?
• Teachers judging, giving feedback, and reporting on
that evidence?
Assessment
A new Framework for Junior Cycle?
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• Two new qualifications?
• Smaller qualifications with caps on the number of
curriculum components, giving schools more space
and time to spend on their junior cycle programme, on
literacy, numeracy and key skills?
Qualifications
A new Framework for Junior Cycle?
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Mary-over to you!