Using ICT to promote more effective Teaching and Learning

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1 Using ICT to promote more effective Teaching and Learning Purpose This policy reflects the Sir John Colfox School values and philosophy in relation to the teaching and learning of and with ICT. It sets out a framework within which teaching and non-teaching staff can operate and gives guidance on planning, teaching and assessment. The policy should be read in conjunction with the scheme of work in your subject area which sets out in detail what pupils in different classes and year groups will be taught and how ICT can facilitate or enhance work in your curriculum areas. This document is intended for o All teaching staff o All staff with classroom responsibilities o Sir John Colfox School governors o Parents o Inspection teams Introduction Information and Communications Technology prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. We recognise that Information and Communications Technology is an important tool in both the society we live in and in the process of teaching and learning. Pupils use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of sources. Our vision is for all teachers and learners in the Sir John Colfox School to become confident users of ICT so that they can develop the skills, knowledge and understanding which enable them to use appropriate ICT resources effectively as powerful tools for teaching & learning. Aims One if the principal aim of the Sir John Colfox School this year, as written in the School Improvement plan is to Ensure the effective use of ICT in the Classroom. Integral to achieving this are the following aims; o To enable student to become autonomous, independent users of ICT, gaining confidence and enjoyment from their ICT activities o To develop a whole school approach to ICT ensuring continuity and progression in all strands of the ICT National Curriculum o To use ICT as a tool to support teaching, learning and management across the whole curriculum o To provide students with opportunities to develop their ICT capabilities in all areas.

2 o To ensure ICT is used, when appropriate, to improve access to learning for pupils with a diverse range of individual needs, including those with SEN and disabilities o To maximise the use of ICT in developing and maintaining links between other schools, the local community including parents and other agencies. Objectives In order to fulfil the above aims the school will ensure: o that all student have access to a range of ICT resources o that ICT experiences are focussed to enhance learning o that students experiences are monitored and evaluated o that resources are used to their full extent o that resources and equipment are kept up to date as much as possible o that staff skills and knowledge are kept up to date Curriculum Development & Organisation For a minimum of once a term each class will work on completing an activity that uses ICT as a working tool. Each department should develop plans for ICT in their departmental development plan on which these activities are highlighted. The plan will include specific ICT Learning objectives, activities, vocabulary and assessment. Adaptations are made to ensure the plan is progressive in developing pupil capability. The use of ICT in teaching and learning should also become a regular focus for departmental and line management meetings. Stand alone, home computers or similar technology, as well as the ICT suites, can be used to complete ICT based tasks shown by departmental schemes of work. This scheme is integrated to ensure that delivery of ICT is linked to existing programme of study. Additionally teachers machines and interactive whiteboards in classrooms will support the development of ICT capability by enabling further development of tasks from the ICT room or at home; teachers should encourage structured research, and allow for the creative use of ICT in subjects. Digital projectors, which are ceiling mounted, are located in most of the classrooms as well as the ICT suite. These are used as a teaching resource across the curriculum. Similarly, using your own lap-top to record, track progress, evaluate and assess, is an example of good practice in ICT. Teaching & Learning Teachers planning is differentiated to meet the range of needs in any class including those students who may need extra support, those who are in line with average expectations and those working above average expectations for student of their age. A wide range of styles are employed to ensure all students are sufficiently challenged: o Students may be required to work individually, in pairs or in small groups according to the nature or activity of the task. o Different pace of working

3 o Different groupings of students - groupings may be based on ability either same ability or mixed ability. o Different levels of input and support o Different outcomes expected o Working in pods or with TA s Line managers will review HoD s ICT plans to ensure a range of teaching styles are employed to cater for all needs and promote the development of ICT capability. Equal Opportunities The National Curriculum states that, All pupils, regardless of race, class or gender, should have the opportunity to develop ICT capability. It is our policy to ensure this by: o ensuring all students pursue ICT in all curriculum areas o keeping a record of students ICT use to ensure equal access and fairness of distribution of ICT resources o providing curriculum materials and software which are in no way class, gender or racially prejudice or biased o monitoring the level of access to computers in the home environment to ensure no pupils are unduly disadvantaged We are currently investigating ways in which parents and pupils without home computers can be supported in developing their use if ICT. Internet and use of videos Internet access and videos are planned to enrich and extend learning activities. However, setting poorly structured research tasks is shown to be counterproductive. Research tasks should be clearly set out with measurable outcomes. The school has acknowledged the need to ensure that all pupils are responsible and safe users of the Internet and other communication technologies. Although the school offers a safe online environment through filtered internet access we recognise the importance of teaching our students about online safety and their responsibilities when using communication technology. The use of videos must also be planned and directed. Teachers must ensure correct use of the age-certification. On no account must students watch videos that are above their recommended viewing age. Students are not to watch non-curriculum related videos in the final week before school holidays. Assessment ICT is assessed both formatively and summatively, see assessment policy. Formative assessment occurs on a lesson by lesson basis based on the lesson objectives and outcomes schemes of work. These can be conducted informally by the class teacher and are used to inform future planning. They may take place when looking at screens, peer assessment grids or printed work, for example.

4 This work is accompanied by a description of the context in which pupils completed the task and how it was undertaken. The work is assessed against set expectations which focuses on ICT based objectives as well as their subject aims. Please use the S W I method of assessment for all work. A summary sheet, for example, may be used to record details of the assessment activity along with comments by the teacher if necessary as well a highlighted end of unit or task expectation statement. Teachers could aim to build on this process by developing and maintaining electronic portfolios of pupils work, and using the summative assessments to assign levels/grades to pupils work at the end of major assignments. and electronic mark books could also be utilised here. Inclusion We recognise ICT offers particular opportunities for pupils with special educational needs and gifted and/or talented students and /or students with English as an additional language for example. ICT can cater for the variety of learning styles which a class of students may possess. Using ICT can: o increase access to the curriculum o raise levels of motivation and self esteem o improve the accuracy and presentation of work o address individual needs We aim to maximise the use and benefits of ICT as one of many resources to enable all pupils to achieve their full potential. If the situation arises, the school will endeavour to provide appropriate resources to suit the specific needs of individual or groups of students. Separate training bids can be made to the CPD co-ordinator. Additional requests for ICT resources may come from the schools central ICT capitation or from the departmental budget. Roles & responsibilities Senior Leadership The overall responsibility for the use of ICT in teaching and learning rests with the senior leadership of School. The SLT, in consultation with staff: o determines the ways ICT should support, enrich and extend the curriculum; o decides the provision and allocation of resources ; o decides ways in which developments can be assessed, and records maintained ; o ensures that ICT is used in a way to achieve the aims and objectives of the Sir John Colfox School; o ensures that there is an ICT policy, and identifies a co-ordinator for this policy. The Head of Department

5 There is a clear distinction between teaching and learning in ICT and teaching and learning with ICT. Subject coordinators should identify where ICT should be used in their subject schemes of work. This might involve the use of short dedicated programs that support specific learning objectives or involve students using a specific application which they have been taught how to use as part of their ICT study; and are applying those skills within the context of another curriculum subject. Subject coordinators work in partnership with each other to maximise the potential of ICT at the school. The Classroom Teacher and TA Even though whole school co-ordination and support is essential to the development of ICT capability, it remains the responsibility of each teacher to plan and, if appropriate, with the help of a directed TA, teach ICT activities and assist the HoD in the monitoring and recording of pupil progress in ICT. Monitoring Monitoring identified ICT tasks will enable the SLT to gain an overview of ICT teaching and learning throughout the Sir John Colfox School. This will assist the School in the self evaluation process identifying areas of strength as well as those for development. In monitoring of the quality of ICT teaching and learning the SLT Line managers and the HoD will: o Analyse departmental development plans and SoWs during Line management meetings. o Analyse students work during work scrutiny o Observe ICT teaching and learning in the classroom during lesson observations (e.g NQT and Performance management observations) o Hold discussions with teachers informally and at departmental and line management meetings o Analyse assessment data with regard to the impact of ICT based tasks, during results reviews. Learning Out of School Hours The main ICT room, (soon to be A102) operates after School on a minimum basis of three nights per week (Currently Tues, Wed, Thu). Additionally departments are free to book ICT suites for additional sessions i.e. My Maths and Coursework catch up clubs. We believe this access to ICT out of School hours: o Increases the time our students spend learning o Increases access to ICT especially for those students without a computer at home o Enables some students to develop and extend personal hobbies and interests o Develops ICT capability; potentially raising self esteem, motivation and standards of achievement.

6 Establishing Home School links through ICT Students are given the option to complete some homework tasks, when appropriate, using ICT out of School. Teachers are sensitive to the fact that student may not have access to ICT or may not wish to use it to complete tasks out of School. Any work brought into School on software must be scanned for viruses. A school address has been given to parents and is listed on the newsletter. More parents are now using the office address to contact staff, arrange meetings etc. Sixthformers are provided with staff addresses. The school is currently researching the technology for parents to view their children s reports/target grades on-line. We intend develop a much better Sir John Colfox School website and VLE (Virtual Learning Environment) which will promote the school s achievements, as well as providing information and communication between the school, parents and the local community. Sir John Colfox Language College Assessment for learning, Target Setting and Marking Policy Rationale

7 Assessment is integral to effective teaching and learning and must focus on helping students to learn. Its purpose is to inform students, parents and teachers about progress. Effective assessment must strike at the heart of raising achievement and is a key factor in challenging underachievement. It is important that a range of assessment techniques are applied in lessons Formative assessment is used to: Identify a base line and potential levels of achievement Identify students strengths and areas for reinforcement and development Inform regular dialogues between teacher and learner about progress Provide teachers with information on which to base their long and short term lesson planning for individuals and groups of students Summative assessment is used to inform: Students, teachers and parents about students current levels of attainment Decisions about progression between Key Stages and into further and higher education Curriculum planning across the school School self-evaluation and performance management Both formative and summative assessment allow: Comparison between a student s current and previous levels of achievement Comparison between one student and another Comparison between the achievement of the student and groups of students across subjects Key Elements of the Policy External Assessment Internal School Assessments Marking Assessment for learning, including self-assessment. Reporting Target-Setting Sir John Colfox Marking Policy Regular Practice Marking work 1. In KS3 and KS4, work should be marked using the S W and I method Strengths, Weaknesses and Improvements. Teachers may wish to leave out Weaknesses. 2. Set constructive additional targets for (I) improvement. These should focus on how to improve students level of attainment (i.e. move from one level/grade to the next (see current levels of attainment below). 3. Books/folders should be marked on at least a fortnightly basis in KS3 and KS4 4. Marks for attainment (set out below) can be used. It is worth noting, however that providing targets for improvement, without grades, is very effective, especially for less able pupils.

8 5. Advanced Level essays/past papers are marked fortnightly and folders are checked every half-term. Marking Policy why a whole school policy? As well as having wider aims (see below) it is clear from that a more uniform and consistent approach to marking is needed at the Sir John Colfox School. Aims: For students, To inform them of their progress and motivate them to improve their performance; To help them identify the criteria by which their future progress can be measured; To develop their ability to accept criticism and praise in order that they can reflect more effectively on what they have learned; To equip them with the skills of constructive self-criticism so that they can become effective independent learners. Aims: For teachers, To inform them of the progress that students are making; To diagnose individual learning needs; To evaluate the impact of the teaching on students knowledge, understanding and skills; To use this evaluation to inform future planning To become reflexive practitioners; To reinforce expectations and students sense of purpose. Principles of effective marking Effective marking takes a variety of different forms depending upon the demands of the particular pieces of work and schemes of work over a period of time. The principles, which follow, are intended to provide a framework by which staff can plan and evaluate their practice in marking students work. It: Provides constructive feedback which helps students to understand what they have achieved and what they need to do next; Encourages student engagement through questions which are followed up; Provides opportunities for students to mark their own and others work; Focuses on explicit learning outcomes as the criteria for success; Engages with subject-specific knowledge, understanding and skills and not just with effort and presentation; Supports consistently high expectations of the quality and presentation of students work; Is focussed and targeted in order to make it meaningful for the student and manageable for the teacher; Is prompt and regular in all classes and all subjects; May include both written and verbal feedback; Sets specific targets or next steps; Is legible and is expressed in clear language appropriate to the needs and abilities of the individual student; Feeds into the planning of future teaching activities.

9 Assessment of Learning: Current Levels of Attainment Please use the following levels of attainment. These are given on the basis of Grades or Levels gleaned from end of module assessment tasks that have been marked against National Curriculum or GCSE criteria. National Curriculum Levels at Key Stage 3 Attainment should be shown as a National Curriculum Level [1 to 7/8], subdivided where appropriate by the use of A, B, C to denote attainment at the upper or lower range of the level respectively. [e.g. 4, 5A or 3B.] For students whose attainment level lies outside the expected range or dis-applied the appropriate codes should be used. [e.g. D-Disapplied, Working towards level 3.] GCSE Grades at Key Stage 4 GCSE Grades [A*-G] should be used. GNVQ Grades at Key Stage 4 Attainment on these courses should be shown as a Fail [F], Pass [P], Merit [M] or a Distinction [D] with an entry level [e.g. Foundation [F] or Intermediate [I] A Level Grades at Key Stage 5 A levels and AS grades [A-E] should be used Target Setting - Minimum Expected Levels/Grades Baseline data is used to generate target GCSE Grades or National Curriculum Levels based on student s prior attainment. This data is available for all students on Scholaris and on the Admin Network (CB). These are use to inform: planning target-setting in lessons and on Scholaris termly benchmarking of progress via progress reports, parents evening etc They are generated from prior attainment data using the following: Years 7-9: Key Stage 2 SAT s and use of primary school levels*.

10 Year 7 FFT data gives minimum expected levels for Key Stage 3 SAT s* Prior attainment at SJC Years 10 and 11: Key Stage 3 SAT s. FFT (D) gives minimum expected grades for GCSE*. Prior Attainment at the SJC Years 12 and 13 LAT performance indicators*. GCSE grades and point scores Prior Attainment at the SJC *Teachers may wish to set target grades above NC/FFT/LAT predictions The above data is shared with parents and students at parents evenings and in reports. In addition students in all houses should be made aware, by their tutors and teachers, of their progress and how it relates to outcomes at the end of each Key Stage. Indicating levels of Attainment Assessment criteria for key assessments should be written/published in parent and pupil-friendly formats. Students know exactly what they need to do in order to achieve their target levels or grades. NC levels/gcse/a level grades are awarded and recorded for key assessment pieces and for substantial pieces of work where appropriate at least once per half term. Learning targets (or progress targets) are regularly set - at least once every six weeks in core subjects and at least every nine weeks in non-core subjects. Targets should be linked to NC/GCSE/A Level criteria. Guidelines for good practice in marking Individual or pair marking or editing for special features of content or presentation, is useful, for example prior to the work being handed into the teacher; editing or correcting of particular features in part of the work before asking students to self-mark the remainder for the same errors; focussing marking on a single feature, which had been made explicit to the students in advance; sharing exemplar material with the whole class to model the expected outcomes; collating common issues that arise from a set of marking and sharing these with the class or groups of students via teacher-prepared sheet, notes on the whiteboard or OHP rather than writing detailed comments on all work individually; oral feedback, providing immediate acknowledgment of work done, quick targeted intervention and an opportunity to share strategies for improvement at the relevant time. Marking written work without the student present may involve more detailed teacher comment. It is important that time is given in the following lessons for students to read and assimilate feedback.

11 How work is annotated Spelling Teachers should indicate to students what a task is going to be marked for related to Learning Objectives of unit or lesson and assessment criteria of task. Marking is not about correcting. Teachers highlight errors: students correct them. Correction time needs to be built in to class and homework routines. Teachers should not feel that they have to mark every spelling and punctuation error. For students with SEN for example, a minimum of five key words should be highlighted for correction. Teachers should also mark subject-specific spelling errors (key words or target vocabulary). Common mistakes, for example the incorrect use of capitals or paragraphing and misconceptions (e.g. homophones like their, there and they re) should be highlighted. When literacy targets are set, teachers should mark in support of those. Spelling can be improved by advising pupils to follow the method shown below Correcting spellings Use the Look, Cover, Write, Say, Check method: *Look at the word; *Cover the word; *Write it out; *Say the word; *Check that it is right. Assessment for Learning The most important function of assessment is to assist student s learning. Assessment which does this is commonly referred to as Assessment for Learning. A review of research by Paul Black and Dylan Williams has shown that assessment, carried out in certain ways, can raise the achievement of all students and particularly lower-achieving students. Moreover, the raising of standards is achieved by students developing the skills and attitudes which enable them to take responsibility for their own learning and enable them to become lifelong learners. Research suggests some particular strategies, and provides references to other sources of information, as well as including checklists for reviewing practice. Research shows improving learning through assessment depends on five key features:

12 Effective feedback to students; Active involvement of students in their own learning; Adjusting teaching to take account of the results of assessment; A recognition of the profound influence assessment has on the motivation and self esteem of students, both of which are crucial influences on learning; and The need for students to be able to assess themselves and understand how to improve. Assessment can be used to raise standards when teachers: Decide how and when to assess students attainment at the same time as they plan the work Are proficient in using a range of assessment techniques in the classroom; and Prepare and make use of manageable systems for recording the progress of individual students. Potential problems that need to be recognised are; A tendency for teachers to assess quantity of work and presentation rather than the quality of learning; Greater attention given to marking and grading, much of it tending to lower the selfesteem of students, rather than to provide advice for improvement; A strong emphasis on comparing students with each other which demoralises the less successful learners; Teachers feedback to students often serves social and managerial purposes rather than helping them to learn more effectively; and Teachers not knowing enough about their students learning needs. Over-marking The characteristics of assessment that promote learning are that it; Is embedded in a view of teaching and learning of which it is an essential part; Involves sharing learning objectives with students; Aims to help students to know and to recognise the standards they are aiming at; Involves students in self-assessment Provides feedback which leads to students recognising their next steps and how to take them; Is underpinned by confidence that every student can improve; and Involves both teacher and students reviewing and reflecting on assessment data. How to find out if assessment is really helping learning: By observing students this includes listening to how they describe their work and their reasoning; By questioning, using open questions, phrased to invite students to explore their ideas and reasoning; By setting tasks in a way which requires students to use certain skills or apply ideas; By asking students to communicate their thinking through drawings, artefacts, actions, role play, concept mapping, as well as writing; By discussing words and how they are being used. Ideas which could be included:

13 Focus adjusting teaching to take account of student s learning Regard plans as a guide not a strait jacket; Adapt teaching to respond to students learning needs, whilst keeping in mind medium term plans and objectives; Before beginning a unit of work, find out what the students know, understand and can do, by referring to records and updating that information by assessing the students now, for example through questions, discussion, quiz; brainstorming; concept mapping; Annotate plans to show particular needs and changes, so they also become records. Focus sharing the learning objective(s) Make it an expectation for every lesson; Phrase the objective in terms of what students will have achieved (know, understand, be able to do) or a question they will be able to answer, by the end of the lesson; If necessary use the WALT (What are our learning intentions?) to set objectives and WILT (What I learned today) to refer to the objectives during the plenary Write it up on the board or other agreed place; Fluent writers can write it in their books as a title; Separate the objective from the activity Clarify the success criteria (What I m looking for ); Exemplify and model quality, for example by showing anonymous work previously produced; Ask students to repeat the objective. Focus questioning to support learning Use a variety of questions for specific purposes; Prepare and plan questions which will illustrate and probe students understanding, and require thinking not just remembering; Devise classroom strategies which mean all students are thinking all the time (for example asking named students what they can add to a response given by another); In the classrooms use questions which may be considered trick questions in a test, to provide insights into students thinking; Shared planned questions with other teachers, to build up a band of rich questions; Ensure students have sufficient thinking time before being expected to provide an answer; Take time to consider students answers, and the learning they reveal; Encourage students to critique questions; Use hands up sparingly as a mechanism for eliciting responses; Offer students the opportunity to take time out to discuss their ideas in pairs or threes, in response to challenging questions before bringing the class together again; and Ask students to produce questions for a topic as a different way of assessing their knowledge and understanding. Focus self-assessment Ensure everyone views self-assessment as a thinking and talking activity, rather then a writing one; Train students in self-assessment, for example by modelling personal responses;

14 Relate self-assessment back to the shared learning objective; success criteria and exemplification; Use a variety of approaches to self assessment; and Ask specific questions which relate to the task, not the learner (e.g. what did you find hard, and why? rather than who found it hard? ). Focus marking and feedback Focus on the current task and provide feedback promptly Provide information about strengths and successes (S)and steps for improvement (I); Match the feedback to the shared learning objective and success criteria; Avoid comparisons with other students; Focus feedback on what the students were asked to pay attention to; Provide specific ways to improve or close the gap ; Use oral feedback wherever possible as it is the most immediate and powerful; and When marking has been done at a distance, ensure students can read and understand it; Agree codes which relate to the learning objective, for accessibility and manageability; Use comments and codes, not grades, (or symbols, or external awards which act as grades;) Provide students with time to read and respond to marking; and Inform parents of the school s marking and feedback policy. Focus: individual target setting For reference, identify targets which relate to appropriate levels or sub-levels of the national curriculum; Use language which is meaningful to students; Concentrate on a limited number of areas within your subject; On the basis of student s work, decide with the student upon an appropriate target; Check that target is SMART Specific, Measurable, Achievable, Relevant and Timebound (achievable in 6 weeks for example) Discuss with the student whether the target has been met, needs to be revised, or another target set; Establish a rolling programme of individual target setting so that the process is manageable with a whole class; Consider grouping together students with similar target needs; and Consider group targets adjusted for individuals where appropriate. Reporting Rationale Schools communicate with parents in many ways about the curriculum and the achievements of their children. At the Sir John Colfox these can take the following forms: Written reports and target setting rounds on Scholaris. Mentoring sessions. Informal discussion. Telephone calls home and interviews.

15 Written comments on pieces of work which are taken home Wall displays around the school House Points and departmental letters sent home for good work The Student Planner a key resource All of these forms of communication share the same function and they are intended to inform, involve and motivate students and their parents.