Co-ordinator Self Evaluation by 1sV5y5t

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									                           Subject Leader:
                          Subject Evaluation


How should it be completed?


 Evaluate rather than describe.


 Concentrate on impact and outcomes for pupils.


 Evaluation should be a continuous process


 Refer to where the evidence of your self evaluation can be found, e.g. work sample
  Sept. '04, lesson observation Jan. '05 etc.


 Use bullet points or note form.



             School                 Hillcrest School and Sixth
                                    Form Centre

             Subject Leader

             Subject                ICT

             Period covered         Sept 05 – Aug 07

             Date reviewed          August 2007

             Updated                January 2008




                                                                                       1
How well do learners achieve?
                                            1                2                  3         4
Evaluation                                  KS4              KS3 & KS5          Satisfa   Inadequate
                                                                                ctory
                                            Outstanding      Good &
                                                             improving
Summative Evaluation ( A brief              Changes in the curriculum model have helped to improve
statement of progress and current           KS4 results, KS5 results at A2 were 100% and the target for
situation)                                  KS3 level 5+ met but there is room for improvement in the
                                            year 9 curriculum and changes necessary at KS5 to improve
                                            retention and achievement.

 What are the standards learners reach as indicated by their test and evaluations (examination??)
  results? How do you know?
KEY STAGE 3
            2006                 65% of students achieved L5 and above
            2007                 68% of students achieving L5 and above
KEY STAGE 4
All students at KS 4 take ICT.
2006 – 139 students Two qualifications were offered GNVQ & GCSE. Students achieving a L5+ at KS3 are
placed in a GNVQ group.
2007 – 153 students* GCSE has been replaced with the BTEC qualification. Students can work towards
achieving a Certificate with an equivalency of 2 GCSE’s or a Diploma qualification with an equivalency of 4
GCSE’s. All students are initially entered for the Diploma and can be moved down to a Certificate level if
required. The Diploma has no external examinations with the exception of the IVA unit which is externally
verified.

                                                                   GNVQ Analysis 2005-2007
                                                       3                  1
                                                                                               6
2006 target, decrease number of students               18
                                                                         18
                                                                                               16
failing. Increase Pass rate.
                                                                                                          Distinction
                                                                                                          Merit
2007 target, monitor borderline pass/fail              35
                                                                         69
                                                                                                          Pass
                                                                                               60
students & merit/distinction students to                                                                  Fail

improve Pass & Distinction grades.
                                                       18
                                                                          5                    7

                                                      2005               2006                 2007
                                                                         Year




                                                                                                                2
                                                                Key Stage 4 Pass Rate

                             100%            95%                                         92%
                                                                                                             89%
                             90%                                                                    82%
                             80%
        % students passing




                             70%                                64%
                             60%                                                                                        GNVQ
                             50%                                                                                        Other KS4 Qual
                             40%                                                                                        Overall
                             30%
                             20%
                             10%                       2%
                              0%
                                                       2006                                        2007

                                                                              Year


The GCSE used to taken by students achieving below level 5 at KS3.The chart above demonstrates the
significant improvement in students achieving an ICT qualification in the cohort other than GNVQ students.
This is due to the change in qualification from GCSE to BTEC. The chart demonstrates the proportions of
students with KS3 results achieving at Certificate and Diploma level.


                                                                BTEC/ KS3 Results

                   16


                                        14
                   14


                                                                                          12
                   12



                   10
  No of Studnets




                                                                                                                   L3
                                                                                                                   L4
                   8
                                                                                                                   L5
                                                                                                                   L6
                   6


                                                   4
                   4
                                                                                     3

                                                                                                       2
                   2
                                    1                       1

                                                                                                             0
                   0
                                                                                          BTEC Certificate
                                        BTEC Diploma
                                                                      Level




                                                                                                                                         3
KEY STAGE 5
AS/A2 ICT is offered at KS5
2006      AS level 75% of students pass achieving at A*-C with 100% passing achieving A-E
2006      A2 100% achieve A-E (1 student)

2007 ICT open to other students in the OAKS. 5 students from other schools within the OAKS start AS
qualification. Initial group size is 21. By the end of the year the size of the group has diminished to 9. Analysis
of cohorts suggests that the theoretical and examined nature of the course is not the most appropriate form of
assessment for these students hence the change in curriculum to the BTEC National.
2007             AS level 12.5% of students achieve at A-C with 62.5% of students achieving A-E
2007             A2 66.6% achieve at A-C with 100% achieving A-E
2007- 8          No students choose to progress to A2 level
BTEC National Award, Certificate and Diploma qualifications introduced and offered across the OAKS
collegiate as an alternative to AS ICT. Initial uptake of BTEC qualification was 18 students.

 What are the significant variations between groups of learners, subjects, courses, and key
  stages? How do you know?
There is a clear improvement between 2006 & 2007 for the whole KS4 cohort. The combined pass rates of
the 2 KS 4 qualifications improving from 64% to 89% of students achieving 2 GCSE’s at grade C and above.
In 2007 40% of GNVQ students achieved above their FFT & LEA predicted grades 23 students Passed (D),
9 students Merit (C/D) and students achieved a Distinction (B/C). Of the 50 BTEC students 43 of them
achieved below L5 at KS3. 5 students achieved L5 and 1 L6. Of the 6 students achieving L5+ at KS3, 5 of
them achieved at Diploma level at KS4. 14 students achieving at Diploma level scored L4 at KS3, with 1
student who scored L3 at KS3 also achieving at Diploma level. 17 students were awarded the Certificate
qualification. 9% of GNVQ students did not meet target FFT & LEA grades. 8% of BTEC students did not
achieve their target grades predicted by FFT & LEA.

No data available on RAISE online to compare performance at a national level. Grades analysis for
2006/2007 (23/08/07) shows the BTEC students particularly achieving higher grades than across other GCSE
subjects.

 What are the trends over time, and comparisons with other schools? How do you know?
ADAPT data for 2005 shows clearly that within the family group for GNVQ Intermediate ICT in 2003 and 2004
Hillcrest was above LEA average for achieving Distinctions. It met the group average in both years for Merits
but in both years failed to meet the group and LEA average for Passes underachieving by 15% in both years.
Hillcrest is the second largest provider with the family group and it is noticeable that while other schools have
higher pass rates with less entries they do not perform as well in the Merit and Distinction categories.
Print outs from LEA show the performance at GNVQ and BTEC level & GCSE/GNVQ 2005 – 2007. Progress
has been mixed as group sizes increase. See charts below on page 5




                                                                                                                  4
                                       Applied ICT results @ Pass level

     80%

                       73%                            73%

     70%                         67%                              67%

                                                                                                61%
     60%                                                                   57%      58%



     50%    47%                             47%

                                                                                                            2005
     40%                                                                                                    2006
                                                                                                            2007

     30%



     20%



     10%



      0%
                     Hillcrest                    Group Average                  LEA Average




                                       Applied ICT results @ Merit level

30%




25%        24%                              24%


                                                                                                      21%
                                                                             20%
20%                  19%                                19%                               19%
                                 18%                               18%


                                                                                                                   2005
15%                                                                                                                2006
                                                                                                                   2007



10%




5%




0%
                   Hillcrest                      Group Average                     LEA Average




                                       Applied ICT results @ Distinction

8%


                                 7%                                7%
7%



6%


                                                                                                      5%
5%


           4%                               4%                                            4%                       2005
4%                                                                                                                 2006
                                                                                                                   2007
                                                                             3%
3%



2%


                     1%                                1%
1%



0%
                  Hillcrest                       Group Average                     LEA Average




                                                                                                                          5
 What are the standards of learners’ current work in relation to their learning goals? Are there any
  significant differences between current work and recent results? How do you know?

Key Stage 5 students 2007 A2 results were above stated target. The third student not achieving A*-C was
predicted to achieve higher grades but prolonged absence from school meant this was not possible. The AS
results were poor. With the exception of one student achieving a grade B, and 3 students obtaining grades
either D/E the rest of the cohort failed to achieve a grade. The cohort performed poorly on externally
examined units and tracking throughout the year by staff showed that students had poor attendance, failed to
hand in homework and had poor results in tests. The average points score for students in this cohort was low.
In 2007 no students from the AS cohort decided to progress to A2, only 3 of the cohort remaining in the sixth
form. The average GCSE score for students entering the sixth form is declining. More appropriate methods of
assessment are needed to reflect the needs of these students. BTEC National allows a greater variety of
topics to be covered. With continuous rigorous assessment of students throughout the year using a variety of
assessment methods it is expected students will be able to achieve continually over the year.

                              Average GCSE score on entry to Sixth Form

                  70                                                  66
                                                  58
                  60        53
   Points Score




                  50                        42
                                                                                                <5.5
                  40
                       26                                                                       5.5 to 6.4
                  30
                                   21                                                           6.4+
                                                                            17    17
                  20
                  10
                                                        0
                  0
                            2005                 2006                      2007
                                                 Year




 How does the learners’ progress relate to their starting points and capabilities? Are there any
  significant variations between groups of learners (e.g. groups that are underachieving and could
  be doing better)? How do you know?
As outlined on page 4 for KS4.
KS3 ICT results at 68% and are in line with the average of core subjects. This is despite the need to
reorganise the KS3 curriculum for ICT.
Students at KS3 Yr 7 have 3 hours a fortnight, Yr 8 students have 3 hours per fortnight and year 9 have 2
hours a fortnight. KS4 students have 5 hours per fortnight with KS5 students varying between 8 & 16 hours
per fortnight.




                                                                                                             6
 Where relevant, how well do learners achieve in the sixth form? How do you know?
 Grade 2 = Good and improving with new BTEC course January 2008

In 2007 A2 students achieved above departmental targets and achieved 100% pass rate. AS students were
targeted during the Easter holiday in which work was done with targeted AS students specifically aiming to
support students in readiness for the examined modules. Take up was disappointing with only 3 students
attending one day and one student attending the 2 days. During the summer term students also attended an
afternoon seminar/workshop at Newman. Additional time was also provided for students to complete module
2513. Moodle was used extensively with students for assessment, also allowing them to access class and
revision material online 24/7. Despite this the target for achieving A*-C was not achieved. Starting figures for
AS ICT in 2006 were significantly higher than the number which ended the year. Five students came from
other schools within the OAKS and were all eventually withdrawn. Student progress was tracked every half
term with progress been communicated to Head of Sixth Forms at Hillcrest and DECTC this was in addition to
institutional reports and parents’ evenings. One student withdrew from sixth form very late, April 07 time & one
went on holiday to the US for two weeks just before 2513 deadline & resit.

                                                KS5 Results 2006 -2007

                                      100%                                            100%    100%
  100%


  90%


  80%
              75%

  70%                                                                    66.6%


  60%

                                              50.0%                                                        2006
  50%
                                                                                                           2007

  40%


  30%


  20%
                      12.5%
  10%

                                                                  0%
   0%
              AS level A*-C           AS level A*-E                 A2 A*-C              A2 A*-E




                                                                                                                  7
How good is the quality of teaching and learning?
                                          1                 2         3                 4
Evaluation                                Outstanding       Good      Satisfactory      Inadequate
Summative Evaluation ( A brief            Lesson observations show that KS3, KS4 and KS5 are
statement of progress and current         taught well with very good elements in many lessons using a
situation)                                variety of approaches. Post16 is much more traditionally
                                          taught but is changing.


     How well does the teaching meet the individuals’ needs and course requirements? How do
      you know?
Between 2005 & 2008 the department has had its entire staff at various stages of training towards QTS and
completing NQT training year. (See staff profile) Successful completion of training requires staff to
demonstrate and provide evidence of meeting professional standards. As part of this process observations
are scheduled and carried on a term basis by head of department, Deputy Head and members of BASS &
Newman training providers. Feedback from lesson observations make it clear that across all key stages in ICT
teaching is clearly meeting the needs of the learners and course requirements.

Schemes of work for KS3, 4 and 5 are reviewed and developed in line with changes to the curriculum model.
Standardised models of delivery mapped to NC levels and KS4 and KS5 criteria are being written as the
modules are being adapted to the VLE. Schemes are created on a unit/module basis. Resources used for
teaching are diverse; teaching strategies of individual teachers vary depending on needs of learners in group.
SEN data can be found on e-portal with further specific details found in IEP’s which can be located in
departmental file. Data is used for lesson planning by departmental staff.

All staff have an annual overview (see 07_08 overview) for the department which shows the breakdown of
modules for KS3, KS4 and KS5 along with quality assurance and other deadlines which are mapped to
departmental meetings.

Key Stage 3 2006 & 2007 the ICT department entered and prepared students for the online tests. Year 7 & 8
modules mapped to NC levels were assessed and recorded on central tracking sheets, staff making
professional judgements based on a variety of assessment methods used throughout the year, including IV
sessions within the department for module results. Different strategies have been used in year 9 over the past
two years including mapping ICT work to the Year 9 Enterprise projects completed in Technology, none of
which have adequately prepared students for the online tests. In 2006 -2007 all year 9 teaching staff attended
training events for the online tests. During Booster Day year 9 students had an additional opportunity to use
the exemplar tests in the test environment. The tests were not received well by students and staff found them
frustrating. An inability to prepare students adequately to use software they could not teach with meant the
online test results were not in line with teacher predictions. Modules completed in year 7 & 8 and assessment
carried out in class during year 9 meant teaching staff could predict KS3 results using NC levels

2008 Year 9 students will not take the online tests. Students will sit a test created internally and delivered
using Class Server which has be written to test and level students using NC levels. LM’s are working to
develop a more coherent Year 9 strategy for launch in 2009. LM’s to attend training to extend knowledge
about different types of software available for use in year 9 curriculum Two other staff to trial games
development software with students during lunch time, animation and podcasting (launched in 2007 runs
during lunchtime and is currently been developed for use with EAL students) will be introduced and evaluated
during Booster day and Maths and Computing day. It is expected that using more up to date technologies
based around project work (E-safety) with year 9 will better meet the individuals’ needs and also provide a

                                                                                                             8
basis for further development at KS4 and KS5 where graphics, computer animation and programming are
delivered.

2007 KS4 Yr 11 students working from GNVQ specification, the old BTEC specification with year 10 work on
new BTEC specification. Teaching staff are assessing students using three different sets of criteria
successfully. Samples of work sent to EV are successfully released for accreditation. BTEC Risk assessment
and National Standards Sampling is successfully completed. Departmental quality assurance procedures are
developed to ensure appropriate assignments are created and teacher assessment is checked through a
series of scheduled IV events. Assignment briefs are discussed along with the types of evidence which
students are expected to produce at departmental meetings. As a result assignment briefs are amended for
unit 1 making it clearer to students on the type of evidence required to successfully complete unit 1 & 2.

July 2007 three ICT groups completed an anonymous curriculum questionnaire. The questionnaire was
designed to establish student understanding of assignment structure, assessment and tracking. Feedback
from the questionnaire showed the following
    1. With the exception of two students from the three groups, students agreed that assignments are
       clearly signposted and that they understood what they have to do to achieve a Pass, Merit or
       Distinction (Q1)
    2. Students did not have an overall understanding of the qualification and while they knew what they
       had achieved on one assignment they could not see the ‘bigger picture’. All students would like to see
       an online tracking sheet which provides them with a visual of their progress.
       (Q2, Q3 & Q4)
    3. All students supported the idea of having online exemplar tasks with teacher commentaries
       explaining why a mark was given and how the work could be improved. They felt this would help them
       understand the assignments. (Q8)
    4. Nearly all students were happy with the feedback they were getting from their teacher. Two teachers
       were used for this sample.
    5. The majority of students agreed that homework should be an extension of class work and that
       incomplete work should be completed for homework. (Q12)
    6. Despite signing the statement on every assignment students were not aware the plagiarism policy,
       appeals process or 5 week submission departmental policy. (Q9, Q10 & Q11)
    7. Students from all three groups agreed that they had a positive experience of ICT in year 10.(Q13)

Other comments from students gathered through discussion included that, they felt there was no exams were
a bonus; instructions were clear and they felt happy asking for help; the website could be improved to make it
visually more appealing; the topic of the website could changed to make it more interesting and that lunch
time groups would be useful, particularly next year

2008 KS4 Yr10 and 11 students are working on one specification from which there are developing schemes
of work which show clear correlation to course assessment criteria. Development of schemes of work for
BTEC qualification is ongoing with resources being updated and transferred to the VLE. Resources used for
teaching are diverse; teaching strategies of individual teachers vary depending on needs of learners in group.
SEN data can be found on e-portal with further specific details found in IEP’s which can be located in
departmental file. Data is used for lesson planning by departmental staff.

2008 KS4 & KS5 BTEC teaching has increasing vocational relevance. Departmental staff (see staff CV’s)
have a wealth of industrial experience which is used to make teaching and learning contextual. All
assignments have a vocational context and are mapped to key skills which underpin KS4 & KS5 teaching.
KS4 unit 5 is mapped to students work experience/enterprise experience, it is the evidence collected and
collated which provides basis for the grade for the unit. KS4 Unit 18 ICT Graphics student area encouraged
where they take Media and Art to transfer skills and resources to aid the generation of evidence. In 2007 KS5

                                                                                                             9
students will complete a series of practical workshops to provide opportunities to evidence for unit 2 Computer
Systems and will also visit Land Rover to generate evidence for unit 3 information systems and unit 1
communication and employability skills.

     What is the suitability and rigour of assessment in planning learning, and monitoring learners’
      progress?

A departmental plan is set out for the year 07_08 overview which is given to each member of the department.
It outlines the timescale for KS3, KS4 and 5 for module delivery and assessment. Key dates are built into the
calendar for IV sessions at all key stages but may vary depending on experience and circumstance.

KS3 – All year 7 students complete an initial test which includes a theory and practical test. Results of which
are graded using NC levels. Results are moderated and recorded on the tracking sheet. New students at KS3
arriving at school in year 7, 8 or 9 complete this test to establish a KS 3 level which provides an indicative
starting point and can be used to gauge progress. Module booklets for year 7 and 8 are mapped to NC levels,
samples of student work internally verified at specific times throughout the year, results of the IV are recorded
and posted on the VLE. Homework for each module is listed in module booklets and is assessed using school
grading policy. Samples from each teaching group are checked by the assistant learning manager to check
assessment is adequate.

KS4 – 2006 Risk Assessment and EV completed successfully.
KS4 – 2007 Risk Assessment and NSS completed successfully National Standards Sampling (NSS)
highlighted the need to check consistency of evidence for M1 criteria on unit 1. Based on this feedback, staff
experience and feedback from students the 2nd March, a staff development day, staff reviewed and amended
BTEC paperwork and assignments for unit 1. For the first time this year, year 10 students were targeted
during the Easter holiday. Letters been sent home prior to Year 10 parents evening highlighting students had
outstanding work. Feedback at parents evening was positive with several parents using the letter as a basis
for making arrangements with teaching staff for students to come in and complete work. Internal moderation
of GNVQ work is rigorous and carried out on a cross section of student work from each teaching group
throughout the year including moderation day. Moderation reports for 2007 were excellent with no changes to
any marks. There were no action points outlined in the reports with positive comments been made about the
assessor feedback and range of student work submitted. This is the final cohort to complete the GNVQ
qualification. External verification completed for Yr 11 BTEC with IVA unit marks been released, thus students
will gain certification in July/August at Certificate and Diploma level. Year 11 progress is discussed at
departmental meetings regularly and students causing concern referred to head of year. Communication with
Head of Year and parents in 2007 proved instrumental to students completing work.

In 2008 all year 10 students are issued with a BTEC student handbook, it is posted on the VLE in both the
student and family area. It outlines the structure of the course, units to be delivered with details of the number
and method of assessment. This is broken down over the two years to show when this will be done. Since
delivering the BTEC qualification all assignments are internally verified before been released to students to
ensure they are adequate and suitably referenced to unit specification. Student unit progress is tracked,
tracking sheets contain data (LEA, Yellis and FFT) which allow staff to check progress and set targets..
Students not meeting deadlines for completion of units are targeted using subject reports and letters of
concern home to parents. In year 11 tracking is more specific and identifies underperforming students and
those not at risk of achieving across all subjects including ICT. Through Subject Leader Development
Meetings standardisation meetings with two other BTEC providers, Harborne Hill and the International school
to be organised at a date to be arranged, agreed with Harborne Hill ICT Subject Leader to be February 2008.

KS5 – 2007 New elements introduced to the KS5 curriculum this year included two days during the Easter
holiday in which work was done with targeted AS students specifically aiming to support students in readiness
for the examined modules. Take up was poor with only 3 students attending one day and one student
attending the 2 days. During the summer term students also attended an afternoon seminar/workshop at
                                                                                                               10
Newman. Feedback from the event was positive with students enjoying the practical element of the session.
Additional time was also provided for students to complete module 2513. Moodle was used extensively with
students for assessment, also allowing them to access class and revision material online 24/7. Despite this
the target for achieving A*-C was not achieved. Starting figures for AS ICT in 2006 were significantly higher
than the number which ended the year. Five students came from other schools within the OAKS and were all
eventually withdrawn. Student progress was tracked every half term with progress been communicated to
heads of sixth form of relevant schools, this is in addition to institutional reports and parents evenings. One
student withdrew from sixth form very late, April 07 time & one disappeared to the US for two weeks just
before 2513 deadline & resit.
 In preparation for 2008 launch of BTEC National one member of staff attended Edexcel training. Two team
members attended training at Joseph Chamberlain where it was agreed standardisation meetings would be
good practice, dates to be confirmed with Joseph Chamberlain. The four staff involved with BTEC National
each had two days off timetable to prepare course files, a model of delivery, cross referencing of units, and
establish resource requirements. These two days were highly productive and led to a third day with an outside
visitor who had knowledge & experience of units to be delivered on National Diploma working with the one
team member specifically to discuss the development and assessment of optional specialist units.
KS5 – 2008    New course introduced BTEC National Award and certificate ICT Software Development strand.
All assignment briefs are internally verified as per departmental policy before release to students. A schedule
of delivery and assessment is outlined but not finalised and will be amended based on student/staff
experience.

     How do you diagnose, and provide for, individual learning needs

Lessons have a clear structure but there is flexibility in the method of delivery by staff and response from
students. Oral responses are monitored and the department uses mini whiteboards so Individual students can
then be targeted. Books are marked on a regular basis and detailed comments indicate areas for
improvement. Questioning and observation indicates where additional help and support may be necessary.
Homework is set and students are allowed to use their different learning styles to general responses
All staff can access IEP’s for students on the register and a list of G&T students and their areas of
ability/talent. This is also recorded on the departmental shared are monitoring sheets. The SEN department is
often consulted on particular needs from the teacher and student point of view. Teaching assistants are
requested and allocated to the department after consultation with SENCO. Provision of SEN/EAL/G&T,
learning styles and KS2 data allow staff to plan for individual learning needs. Module booklets are
differentiated to allow for progression and achievement at different levels. 2007 pod casting is identified as a
way of supporting students with individual learning needs and plans to target EAL students as a means of
helping them to integrate into the school and within the subject area. In 2007 – 2008 two staff are running
lunch time sessions targeting KS3 students specifically.
Key Stage 4 – Departmental staff identify and use intervention strategies at an early stage at KS4. Using
HOY, subject reports and letters of concern students at risk are identified early on. These students are
discussed at departmental meetings with HOD and their progress reviewed regularly. Staff do not wait till the
end of year but raise students causing concern on an on going basis. Regular assessment and internal
verification of student work is carried out, results discussed and recorded. In 2006 and 2007 student identified
as at risk have the opportunity to attend workshops during Easter holiday to access additional support. In
2007 this extended to include February half term. KS4 teaching staff provide lunch time support to students
they target. They also staff after school sessions which can be used to access additional support.

Introduction of BTEC qualification in 2006 was a key way of supporting learners’ needs. Student achieving
L5< at KS3 are responding much better, without external examinations taking up such a large percentage of
the final grade students in this group performed much better. In 2006 all students were entered at Diploma
level. In 2007 students were placed in mixed groups, their progress was evaluated in conjunction with student
data and they were then entered at either Certificate/Diploma level. 2007 Level 1 key skills was introduced as
a way of potentially mopping up students not performing at Certificate/Diploma level, this also includes
                                                                                                            11
students who started late in year 10/11 and EAL students. Potentially in 2008 all KS4 students should obtain
an ICT qualification.
Key Stage 5 - Recruitment and retention at KS5 is poor. In 2007 additional classes were put on over the
Easter holiday to assist students re sitting modules. 3 students attended. The average GCSE points score for
students entering the 6th form is declining making teaching theoretical units dependent on successful
completion of externally examined units very difficult. There was no take up for A2 in 2007 from the 2006 AS
cohort. In 2007 BTEC National award & Certificate introduced. Diploma was offered but not run due to low
numbers. September 2007 18 students started course, December 2007 course has picked up a further
student. Teaching, learning and assessment strategies are used in a variety of ways which are better suited to
the types of students been recruited to the sixth form.

     What is the impact of teaching on learners’ progress? How do you know?

At key stage 3 departmental and specialist status targets have been met for students achieving L5+, the
proportion of students achieving grades higher than level 5 has not increased. Lesson observations and QA
procedures within the department show the standard of teaching and learning is good and the assessment of
work is standardised. Module booklets have been adapted in 2005 and 2006 to show NC levels and extension
activities included to stretch higher level learners. Homework books are checked by Assistant Learning
Manager. Developments of the new Year 9 strategy should provide a more diverse curriculum and the
potential for more students to access the higher levels through a broader range of activities using relevant
technologies.

In 2007 at key stage 4 a combination of effective tracking and support of teaching HOY and parent
intervention means 80% of the cohort achieve 2 C’s or more. In 2007 40% of GNVQ students achieved
above their FFT & LEA predicted grades 23 students Passed (D), 9 students Merit (C/D) and students
achieved a Distinction (B/C). Of the 50 BTEC students 43 of them achieved below L5 at KS3. 5 students
achieved L5 and 1 L6. Of the 6 students achieving L5+ at KS3, 5 of them achieved at Diploma level at KS4.
14 students achieving at Diploma level scored L4 at KS3, with 1 student who scored L3 at KS3 also achieving
at Diploma level. 17 students were awarded the Certificate qualification. 9% of GNVQ students did not meet
target FFT & LEA grades. 8% of BTEC students did not achieve their target grades predicted by FFT & LEA

2007 Key Stage 5 - despite numerous intervention strategies with the AS group, results were disappointing
and below departmental targets. Curriculum model has changed for 2007 -2008 with the introduction of the
BTEC National Diploma qualification within the OAKS.




                                                                                                            12
How well does the curriculum and other activities meet the needs of learners?
                                           1                  2         3                 4
Evaluation                                 Outstanding        Good      Satisfactory      Inadequate

     What is the extent to which the curriculum or activities match learners’ needs, aspirations and
      capabilities? How does this build on prior attainment and experience? How do you know?

The main focus of the ICT department over the last three years has been to develop a curriculum model
suitable for our learners which allow them to progress and transfer skills they have learned effectively.
Significant changes have been made at key stage four and five with staff building and developing the core
structure of qualifications and quality assurance procedures. The choice of qualifications strongly leans
toward vocational based qualifications and allows staff to use their significant industrial experience to match
learner’s needs and aspirations. Two members of the ICT staff are sixth form tutors, three of the five have
taught in FE colleges and are able to provide advice and guidance to students on progression routes based
on student’s prior attainment and experience. With the onset of specialised diplomas and subject skills, the
current curriculum model provides an excellent basis for adapting a new curriculum for the future.
At key stage 3 in year 7 and 8, modules continue to build on skills, knowledge and understanding of ICT.
Students use a variety of software such as Word, Spreadsheet and PowerPoint. Students achieving L5+ and
above have a tendency to be those with higher scores in English. Better levels of comprehensive and
evaluation need to be demonstrated to achieve a Level 5 and above, this restricts EAL & SEN students to
grades >L5. Improving KS3 grades in ICT above a level 5 relies on improving students’ literacy levels. This
requires teaching staff to focus on developing teaching and learning strategies to develop evaluative and
descriptive skills. The consistent provision of lunch time clubs for key stage 3 students during 2006 and 2007,
the ability to experience new technologies like podcasting and games development

Year 10 and 11 curriculum continues to expand with schemes of work & assignments being developed and
updated. During Year 10 enterprise, students take module booklets with them to work placement in order to
generate evidence for unit 5. Students participating in Enterprise visit employers they are linked to which
enables them to generate evidence. Key stage four assignments are mapped to the ICT, Communication and
Application of Number key skills. Use of student data and assignments which are clearly differentiated at
Pass, Merit and Distinction levels provide greater opportunity for staff to target students at focussed levels of
achievement.
Year 12 and 13 AS ICT & CISCO summer term of 2007 students attended an afternoon seminar/workshop at
Newman. Feedback from the event was positive with students enjoying the practical element of the session.
ECDL is offered as an enrichment activity and CISCO offered to year 12 and 13 students. 2008 further visits
planned to Euro Disney, Land Rover and university of Birmingham master classes Game On Introduction to
Computer Science.




                                                                                                              13
     How far does the curriculum meet external requirements and is responsive to local
      circumstances? How do you know?

Wide spread and varying catchment area means students have a varied standard of ICT skills so initial
schemes of work in year 7 and 8 builds and develops the necessary subject skills.

In 2007 AXM starts to engage with local primary schools, Watermill. In September 2007 attached to St
Michael’s and spends 2 hours every other Tuesday with the primary school developing and supporting
delivering ICT.

2008 time allocated to AXM as part of specialist status for development of business and community courses.
Community taster sessions for ORACLE, ECDL and drop in help sessions have been advertised for the
summer term.

     How do enrichment activities contribute to learners’ enjoyment and achievement? How do you
      know?

2006 -2007 CC4G ran for a term. However, Year 11 commitments LM were unable to staff the club. One
member of the team has developed radio station/pod casting project with year 7 students. In 2007 a Hillcrest
radio section is developed on the VLE. Student work produced during lunch time club is hosted. Funding of
£880 has been received from specialist status funding to purchase equipment for the project and at the start
of 2007 podcasting continues to develop with it the intention of using it to support EAL students. In 2007 -
2008 members of the Maths and MfL have attended lunch time sessions to develop knowledge and skills
using podcasting technologies.

During the summer term 0f 2007, year 12 and 13 AS/A2 and CISCO students attended an afternoon
seminar/workshop at Newman. Feedback from the event was positive with students enjoying the practical
element of the session. September 2007 students attend practical workshops at Harborne Hill where they
strip out and rebuild PC’s, placement arranged for one student whereby they spend one day a week working
with Network Manager at Harborne Hill. In 2007 onwards ECDL is offered to Sixth Form students as part of
the enrichment programme.

In 2006 and 2007 Year 7 G&T students are encouraged to attend summer school and are used to support
and introduce targeted year 6 students. In 2006, summer school was offered by ICT; in 2007 it was Maths and
ICT over two days.




                                                                                                          14
What is the overall effectiveness and efficiency of leadership and management?
                                       1                 2        3                 4
Evaluation                             Outstanding       Good     Satisfactory      Inadequate

    How effective is the leadership of the subject in setting a clear direction leading to
     improvement and promoting high quality education? How do you know?

      See Staff Profile, NQT Induction Schedule
      See departmental development plan 05_06 & Dept Development Review 05_06
      See departmental development plan 06_07 & Dept Development Review 06_07
      See departmental development plan 07_08
      See SSDP_0708
      See 07_08 overview
      See minutes from departmental meetings & lesson observations.
      Recognised support for GTP, PGCE trainees in the department.



    How effectively is performance monitored and improved through quality assurance and self –
     assessment? How do you know?

      Departmental Development Plan as above
      07_08 overview including scheduled IV sessions for KS3, KS4 work including standardisation with
       other providers. Results of internal IV sessions posted on VLE
      Minutes from SSDM and Specialist Status Audit 06_07
      Departmental meetings minutes
      Performance Management
      Lesson observations - NQT, GRTP, Performance management
      Records of homework checks completed by
      Risk Assessment
      External verification reports




                                                                                                         15
     Comment on the suitability of staff, specialist equipment, learning resources and
      accommodation


                                                           GRTP/PGCE                       NQT            DATE
                             APPOINTED                                      QTS
FNAME         SURNAME                       POSITION       TRAINING                     INDUCTION      INDUCTION
                             TO SCHOOL                                    AWARDED
                                                           PROVIDER                       PERIOD       COMPLETED




                                            ICT Learning
                                Sep-04
                                              Manager




                                             Assistant
                                            ICT Learning
                                Sep-05       Manager *
                                             appointed
                                              Sept 07



                                Sep-04        Teacher

                                Sep-06        Teacher




                                Sep-07        Teacher




Also see staff CV’s

2005-2006
Rooms are bright, with many relevant displays and their size allows flexibility of groupings and ease of
movement. Class sizes are of 22 or less, although some year 8 groups are up to 28.
Three main teaching rooms have interactive whiteboards, other teaching rooms have whiteboards. Room 33
and 9 have older specification machines and there are technical and compatibility. Room 43 was revamped
layout and modern PC’s by Feb half term. Room 47 the new multi media room set up with funding from
SWAN. PC’s in rooms 32 and 34 enable latest software and operating systems to be run.
There are class sets of books for AS students and numerous resources software specific text books and
generic qualification text books covering GCSE and GNVQ students. Teaching Resources & schemes of work
are networked. Class Server available staff development ongoing in preparation for launch across school
ireless laptops

2006 – 2007 Three main teaching rooms with IAW, whiteboards and projectors are used for the majority of
teaching groups. The room fabric is in good condition and there is an absence of graffiti. Carpeting in room 32
is worn but safe. Room 32, 33 & 34 all have new printers and scanners are available in 32 and 34. Room 43,
9 and room 47 are used for other timetabled groups. Room 47 is the multi media room. Changes in
timetabling mean class sizes are sometimes in excess of the computers available in the room. A bank of 10
wireless laptops was bought for sole use by the ICT department. Classroom DVD’s and BBC DVD’s bought
and uploaded to the VLE for pupils to view at home. It is planned that room 9 will be re-kitted out at the start of
2007. April 2007 opened which included new air conditioned server room large PC room with 29 PC and a
dedicated Academy room for ORACLE and CISCO teaching. 2006 -07 100 licenses for Adobe Photo Shop
and premier which are installed in ICT rooms.
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 What links are made with other providers, services, employers and other organisations to
  enhance learning?

          Harborne Hill Secondary School
          Microsoft
          ORACLE
          Land Rover
          Education Business Link Adviser
          Newman College
          BASS




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