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					Lincolnshire
School Improvement Service




 Contract of Targeted Support
                                         2009/2010

                                  Module Outlines


                                                                                          working in partnership with

                                    CfBT Education Trust is a registered charity and company limited by guarantee.
            Registered in England & Wales. Company No. 867944; Charity No. 270901. Registered Office: 60 Queens Road, Reading RG1 4BS.
                                             Contract of Targeted Support
                                  2009-2010 School Support Options
This booklet outlines the range of “Generic” Modules available to support schools based on their identification of need. The range and content
of modules have been improved in line with the new secondary local and national priorities. For ease of reference the modules are now divided
into three broad categories.

   1. What are we trying to achieve – focusing on leadership and management support
   2. How do we organise learning – focusing on teaching and learning
   3. How well are we achieving our aims – focusing on standards

The majority of modules are up to 4 days (8 sessions). A session is defined as Morning (9.00 to 12.00), Afternoon (13.00 to 16.00), or Twilight
(16.00 to 17.50). Times may vary slightly by arrangement. This includes planning time for the consultant in order to create the action plan, as
well as time to review progress and comment on impacts/outcomes.

All 4-day modules are equivalent to purchasing two days (4 sessions), and then getting two days (4 sessions) free. For PDA schools, the
cost of these are £900 or 6 PDA units (a saving of £1380 on the non-PDA price of £2280). Costs and duration of support vary, so please refer
to the individual module outlines for details. We intend to invoice the school once the support contract has been drawn up and signed.

This year we have sent a copy of the CoTS modules to the Strategy Manager. At the request of subject leaders, we have also provided them
with subject booklets that highlight the modules that are available. Please could I ask that you liaise with your school Strategy Manager and
relevant Subject or Pastoral Leaders in order to identify support needed for the forthcoming school year, as identified by your self-review
process. Simply place a tick on the “School Support Request Form”(SSRF) for any modules that you wish to select. If you wish, you can
download an electronic version of the modules from the CD-ROM.

Once you have completed the SSRF document, this should then be emailed to kthompson@cfbt.com OR posted to Kate Thompson, Mary
Knox Centre, Smith Street, Lincoln LN5 8HY. The deadline for completion of this stage of the process is Friday 26th June 2009. If you have
any questions my number is 07825 972196

Finally we are looking forward to working closely with you in the delivery of high quality consultancy support. If you have any queries, please
do not hesitate to call me.

                                          Andy Birch – Head of Service (Universal Support)



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Lincolnshire
School Improvement Service


                         CONTENTS - Hyperlinked to the School Support Request Form
                         Clicking on the module title below will link to the outline of the module
M1            Strengthening the School‟s Assessment Systems (Pete Bull)
M2            The International Dimension
M3            Practical Support for Middle Leaders
M4            Personal Learning and Thinking Skills
M5            Developing or Establishing Assessment for Learning Across the School
M6            Developing Literacy Across the Curriculum
M7            Support for Developing Provision for the Gifted and Talented
M8            Preparing for Ofsted – The Self-Evaluation Process
M9            Planning the Curriculum
M10           Tracking, Monitoring and Intervention
M11           Functional Skills
M12           Developing the Role of Support Staff to Support Teaching and Learning
M13           Developing Key Processes and Functionality in Mathematics
M14           Teaching Key Processes in Science
M15           Developing Effective Department Quality Assurance Procedures
M16           Developing Teaching Repertoire
M17           Creating Effective Learners
M18           Three Levels of Progress
M19           Assessing Pupils‟ Progress (APP)
M20           Developing ICTAC Across the School
M21           Strategies for Identifying and Developing High Quality Physical Education and School Sport
M22           Supporting Behaviour, Attendance, Pastoral and / or Additional Needs Leaders
Continued..


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Contract of Targeted Support 2009 / 2010
CONTENTS (Contd..)

M23         Learning Support Units and Other Inclusion Facilities
M24         SEAL (Social and Emotional Aspects of Learning) – First Steps In
M25         Next Steps in SEAL
M26         Improving Student Behaviour
M27         Developing Student Involvement and Participation
M28         Developing Coaching
M29         Next Steps in Transactional Analysis
M30         Teacher Support for Behaviour Management
M31         Whole School Quality Assurance Including Preparation for BTEC Risk Assessment
M32         Quality Assurance for a Diploma Line of Learning in a 14-19 Partnership
M33         Curriculum Design and Modelling for the Foundation Learning Tier
M34         Subject Leadership for a Vocational Area or Qualification
M35         Subject Leadership of Diploma Principal Learning
M36         Leading the Foundation Learning Tier Curriculum / Engagement Programme
M37         Planning for the Introduction of an Applied or Vocational Qualification or Diploma Units for September 2010 in a
            School or College
M38         BTEC, VGCSE and Other Vocational Qualifications – developing effective vocational teaching and learning strategies
            and techniques
M39         Diploma Principal Learning – developing effective vocational teaching and learning strategies and techniques
M40         Foundation Learning Tier Qualifications – developing effective vocational teaching and learning strategies and
            techniques
M41         Employer Engagement – developing effective applied teaching and learning strategies
M42         The Project – developing effective applied teaching and learning strategies
M43         Developing Teaching Assistant Skills to Support Applied and Vocational Qualifications
M44         BTEC, VGCSE and Other Vocational Qualifications – Raising Standards
M45         Raising Standards in Diploma Principal Learning
M46         Using Foundation Learning Tier Qualifications to Raise Standards for Level 1 and Entry Level Learners




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               Development             The LA/SIS will support             School Action(s)/Links                             Expected
  Code                                                                                                                                                   Key Words
                  Focus                    the school to:                  to Single School Plan                           Impact/Outcomes

                       Module M1 – Strengthening the School‟s Assessment Systems (Pete Bull)
This flexible module is designed to strengthen aspects of policy and practice relating to whole school Assessment, Recording and Reporting (ARR)
           as identified by the school. This module links in with the National AfL Strategy and the APP & Making Good Progress initiatives

              Strengthening           As required from:                   To include:                                 To include:                         Assessment,
M1            aspects of whole         Review and evaluate current        Ensure clear responsibilities              Develop a shared                   recording,
Up to 4       school Assessment,         ARR processes.                       for coordination of ARR and                 understanding by staff of        reporting
sessions      Recording &              Involve staff in use of prior         data management.                            whole school assessment         Assessment
              Reporting (ARR)            attainment data to set targets    Clarify role of various staff in              processes.                       for Learning
Cost with     with regard to target      and plan to meet the needs of        setting challenging targets.             Staff make effective use of       Assessing
PDA           setting, periodic          the students.                     Develop confidence of staff                   prior attainment data to set     Pupil
£450 or       assessment               Improve the confidence of staff       to assess work accurately at                targets and inform planning      Progress
3 units       (tracking), using          with making accurate periodic        all key stages.                             to meet needs of students.       (APP)
              tracking data              assessment judgements.            Clarify roles of various staff             Day-to-day assessment for         Target setting
Non PDA
              effectively, using       Improve the use of tracking           in successful intervention for              learning is embedded in all     Tracking and
              data for self-             data by subject and pastoral         under-achievers.                            lessons.                         intervention
£1140         evaluation.                staff for intervention and        Develop effective tracking                 Staff can make accurate           Effective use
(In some
                                         reward.                              and reporting systems that                  periodic assessments             of data
cases it                               Review the efficiency of the          are cost effective in terms of              (tracking).                       BACK
may be                                   reporting system and the             staff time.                              Effective strategies for
required to                              effectiveness of the current      Strengthen effective use of                   tracking, intervention and
double this                              management information               data by middle leaders for                  reporting are developed.
module to                                system for reporting.                identifying areas for                    Middle leaders are able to
up to Up to                            Increase confidence of staff to       development.                                produce evaluative
8 sessions                               analyse data and make self-                                                      comments based on their
- i.e. Cost
                                         evaluation judgements.                                                           analysis of data.
with PDA
£900 or 6                              Develop a whole-school policy                                                  Systems, policies and
units. Non-                              for ARR in the context of a                                                      strategies for ARR can be
PDA £2280)                               national AfL Strategy.                                                           developed which are clear,
                                                                                                                          straightforward and cost
                                                                                                                          effective.


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            Development            The LA/SIS will support             School Action(s)/Links                            Expected
 Code                                                                                                                                                   Key Words
               Focus                   the school to:                  to Single School Plan                          Impact/Outcomes

                                            Module M2 - The International Dimension
             This is a Whole School package designed to support schools in developing an international dimension across the school

           Strengthening           Review of current practice           Identify international                     Successful application for        International
M2         teaching and            Review of international               coordinator and agree role.                 International School Award.        dimension.
Up to 4    learning through         coordinator‟s role.                  Release coordinator to work                Successful bid for funding        International
sessions   developing an           Advice on applying for                with consultant.                            to support an international        funding.
           international            International Schools Award.         Ensure high profile for                     project.                          Community
Cost       dimension across        Advice on partner finding and         international work through                 All staff aware of                 Cohesion.
with       the school.              bidding successfully for              inclusion in newsletters, staff             international links and how         BACK
PDA                                 funding to support                    meetings etc.                               these can enhance the
£450 or                             developments.                                                                     curriculum.
3 units                            Advice on making the most of
                                    links to support teaching and
Non PDA                             learning.
£1140




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            Development                The LA/SIS will support             School Action(s)/Links                           Expected
 Code                                                                                                                                                   Key Words
               Focus                       the school to:                  to Single School Plan                         Impact/Outcomes

                                        Module M3 – Practical Support for Middle Leaders
                                         This module is designed to support the role of subject Middle Leaders

           Practical support for       Review SLT/ML                        Release ML for INSET                       Raising of student               Head of
M3         subject Middle               responsibilities.                     provision and planning time.                achievement and                   Department
Up to 8    Leaders                     Review job descriptions              Establish peermentoring                     attainment through               Subject
sessions                               Review of core tasks of middle        program between MLs within                  effective subject                 Leader
                                        leaders.                              a school.                                   leadership.                      Middle
Cost                                   Develop the QA process               Establish system of                        MLs have shared                   Leaders
with                                   Write departmental SEF                departmental collaborative                  understanding of their role       BACK
PDA                                    Develop DDP                           planning within a team.                     and actively support one
£900 or                                Prepare for OfSTED                                                                another.
6 units                                Support and develop staff                                                        Positive impact on
                                       Provide relevant CPD                                                              recruitment and retention
                                        opportunities.                                                                    of middle leaders and
Non PDA                                                                                                                   teachers.
£2280                                                                                                                    MLs confident to make
                                                                                                                          accurate judgements
                                                                                                                          about the quality of
                                                                                                                          teaching and learning in
                                                                                                                          their departments.




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            Development                 The LA/SIS will support             School Action(s)/Links                           Expected
 Code                                                                                                                                                     Key Words
               Focus                        the school to:                  to Single School Plan                         Impact/Outcomes

                                         Module M4 Personal Learning and Thinking Skills
           This module is a Whole School Initiative designed to support development of students‟ personal learning and thinking skills

            Developing student          Help identify appropriate groups       Use a range of student                   Shared understanding of        Whole School
M4          personal learning            of students to launch the               information to select a                   key features of thinking        initiative
Up to 8     and thinking skills,         initiative.                             launch group and monitor                  skills lessons.                New National
sessions    in the context of the       Help school to establish student        their progress.                          Staff in identified             Curriculum
            New National                 learning outcomes.                     Select appropriate                        departments will have          PLTS
Cost        Curriculum.                 Coach staff in delivering               members of staff to launch                built personal learning         (Personal,
with                                     appropriate lesson models, and          initiative.                               and thinking skills into        learning and
PDA                                      help them develop as coaches           Allocate resources,                       planning and delivery.          thinking
£900 or                                  themselves.                             including time to allow staff            Staff and students can          skills).
6 units                                 Help develop thinking and               to work collaboratively.                  demonstrate and explain        Thinking
                                         learning strategies for lesson         Raise profile of this                     the impact these                Skills
Non PDA                                  design/delivery, including meta-        initiative across the school.             strategies have on             Learning
                                         cognitive plenaries.                                                              learning and attainment.        Skills
£2280
                                        Encourage cross-curricular                                                                                       Challenge
                                         collaboration.                                                                                                   Peer
                                        Advise bridging strategies to &                                                                                   coaching
                                         from other areas of the school                                                                                   Collaborative
                                         experience.                                                                                                       working
                                        Help evaluate impact                                                                                               BACK
                                        Help plan for dissemination




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           Development            The LA/SIS will support             School Action(s)/Links                           Expected
 Code                                                                                                                                            Key Words
              Focus                   the school to:                  to Single School Plan                         Impact/Outcomes

           Module M5 Developing or Establishing Assessment for Learning Across the School
            This module is a whole school initiative designed to support developing or establishing Assessment for Learning (AfL)

           Developing or          Carry out an audit of current        Include AfL in development                 All staff share an             Assessment
M5         establishing            practice and action plan.             plan.                                       understanding of key            for Learning
Up to 8    Assessment for         Work on specific aspect of AfL       Identify appropriate member                 features of AfL.               APP
sessions   Learning as a           with identified departments.          of SLT to lead AfL.                        Staff have built AfL into      Independent
           whole school           Help make explicit the links         Release identified staff for                planning and                    learning
Cost       initiative.             with APP, SEAL and the new            planning and review.                        can explain the impact         Whole
with                               secondary curriculum.                Include AfL in staff training               these strategies have had       School
PDA        Links with new         Develop student voice                 days and as an agenda item                  on learning.                    Initiative
£900 or    frameworks/seal/       Evaluate impact in terms of           at meetings.                               Students can explain how       SEAL
           PH.                     student outcomes.                    Make links between AfL and                  AfL has helped improve         “Enjoy and
6 units
                                  Raise awareness amongst the           APP.                                        their learning.                 Achieve”
                                   whole staff.                         Make links between SEAL                    Data analysis shows            PLTS
Non PDA
£2280                             Facilitate collaborative work         and AfL.                                    improved standards.             BACK
                                   across departments e.g.              Make AfL explicit in quality
                                   coaching, networks.                   assurance procedures.
                                  Plan strategies to embed and
                                   sustain effective practice.




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            Development               The LA/SIS will support             School Action(s)/Links                           Expected
 Code                                                                                                                                                       Key Words
               Focus                      the school to:                  to Single School Plan                         Impact/Outcomes

                                  Module M6 - Developing Literacy Across the Curriculum
        This module is a Whole School Initiative designed to support development of student speaking and listening, reading and writing

            Developing literacy       Audit current practice               Provide LAC co-ordinator                   Shared understanding               Whole School
M6          across the                Devise action plans to support        and SLT link.                               means to promote                    initiative
Up to 8     curriculum.                short, medium and long term          Release staff for joint                     effective literacy.                Peer
sessions                               development of LAC.                   planning and coaching                      Staff in identified                 coaching
                                      Introduce specific cross-             cycles.                                     departments have built             Collaborative
Cost with                              curricular initiatives such as       Provide inset opportunities                 literacy skills into                working
PDA                                    WriteOnline, Essay Writing           Make literacy an explicit                   planning and delivery.             Literacy
£900 or                                                                                                             
                                       Machine, Reading Passports            component of QA                             Staff and students can             WriteOnline
6 units                                and the Sequence for                  procedures.                                 demonstrate and explain              BACK
                                       Teaching Writing and lead                                                         the impact these
Non PDA                                discussion about how                                                              strategies have on
£2280                                  departments can work with                                                         learning and attainment.
                                       them to improve students‟                                                        Staff and students have
                                       work.                                                                             a shared understanding
                                      Contribute towards INSET                                                          of specific initiatives that
                                       training.                                                                         can be used to improve
                                      Develop LAC via coaching                                                          literacy across the
                                      Develop quality assurance                                                         curriculum.
                                       procedures for LAC.




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 Code       Development             The LA/SIS will support            School Action(s)/Links                            Expected
                                                                                                                                                     Key Words
               Focus                    the school to:                 to Single School Plan                          Impact/Outcomes

                    Module M7 - Support for Developing Provision for the Gifted and Talented
  This module is designed to support schools to develop all aspects of provision for gifted and talented pupils as part of a personalised learning
approach. The main focus is on developing challenge and engagement in the classroom and preventing under-achievement of identified gifted and
                                                                talented pupils

            The outcomes of        Develop:                            Ensure:                                       All departments focus on      Personalised
M7          the Institutional       Effective classroom provision      Support for Leading                          developing T & L               Learning
Up to 8     Quality Standards         for the most able.                  Teachers to fulfil their role               strategies to challenge       Gifted and
sessions    (IQS) and/or            Quality First Teaching.              effectively.                                and engage the most            Talented
            Classroom Quality       Support for Leading Teachers       G & T is embedded within                     able.                         Quality
Cost with   Standards (CQS)           in carrying out their role.         school improvement plan                    G & T pupils experience        Standards
PDA         audits will identify    Individual Departmental/faculty      and SEF.                                    appropriate level of          Leading
£900 or     action points to          support.                          Effective Tracking and                       challenge and enjoyment.       Teacher
6 units     focus support. If a     Support for SLT to enhance           monitoring to identify able                G & T pupil voice             Challenge
            school has not yet        whole school practice within        under-achievers and                         captured and informs          Engagement
            undertaken the IQS        the IQS framework.                  appropriate support                         future provision.             Quality First
Non PDA     audit they will be      Effective Tracking and               structures utilised to                     CVA shows good                 Teaching
£2280       supported in this         monitoring systems to identify      address their needs.                        progress for most able.       Student Voice
            process.                  and address under-                Action points to develop                    Improvement at level 7+       Progress
                                      achievement.                        G & T provision identified.                 at KS3.                       Under-
                                    Support and mentoring for          CPD needs identified and                    Improvement in A/A*            achievement
                                      identified able under-              appropriate support                         grades at GCSE.               Conversion
                                      achievers.                          provided.                                  Overall improvement in         rates
                                                                        Best practice within school                  conversion rates for
                                                                          identified and shared.                      identified G & T pupils.
                                                                                                                                                       BACK




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            Development              The LA/SIS will support            School Action(s)/Links                             Expected
 Code                                                                                                                                                 Key Words
               Focus                     the school to:                 to Single School Plan                           Impact/Outcomes

                          Module M8 - Preparing for Ofsted - The Self-Evaluation Process
This module is designed to support HODs in preparation for subject reviews and inspections. HODs will identify strengths and development points
                                                    for action via a coaching conversation

           To prepare HoDs for       Analyse standards of                Provide summative data and                 Confidence in dealing with      Department
M8         subject inspections        achievement and attainment.          a copy of the departmental                  subject leader interviews.      Self-
Up to 8    through a coaching        Explore the subject‟s response       development plan and                       Strategic plan to address        evaluation.
sessions   conversation to            to data.                             results analysis.                           points for development.         Ofsted -
           identify strengths        Evaluate the quality of             Facilitate a joint lesson                  Departmental debrief             Preparation
Cost       and areas for              teaching and learning.               observation programme and                  Department better able to       New HoD.
with       development.              Evaluate leadership and              feedback opportunity where                  conduct own self evaluation.      BACK
PDA                                   management.                          applicable.
£900 or                              Evaluate progress since last        Provide copy of schools
6 units                               inspection.                          quality assurance
                                                                           documents for department.
                                                                          Access to departmental
Non PDA
                                                                           documentation especially
£2280                                                                      Scheme of Work.




                          When selecting this module please indicate which strand it is needed for




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             Development               The LA/SIS will support             School Action(s)/Links                           Expected
 Code                                                                                                                                                  Key Words
                Focus                      the school to:                  to Single School Plan                         Impact/Outcomes

                                                 Module M9 - Planning the Curriculum
                     This module is designed to enable planning for the implementation of the renewed National Curriculum

            Planning for the           Develop Key Stage long term          Provide the LONG and                       Revised long-term plan          Levelling
M9          implementation /            plans.                                MEDIUM term plans for the                   demonstrates progression        Progression.
Up to 8     development of the         Ensure that short term                Key Stage and an exemplar                   across the Keys stage.          SoW.
sessions    renewed National            planning is differentiated and        of a short-term plan.                      Departmental                    Planning.
            Curriculum.                 promotes independent                 Facilitate departmental time                development of SoW              AfL.
Cost with   Developing                  learning.                             to focus on shared planning.                through consistent              APP
PDA         progression and            Develop objective led lessons                                                     approach to short term
                                                                                                                                                            BACK
£900 or     day to day, periodic       Develop a cycle for curricular                                                    planning.
6 units     and transitional            target setting.                                                                  Short term planning is
            assessments                Embed within the scheme of                                                        objective led.
Non PDA
            throughout the key          learning, opportunities for                                                      Teachers have an
            stage.                      assessing key subject skills                                                      enhanced understanding
£2280
                                        and content.                                                                      of progression.
                                                                                                                         The department discuss
                                                                                                                          regularly pupil outcomes
                                                                                                                          and set curricular targets
                                                                                                                          for groups classes and
                                                                                                                          cohorts to improve
                                                                                                                          progression.




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            Development          The LA/SIS will support            School Action(s)/Links                            Expected
 Code                                                                                                                                          Key Words
               Focus                 the school to:                 to Single School Plan                          Impact/Outcomes

                                  Module M10 – Tracking, Monitoring and Intervention
  This module is designed to review policy and practice relating to departmental Assessment , Recording and Reporting (ARR) including explicit
 links to APP. This module is flexible and will be tailored to the schools needs. A review of department assessment can be provided to focus on
                                             particular issues related to developing effective practice

           Reviewing            These issues may include:          Depending on the focus areas                Depending on the focus areas       Assessment,
M10        effectiveness of      Review current use of prior      these may include:                          these may include:                  recording,
Up to 8    department              attainment data and APP to       Clarify role of various staff in           Plans to make effective           reporting.
sessions   Assessment,             set targets and identify           setting challenging targets                 use of prior attainment         Target
           Recording &             potentially underachieving         linked to levels/grades.                    data to inform planning to       setting
Cost       Reporting (ARR).        groups.                          Develop capacity of staff to                 meet needs of students.         Tracking and
with                             Review process of setting           assess work accurately at all             An improved, shared               intervention.
PDA                                formative challenging targets      key stages.                                 understanding of target         Use of data
£900 or                            linked to levels or grades       Clarify roles of various staff               setting can be developed.       APP
6 units                          Review the confidence of staff      in successful intervention for            Effective strategies for          BACK
                                   with making accurate               under-achievers linked to 3                 tracking, intervention and
                                   assessment judgements.             Waves Intervention model.                   reporting can be planned.
Non PDA
                                 Review the effectiveness of       Develop, if required,                      A clear understanding of
£2280                              tracking procedures in             effective tracking and                      the role of APP in target
                                   identifying achieving and          reporting systems that are                  setting and tracking
                                   under-achieving students.          cost effective in terms of                  progress.
                                 Review effectiveness of             staff time.                               A clearer direction for
                                   analysis of data at various      Strengthen effective use of                  linking assessment for
                                   levels and its use.                data by middle leaders for                  learning and assessment
                                 Review and develop                  identifying areas for                       of learning.
                                   department use of APP.             development.                              To develop a concise,
                                                                    Provide a clear link between                 readable ARR policy to
                                                                      target-setting, tracking, use               include a marking policy.
                                                                      of data and effective
                                                                      assessment for learning.
                                                                    Develop effective APP
                                                                      practice across the
                                                                      department.
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             Development            The LA/SIS will support            School Action(s)/Links                             Expected                        Key
 Code
                Focus                   the school to:                 to Single School Plan                           Impact/Outcomes                   Words

                                                    Module M11 - Functional Skills
           This package is designed to support subject leaders in developing and embedding Functional Skills within Diploma Learning

            Implementing /          Plan for the implementation of       Allocate curriculum time                   Attainment of functional          Functional
M11         developing               Functional Skills.                   Identify teacher(s) to lead                 skills qualification at            Skills
Up to 8     Functional Skills       Plan Functional Skills units          pilot.                                      anticipated level for targeted    KS4
sessions    within Diploma          Use the teaching and learning        Identify appropriate                        groups of students.                attainment
            Learning.                support materials to develop          students.                                  Increased range of teaching       Teaching
Cost                                 short-term planning.                 Release teachers to plan                    and learning strategies used       repertoire
with                                Support the teaching and                                                          across the department.            Subject
PDA                                  learning of Functional Skills.                                                   Collaboration with other           Leader
£900 or                                                                                                                Functional Skills teachers         BACK
6 units                                                                                                                from Lincolnshire schools to
                                                                                                                       produce quality resources.
Non PDA
£2280




                                      Page 14 of 49               D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
           Development               The LA/SIS will support            School Action(s)/Links                            Expected
 Code                                                                                                                                                  Key Words
              Focus                      the school to:                 to Single School Plan                          Impact/Outcomes
           Module M12 - Developing the Role of Support Staff to Support Teaching and Learning
                                   This module is designed to develop the role of support staff within departments
                                        and could be used to develop C/D borderline support in core subjects
                             (This module could form part of the training programme for those aspiring to HLTA status)

           To develop the            To introduce TAs to the key          Carry out an audit of current              TAs will have a deeper        Intervention
M12        subject knowledge          developments within their             practice/expertise and action               understanding of              Lesson design
Up to 8    and methods of             subject.                              plan.                                       commonly held                    BACK
sessions   working with              To identify and correct some         Develop collaborative                       misconceptions.
           students to support        commonly held                         planning alongside the TA                  Will have strategies to
Cost       learning and               misconceptions.                       and Head of Department to                   help students correct
with       teaching.                 To develop models for working         address the needs identified                their misconceptions.
PDA                                   with students in lessons and/or       in the audit.                              Will have deeper subject
£900 or                               in extraction groups.                Help department to plan,                    knowledge.
6 units                              To provide focussed                   teach and review together.                 TA deployment is more
                                      Assessment Objective driven          Review progress and share                   effectively targeted.
Non PDA                               work where working with C/D           practice amongst                           TAs are more involved in
                                      borderline students.                  colleagues.                                 curriculum planning and
£2280
                                                                           Embed practice over time                    delivery within the
                                                                           Evaluate impact in terms of                 department.
                                                                            student outcomes.




                                       Page 15 of 49               D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                                                                                  School
             Development            The LA/SIS will support                                                              Expected
 Code                                                                       Action(s)/Links to                                                         Key Words
                Focus                   the school to:                                                                Impact/Outcomes
                                                                            Single School Plan

                Module M13 – Developing Key Processes and Functionality in Mathematics
    This module is for mathematics departments to support development of student thinking and learning skills, through teaching for key
                                             processes and functional skills in Mathematics

            Improving the use          Support the department to          Use a range of                         Shared understanding of            Mathematics
M13         of Key Processes            understand the importance           information to select units             key processes and                  Key
Up to 8     and functional skills       of key processes and                of work for focus.                      functional skills.                  processes
sessions    in Mathematics.             functionality in mathematics.      Select appropriate                     Mathematics staff have built       Thinking
                                       Identify units of work in           members of mathematics                  thinking and learning skills        skills
Cost with                               which to focus on                   team to launch / develop                into planning and delivery.        Learning
PDA                                     developing key processes            initiative.                            Staff and students can              skills
£900 or                                 and functionality.                 Allocate resources,                     demonstrate and explain            Challenge
6 units                                Plan for the development of         including time to allow                 the impact these strategies        Collaborative
                                        specific key processes and          staff to work                           have on learning and                working
Non PDA                                 functional skills.                  collaboratively.                        attainment.                        Functional
                                       Support teaching and                                                                                            Skills
£2280
                                        learning of key processes                                                                                        BACK
                                        and functional skills.




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             Development          The LA/SIS will support           School Action(s)/Links                           Expected
 Code                                                                                                                               Key Words
                Focus                 the school to:                to Single School Plan                         Impact/Outcomes

                                    Module M14 – Teaching Key Processes in Science
  This module is designed to promote personalised learning for students by helping them to become more effective and independent learners by
  integrating HSW (How Science Works) and learning skills approaches. This module could support departments in addressing some of the HSW
                                                       aspects in the New National Curriculum
             Strengthening         Carry out an audit of current     Facilitate time for coaching    Improved consistency in    Teaching and
M14          teaching and           practice and action plan.           model to include;               teaching and planning       learning
Up to 8      learning to develop   Develop collaborative planning          o Planning together         across the team.           Planning
sessions independent                alongside the teaching group            o Teaching together        Team value and continue  Coaching
             learners in science.   to address the chosen foci.             o Review together           to plan for collaborative  Returning
Cost                               Help schools to plan, teach       Decide on appropriate            working.                    teachers
with                                and review together.                coaching model/cycle.          Students‟ responses will   NQTs
PDA                                Review progress and share         Identify focus of                show that there is an      Quality
£900 or                             practice amongst colleagues.        development.                    improvement in the skill    Assurance
6 units                            Embed practice over time          Release identified staff for     area.                      AfL
                                   Work on specific aspect of          planning and review.           All staff share an         LSS
Non PDA                             HSW learning skills with          Include HSW/learning skills      understanding of key       APP
                                    identified teachers.                in staff training days and as   features of effective
£2280                                                                                                                                 BACK
                                   Evaluate of impact in terms of      an agenda item at               Learning Skills/HSW
                                    student outcomes.                   department meetings.            development.
                                                                                                       Department staff have
                                                                                                        built HSW and Learning
                                                                                                        Skills into planning and
                                                                                                        can explain the impact
                                                                                                        these strategies have
                                                                                                        had on learning.
                                                                                                       Students in departments
                                                                                                        can explain how the
                                                                                                        activities have helped
                                                                                                        improve their learning.




                                     Page 17 of 49             D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
           Development            The LA/SIS will support                 School Action(s)/Links                             Expected
 Code                                                                                                                                                     Key Words
              Focus                   the school to:                      to Single School Plan                           Impact/Outcomes

                Module M15 - Developing Effective Department Quality Assurance Procedures
                     This module is designed to raise standards through developing effective quality assurance procedures

           Developing effective      Evaluate the effectiveness of          Set up an assessment                       Challenging targets are set.       Assessment
M15        departmental               current QA procedures.                  calendar to include tracking               Tracking and reporting             Target
Up to 8    Quality Assurance         Support the analysis of data            and reporting.                              activities are manageable           setting
sessions   procedures.               Provide guidance on                    Clarify roles of different staff            and timed.                         Tracking
                                      intervention strategies.                in intervention strategies.                Underachieving students            Quality
Cost                                 Develop and support                    Identify appropriate SLT                    are identified from tracking        assurance
with                                  strategies for monitoring the           member to co-ordinate                       and appropriate intervention       “Enjoy and
PDA                                   effectiveness of teaching and           quality assurance.                          activities are introduced.          Achieve”
£900 or                               learning across the                    Set up a calendar for quality              Effectiveness of intervention       BACK
6 units                               department.                             assurance procedures.                       activities can be monitored.
                                     Link QA with DDP to raise              Provide time / cover for                   Effective quality assurance
Non PDA                               standards.                              quality assurance                           identifies strengths and
                                                                              procedures.                                 weaknesses that are
£2280
                                                                             Provide training time for                   addressed accordingly.
                                                                              middle leaders in review and               Middle leaders are
                                                                              evaluation.                                 competent to review
                                                                                                                          effectiveness and produce
                                                                                                                          evaluation judgements,
                                                                                                                          which feed into whole
                                                                                                                          school evaluation
                                                                                                                          processes.




                                      Page 18 of 49                   D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
             Development              The LA/SIS will support                School Action(s)/Links                         Expected
 Code                                                                                                                                                 Key Words
                Focus                     the school to:                     to Single School Plan                       Impact/Outcomes

                                          Module M16 - Developing Teaching Repertoire
 This module is designed to develop and strengthen teaching using a variety of strategies and materials, including the CfBT ‟‟ Impact Guide‟‟ and
                                                    the “Pedagogy and Practice” modules

           A bespoke package          Identify areas of practice for        Identify individuals or groups            Increase in the                 Personalised
M16        to support effective        development.                           of teachers for support or                 measurable quality of            learning
Up to 8    planning and               Use a coaching model to plan,          further development.                       teaching and learning in        Every child
sessions   classroom practice.         do and review developments            Identify area of lesson                    target groups.                   matters
                                       with an individual or groups of        design to be developed,                   The explicit teaching           Lesson
Cost                                   teachers.                              either from an existing                    repertoire of staff is           planning
with                                  Help teachers recognise and            strength or to address a                   extended.                       Pedagogy
PDA                                    evaluate the impact of                 weakness.                                 Teachers select the most         and practice
£900 or                                developments on learning.             Identify appropriate learning              appropriate teaching            Teaching &
6 units                               Help embed developments                outcomes for students and                  model to achieve the             Learning
                                       within schemes of work.                staff.                                     desired learning outcomes        Models
                                                                             Identify and develop                       for students.                    BACK
Non PDA
                                                                              appropriate methods of                    Lesson design focuses
£2280.                                                                        evaluation.                                more on the learning
                                                                             Support and provide                        needs of students.
                                                                              resources for classroom                   Lesson design is objective
                                                                              action.                                    led and episodic to
                                                                             Self-evaluation actions to                 promote those objectives.
                                                                              determine impact.                         Where appropriate,
                                                                                                                         identified staff have
                                                                                                                         formed a learning network
                                                                                                                         and worked
                                                                                                                         collaboratively.




                                       Page 19 of 49                 D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
             Development           The LA/SIS will support                    School Action(s)/Links                          Expected
 Code                                                                                                                                                        Key Words
                Focus                  the school to:                         to Single School Plan                        Impact/Outcomes

                                               Module M17 - Creating Effective Learners
This module is designed to support the development of students as effective learners using a variety of strategies and materials, including the CfBT
                                           “ Impact Guide‟‟ and the “Pedagogy and Practice” modules

           A bespoke package          Identify groups of learners to         Use data to identify learning               Increase in the                 Personalised
M17        to support teachers         work with and specific areas            needs of a group of students.                measurable quality of            learning
Up to 8    in developing their         of learning to be developed            Identify appropriate learning                teaching and learning in        Every child
sessions   students as effective       eg PLTS.                                outcomes for students and                    target groups.                   matters
           learners.                  Use a coaching model to                 staff.                                      Teachers select the most        Lesson
Cost                                   plan, do and review                    Identify and develop                         appropriate teaching             planning
with                                   developments with an                    appropriate methods of                       models and strategies to        Pedagogy and
PDA                                    individual or groups of                 evaluation.                                  achieve the desired              practice
£900 or                                teachers.                              Support and provide                          learning outcomes for           PLTS
6 units                               Help teachers recognise and             resources for collaborative                  students.                        (Personal,
                                       evaluate the impact of                  working and classroom                       Lesson design focuses            learning and
                                       developments on learning.               action.                                      on the specific learning         thinking skills).
Non PDA
                                      Help plan to embed                     Self-evaluation actions to                   needs of students.                 BACK
£2280                                  developments within                                                                 Lesson design is
                                                                               determine impact.
                                       schemes of work.                                                                     objective led and episodic
                                                                                                                            to promote those
                                                                                                                            objectives.
                                                                                                                           Where appropriate,
                                                                                                                            identified staff have
                                                                                                                            formed a learning network
                                                                                                                            and worked
                                                                                                                            collaboratively.




                                       Page 20 of 49                    D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
            Development             The LA/SIS will support             School Action(s)/Links                             Expected                         Key
 Code
               Focus                    the school to:                  to Single School Plan                           Impact/Outcomes                    Words

                                             Module M18 - Three Levels of Progress
                          This module is designed to increase students‟ rates of progress in Key Stages KS3 and KS4


           Developing               Audit of current procedures          Consider nominating lead                  Students experience effective     Transfer
M18        continuity between       Develop effective transfers           person within key areas to                 transfer between key stages       Transition
Up to 8    the key stages.           from one Key Stage to                 lead transition initiatives.               avoiding any dip in               KS2/3
sessions                             another.                             Use transfer data                          performance.                      KS3/4
                                    Reassure, challenge and take          effectively                               Students carry curricular         Target
Cost                                 students forward rapidly.            Consider releasing                         targets from one year to the       setting
with                                Create bridging plans for KS2         teachers to collaborate with               next.                             APP
PDA                                  to KS3 and KS3 to KS4.                KS2 colleagues.                           Students‟ prior achievements      Progress-
£900 or                             Make use of EPAS data to             Consider a joint project                   are recognised and                 Ion maps
                                     understand the ability on entry       spanning key stage 2/3 for                 developed.
6 units                                                                                                                                                    BACK
                                     of the school‟s intake.               students and staff.                       Students have a clear sense
Non PDA                             Use APP rigorously to track          Establish programme for                    of their relative strengths
£2280                                students‟ progress.                   effective start to KS4.                    across the assessment
                                    Use the Progression Maps to          Develop and refine APP                     focuses/objectives.
                                     devise appropriate curricular         procedures.                               Students know the targets that
                                     targets for students and                                                         will help them to make
                                     groups of students and to                                                        effective progress in each
                                     identify relevant teaching                                                       subject.
                                     strategies to address these                                                     Teachers know the strategies
                                     targets.                                                                         to employ to best help the
                                                                                                                      students to make progress.
                                                                                                                     Teachers and students are
                                                                                                                      aware of targets based on
                                                                                                                      three levels of progress.




                                     Page 21 of 49                 D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                                     The LA/SIS will
            Development                                          School Action(s)/Links                           Expected
 Code                              support the school                                                                                           Key Words
               Focus                                             to Single School Plan                         Impact/Outcomes
                                           to:

                                   Module M19 - Assessing Pupils‟ Progress (APP)
    This module is designed to strengthen schools‟ and teachers‟ use of the Assessing Pupils‟ Progress methodology and resources

            Strengthening          Carry out an audit of           Plan a process of                        Teachers secure about the           Assessing
M19         teacher formative       current practice.                implementation that is                    principles behind APP.               Pupil
Up to 8     and summative          Establish a programme of         manageable for the                       Teachers secure in                   Progress
sessions    assessment              regular progress reviews.        teachers and will yield                   application of APP                   (APP)
            through the use of     Align judgements                 assessment information at                 processes.                          Levelling
Cost with   APP methodology.        systematically with              the most useful times.                   Teachers secure about                BACK
PDA                                 national standards.             Facilitate departmental time              levelling and grading.
£900 or                            Increase the consistency         to focus on shared planning              Teachers share and discuss
6 units                             and reliability of teacher       of assessment programme                   issues within and across
                                    assessment.                      and moderation of                         departments.
Non PDA                            Develop strategies to            outcomes.                                Professional development
£2280                               support internal                                                           for all teachers, particularly
                                    moderation practice.                                                       less experienced
                                   Use the assessments to                                                     colleagues.
                                    improve teaching and                                                      Provides high-quality
                                    learning.                                                                  evidence to inform reporting
                                                                                                               on pupil progress.
                                                                                                              Contributes to improved
                                                                                                               learning and more
                                                                                                               responsive teaching.




                                    Page 22 of 49                D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
            Development             The LA/SIS will support              School Action(s)/Links                           Expected
 Code                                                                                                                                               Key Words
               Focus                    the school to:                   to Single School Plan                         Impact/Outcomes

                                     Module M20 - Developing ICTAC Across the School
              This module is a Whole School package designed to develop Information and Communications Technology (ICTAC)

            Creating learning       Audit of current practice and          Include ICTAC within school               All departments have        Learning
M20         communities using        action plan.                            development plan.                          shared understanding of      community
Up to 8     Information and         Work within identified                 Identify member of SLT to                  ICTAC and have included     Coaching.
sessions    Communication            departments.                            lead initiative.                           it in development plans.    ICTAC
            Technology Across       Develop cross-departmental             Ensure ICTAC has high                     Some departments have       Whole school
Cost with   the Curriculum           work e.g. coaching, networks.           priority e.g. agenda item for              developed more               initiative
PDA         (ICTAC).                Work on student voice                   meetings, included in                      advanced practice which     Independent
£900 or                             Develop strategies to embed             training days.                             can be shared across the     learning
6 units                              effective practice.                    Release teachers for                       school.                        BACK
                                    Help to deliver INSET where             identified activities e.g. for            Evidence of improved
Non PDA                              appropriate.                            coaching.                                  student performance
£2280                               Plan regular dates to review           Plan for, and actively                     linked to ICTAC.
                                     progress and adjust planning            support, the spread of good               Students feel they are
                                     where necessary.                        practice.                                  contributing to the
                                                                            Include ICTAC in quality                   teaching and learning
                                                                             assurance programme as                     debate.
                                                                             appropriate.                              Higher levels of
                                                                                                                        collaboration amongst
                                                                                                                        staff.




                                      Page 23 of 49                  D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                                                                                 School
            Developmen         The LA/SIS will support the                                                              Expected
 Code                                                                      Action(s)/Links to                                                           Key Words
              t Focus                  school to:                                                                    Impact/Outcomes
                                                                           Single School Plan

          Module M21 – Strategies for Identifying and Developing High Quality Physical Education
                                              and School Sport
                  This module is designed to ensure that Physical Education Departments can identify and develop the national
                           High Quality Physical Education and School Sport Outcomes including the „5 Hour Offer‟

            Identifying and       Develop a greater understanding           Departmental work on                An audit of provision of high           High
M21         developing the         of the national High Quality PESS          „Student Voice‟ to be                quality PESS produced.                   Quality
Up to 8     national High          Outcomes and how they relate to            used as basis for whole             Current level of practice against       Physical
sessions    Quality Physical       OfSTED criteria and ECM.                   school development.                  the national high quality                Education
            Education and         Undertake a self-evaluation of            Incorporate into whole               outcomes identified and                 School
Cost        School Sport           existing PESS provision including          school action plan.                  baseline established.                    Spot
with        Outcomes               the „5 Hour Offer‟.                       Link work on high                   This will include a focus on the        „5 Hour
PDA         including the „5      Map their current level of practice        quality PESS to ECM                  „5 Hour Offer‟.                          Offer‟
            Hour Offer‟.           against each of the high quality           agenda and use to                   Strategies to access „Student           OfSTED
£900 or
6 units                            outcomes (establish baseline).             inform and update                    PE and Sport Voice‟                     ECM
                                  Audit students‟ perceptions of             whole school SEF.                    established.                             BACK
Non PDA                            PESS provision.                                                                Priorities, targets and strategies
                                  Identify and target areas for                                                   to improve practice identified in
£2280
                                   development and include in                                                      Departmental Development
                                   Departmental Development Plan.                                                  Plan.
                                  Incorporate evidence gathered                                                  Strategies to monitor and
                                   into Departmental Ofsted Self-                                                  evaluate progress enhanced.
                                   Evaluation Form (SEF).                                                         Departmental SEF updated
                                  Use established baseline to                                                    Departmental Handbook re-
                                   monitor and evaluate progress.                                                  developed to incorporate high
                                  Develop Departmental Handbook                                                   quality PESS and ECM
                                  Provide high quality CPD to meet                                                agenda.
                                   identified staff needs.                                                        Staff receive appropriate CPD .



                                       Page 24 of 49                 D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                                     The LA/SIS will
           Development                                            School Action(s)/Links                           Expected
 Code                              support the school                                                                                             Key Words
              Focus                                               to Single School Plan                         Impact/Outcomes
                                           to:

   Module M22 - Supporting Behaviour, Attendance, Pastoral and / or Additional Needs Leaders
      This module is designed to support school leaders with a key Behaviour, Attendance, Pastoral or Additional Needs responsibility

          Support school           Analyse standards of          Provide relevant                            Strategic plan to address        Pastoral
M22       leaders with a key        achievement and                data/analysis and relevant                   points for development.          Behaviour
          Behaviour,                attainment.                    development plans.                          Debrief to area leader and       Attendance
          Attendance,              Evaluate the quality of       Facilitate exploration of                    relevant staff.                  Additional Needs
          Pastoral or               provision.                     provision.                                  Area better able to conduct      Self-evaluation
          Additional Needs         Review behaviour policy       Provide access to                            own self-evaluation.             Policy review
          responsibility.          Evaluate and advise on         departmental documentation.                                                   Ofsted
                                    leadership and                                                                                               New leader
                                    management.                                                                                                  ECM
                                   Assist development of                                                                                        SEAL
                                    new systems as
                                    appropriate.
                                                                                                                                                     BACK




                                    Page 25 of 49                 D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
           Development           The LA/SIS will support              School Action(s)/Links                             Expected
Code                                                                                                                                               Key Words
              focus                  the school to:                   to Single School Plan                           Impact/Outcomes

                       Module M23 – Learning Support Units and Other Inclusion Facilities
This module is designed to assist in either exploring the rationale and implications of setting up a school-funded inclusion facility or enhancing a
                                                             school‟s existing provision

          Improving pupil        Set up a meeting involving all      Provide rationale for LSU.                 Aims of provision are              LSU
M23       behaviour and           potential stakeholders.             Engage in detailed analysis                 established and shared with        Inclusion
          adults‟ approaches     Establish clear purpose behind       of data.                                    all stakeholders.                  Exclusion
          to addressing           proposed provision.                 Liaise with consultant to                  Clear(er) referral pathways        Reintegration
          behaviour.             Decide if provision is               identify target group.                      established.                       SEAL
                                  appropriate.                        Select an appropriate model                Effective monitoring and           ECM
                                 Establish selection criteria for     of operation.                               evaluation systems                   BACK
                                  target group.                       SLT to support development                  established/enhanced.
                                 Provide examples of LSU              of necessary infrastructures.              Provision is mapped to link
                                  models.                             Support understanding of role               with other forms of behaviour
                                 Provide staff INSET.                 and work of LSU across staff                support provided.
                                 Establish effective monitoring       group as a whole.                          Specific packages of support
                                  and evaluation systems.                                                          to improve behaviour are
                                                                                                                   introduced.
                                                                                                                  Students are more effectively
                                                                                                                   re-integrated.
                                                                                                                  Staff‟s knowledge and
                                                                                                                   understanding of behaviour
                                                                                                                   is enhanced.




                                    Page 26 of 49                D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                                                                           School
         Development          The LA/SIS will support                                                           Expected                       Key
Code                                                                 Action(s)/Links to
            Focus                 the school to:                                                             Impact/Outcomes                  Words
                                                                     Single School Plan

         Module M24 - SEAL (Social and Emotional Aspects of Learning) – First Steps In
              This module is designed to support schools as they seek to implement SEAL as a whole school approach

       Implementation of      Identify appropriate staff to          Identify key staff for          Lead SEAL Professional                SEAL
M24    SEAL as a whole         lead on SEAL.                           development of student           identified.                           Emotional
       school approach.       Establish a shared                      involvement.                    Audit is carried out                   literacy
                               understanding of the social            Support consultant in           Action plan with clear starting       Emotional
                               and emotional aspects of                development work with            point and time scales                  health &
                               learning.                               key staff.                       established.                           well-being
                              Audit existing practice and            Actively support and            Links identified - both curricular    ECM
                               structures in relation to               encourage student                and non-curricular.                    BACK
                               promoting SEAL.                         involvement.                    Staff are aware of the
                              Draw up a SEAL action plan             Identify most                    philosophy underpinning SEAL
                              Familiarise staff with                  appropriate starting             and have had opportunities to
                               resources.                              point for introducing            reflect upon.
                                                                       SEAL                            Links made with other schools
                                                                     Allocate time for training/       – secondary and/or primary.
                                                                      development of key staff.




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                                                                              School
            Development         The LA/SIS will support                                                              Expected
Code                                                                    Action(s)/Links to                                                      Key Words
               focus                the school to:                                                                Impact/Outcomes
                                                                        Single School Plan

                                               Module M25 – Next Steps in SEAL
       This package is designed to support schools that have already begun implementing SEAL and wish to audit and plan next steps

          Implementation of         Consolidate and extend a             Identify key staff for              Progress to date will have         SEAL
M25       SEAL as a whole            shared understanding of the           further development of               been audited.                      AfL
          school approach.           social and emotional aspects          SEAL.                               Next steps identified with         ECM
                                     of learning.                         Support consultant in                reference to SEF and ECM.           BACK
                                    Consolidate areas of strength         development work with               Other outcomes might include:
                                     as highlighted in SEAL audit.         key staff.                           o Curricular areas begin to
                                    Strategically plan the school‟s      Allocate time for                        incorporate SEAL within
                                     SEAL action plan.                     training/ development                    plans and lessons.
                                    Implement key actions as              of key staff.                        o Strengthening transition
                                     identified in plan. These might                                                (KS3-4; KS2-3) through
                                     include:                                                                       incorporating SEAL.
                                    Strengthening curricular links                                             o Accessing support via a
                                     with SEAL; extending the staff                                                 SEAL cluster.
                                     group currently involved in
                                     implementing SEAL.




                                    Page 28 of 49               D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                                                                               School
            Development The LA/SIS will support the                                                                  Expected
 Code                                                                    Action(s)/Links to                                                    Key Words
               Focus            school to:                                                                        Impact/Outcomes
                                                                         Single School Plan

                                         Module M26 - Improving Student Behaviour
This module is designed to help improve the behaviour of a specific group of students causing concern. The focus is upon supporting schools in
       gaining a clearer understanding of the behaviour and reviewing systems and processes designed to respond to the pupils‟ needs.
                         (Please note that B&A Consultants do not have involvement with individual student casework)

            Improve behaviour  Analyse data of identified group         Identify students causing           Improvements in behaviour       Low-level
M26         provision for a    Identify key issues related to the        concern.                             of target group.                 disruption
            specific group of   group‟s poor behaviour.                  Provide data related to             Improved understanding of       Rewards &
            students (e.g.     Develop strategies and targets for        identified group.                    students‟ needs; planning        Sanctions
            Year Group).        improving behaviour of the target        Key staff released to                reflects individual needs of    Tracking
                                group.                                    work with consultant in              target group.                   Internal
                               Review existing rewards and               appraising existing                 Behaviour referral routes        referral routes
                                sanctions.                                systems, and                         and consequences are            SEAL
                               Audit current monitoring and              implementation of                    clearer and both staff and      ECM
                                evaluation and practice.                  strategies.                          students understand them.          BACK
                               Strengthen internal referral routes.                                          Staff and students have
                               Work with other agencies to                                                    access to support for
                                improve provision.                                                             improvement.
                               Provide advice, training and                                                  Good practice identified
                                development support to staff                                                   and disseminated.
                                working with target group.




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           Development              The LA/SIS will support               School Action(s)/Links                             Expected                       Key
Code
              focus                     the school to:                    to Single School Plan                           Impact/Outcomes                  Words

                        Module M27 - Developing Student Involvement and Participation
This module is designed to enhance student involvement and participation through development of school council, prefects, peer listeners, etc.

          Enhance student           Review current structure             Identify key staff for                     Students more actively             SEAL
M27       involvement through       Consult with students to find         development of student                      involved in school life.           Student
          development of             out the ways in which they            involvement.                               More opportunities for              Voice
          school council,            would like to be involved.           Support consultant in                       students to develop skills         ECM
          prefects, peer            Work with staff identified by         development work with key                   appropriate to their additional     BACK
          listeners, etc.            SLT in developing structures          staff and students.                         role within the school.
                                     to support student                   Actively support and                       Students‟ skills eg
          Please note the            participation.                        encourage student                           assertiveness, presentation
          consultant may            Work directly with students in        involvement.                                skills are improved.
          discuss funding            development of their role.           Allocate time for                          Positive attitudes to greater
          support for this          Provide advice and training.          training/development of key                 student involvement.
          module from other                                                staff.
          agencies.




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        Development             The LA/SIS will support           School Action(s)/Links                             Expected                     Key
Code
           focus                    the school to:                to Single School Plan                           Impact/Outcomes                Words

                                            Module M28 – Developing Coaching
                     This module is designed to develop effective coaching of teaching and learning across a team

       Developing               Audit existing practice in          Facilitate time for coaching              Improved consistency in        Teaching
M28    consistency across        relation to coaching.                model to include;                          teaching and planning           and
       a school team.           Decide on appropriate                   o Planning together                     across the team.                learning.
                                 coaching model.                         o Teaching together                    Team value and continue to     Planning.
                                Develop collaborative planning          o Review together                       plan for collaborative         SEAL
                                 alongside the teaching group.       Decide on appropriate                      working.                       Coaching.
                                Help schools to plan, teach          coaching model.                           Pupils‟ responses will show    Returning
                                 and review together.                Identify focus of                          that there is a consistent      teachers.
                                Review progress and share            development.                               approach being used.           NQTs.
                                 practice amongst colleagues.                                                                                   Quality
                                Embed practice over time.                                                                                       Assurance.
                                                                                                                                                 BACK




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          Development               The LA/SIS will support             School Action(s)/Links                             Expected
Code                                                                                                                                                  Key Words
             focus                      the school to:                  to Single School Plan                           Impact/Outcomes

                                     Module M29 – Next Steps in Transactional Analysis
 This module is designed to support staff who have attended the PDA course „Cracking Behaviour using TA‟ and wish to explore the practical
                      implications of it in relation to teaching and learning and behaviour within their school‟s context

        Practical application       Explore the practical                Support the linking of TA                  Wider group of staff will         SEAL
M29     of key ideas from            applications of key TA                with key school                             understand selected key           Emotional
        TA in relation to            concepts.                             developmental areas.                        concepts from TA.                  Literacy
        teaching & learning         Extend knowledge of TA               Allocate time for training/                Staff have greater                Teaching &
        and behaviour.               across a wider staff group.           development of key staff.                   confidence in developing           Learning
                                    Develop a programme of                                                            colleagues‟ understanding of      ECM
                                     emotional literacy for students                                                   TA.                                BACK
                                     based upon TA.                                                                   TA concepts will begin to
                                                                                                                       inform teaching and learning
                                                                                                                       practices and approaches to
                                                                                                                       behaviour.
                                                                                                                      Pupils‟ awareness of self
                                                                                                                       and others increases.
                                                                                                                      Reduction in escalation of
                                                                                                                       behavioural incidents where
                                                                                                                       staff are using ideas in
                                                                                                                       relation to classroom
                                                                                                                       management.




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          Development                The LA/SIS will support              School Action(s)/Links                             Expected
Code                                                                                                                                                      Key Words
             focus                       the school to:                   to Single School Plan                           Impact/Outcomes

                                Module M30 – Teacher Support for Behaviour Management
This module is available as a supplement to the support available via the PDA course – „Creating a positive classroom environment – classroom
                                                          management and beyond‟

         Enhancing teachers‟         Enhance identified staff              Identified staff will have                 Member of staff being               Teacher
M30      skills in creating a         member‟s approaches to                 attended PDA course.                        supported will enhance the           support
         positive classroom           teaching and learning,                School will identify a                      learning environment against        Behaviour
         environment.                 behaviour and relationships.           member of SLT to act as link                criteria specifically drawn up       manage-
                                     Impart specific                        between school, teacher and                 in collaboration with SLT,           ment
                                      knowledge/information in               consultant.                                 teacher and consultant.             SEAL
                                      relation to classroom                 Consultant‟s support will be               Improvements in pupils‟              BACK
                                      management.                            closely aligned with school‟s               learning behaviours.
                                     Ensure that support is                 in-house support for staff.
                                      sustained post-consultant‟s           A contract with expected
                                      input.                                 outcomes will be established
                                                                             in partnership with all
                                                                             relevant parties.




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            Development                                                      School Action(s)/Links                         Expected
  Code                                  LEA/SIS Support                                                                                                  Key Words
               Focus                                                         to Single School Plan                       Impact/Outcomes

    Module M31- Whole School Quality Assurance Including Preparation for BTEC Risk Assessment
                   This module is designed to help Whole School Quality Assurance for Applied and Vocational Qualifications

            Whole School         Review and analyse SEF                     Provide time for Lead                      Baseline assessment of         Policies
M31         Quality              Complete Self Evaluation Audit Tool         Teacher / Consultant to                     school strengths and           Systems
Up to 8     Assurance for         of Applied/Vocational Departments.          undertake activities in the                 weaknesses in vocational       Tracking
sessions    Applied and          Review and analyse data for                 agreed Action Plan.                         provision.                     Data
            Vocational            vocational provision.                      Provide relevant                           Action Plan identifying        Self-
Cost with   Qualifications.      Develop effective systems to set            documentation for review                    areas for improvement           Evaluation
PDA                               pupil targets and track progress,           process, eg                                 and raising attainment.        Employer
£900 or                           including intervention strategies to        o SEF                                      School is aware of next         Engagement
6 units                           tackle underachievement (no                 o Policies & Procedures                     steps in development.          Teaching
                                  shocks policy).                             o Data                                                                      Environment
Non PDA                          Review policies, procedures and            Access to relevant staff and                                               Vocational
                                  responsibilities for whole school           allocation of appropriate                                                   Qualifications
£2280
                                  quality assurance for applied and           times for professional                                                     BTEC Centre
                                  vocational qualifications.                  discussion.                                                                 Risk
                                 Review CPD for staff delivering                                                                                         Assessment
                                  vocational qualifications.                                                                                             Vocational
                                 Review employer engagement                                                                                              Diploma
                                 Review current teaching                                                                                                Staff
                                  environment for vocational learners.                                                                                    Development
                                                                                                                                                          (CPD)
                                                                                                                                                         Performance
                                                                                                                                                          Management
                                                                                                                                                           BACK




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             Development                                                     School Action(s)/Links to    Expected
  Code                                   LEA/SIS Support                                                                                                    Key Words
                Focus                                                          Single School Plan      Impact/Outcomes

            Module M32 - Quality Assurance for a Diploma Line of Learning in a 14-19 Partnership
                          This module is designed to help Whole School / Partnership Quality Assurance for a Diploma

             Developing a           Complete Self Evaluation Audit             Provide time for Lead Teacher /               Baseline                    Policies
M32          Quality Assurance       Tool for a Diploma.                         Consultant to undertake                        assessment of               Systems
Up to 8      model for a            Review and analyse data for                 activities in the agreed Action                14-19 Partnership           Tracking
sessions     Diploma in a 14-        vocational provision.                       Plan.                                          strengths and               Data
             19 Partnership.        Develop effective systems to set           Provide relevant documentation                 weaknesses in               Self-
Cost with                            pupil targets and track progress,           for review process, eg                         Diploma QA model.            Evaluation
PDA                                  including intervention strategies to        o Policies & Procedures                       Action Plan                 Employer
£900 or                              tackle underachievement (no                 o Data                                         identifying areas for        Engagement
6 units                              shocks policy).                            Access to relevant staff and                   improvement.                Teaching
                                    Develop policies, procedures and            allocation of appropriate times               The 14-19                    Environment
Non PDA                              responsibilities for whole 14-19            for professional discussion.                   partnership is aware        PLTS
                                     Partnership quality assurance for a                                                        of the next steps in        Diploma units
£2280
                                     Diploma line.                                                                              development.                Assessment
                                    Review CPD for staff delivering                                                           Development of a            Staff
                                     needs.                                                                                     Quality Assurance            Development
                                    Review current use employer                                                                Pack.                        (CPD)
                                     engagement.                                                                                                            Performance
                                    Review current teaching facilities                                                                                      Management
                                     and resources.
                                    Review of roles and responsibilities
                                                                                                                                                              BACK
                                     across the partnership.
                                    Development of course
                                     management strategies.
                                    Monitoring marketing and student
                                     recruitment and retention.
                                    Development of an effective IV and
                                     standardisation process across the
                                     partnership.
                                    PLTS



                                     Page 35 of 49                D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
              Development                                                      School Action(s)/Links                          Expected
  Code                                   LEA/SIS Support                                                                                                    Key Words
                 Focus                                                         to Single School Plan                        Impact/Outcomes
               Module M33 - Curriculum Design and Modelling for the Foundation Learning Tier
 This module is designed to help teachers develop the Foundation Leaning Tier Curriculum – audit of current practice against principles and action
                                                         plan for introduction for 2010

              Developing the         Explanation of the FLT including         Provide time for Lead                      School knows the                Personalised
M33           Foundation              principles, philosophy,                   Teacher / Consultant to                     background to the FLT.           Learning
Up to 8       Learning Tier           curriculum structure and                  undertake activities in the                The school knows                BTEC
sessions      Curriculum.             personalised learning.                    agreed Action Plan.                         strengths and areas for          Introductory
                                     Use of Self Evaluation /audit of         To make available relevant                  development in respect of        Qualifications
Cost with                             current situation to identify             information about FLT and                   FLT principles.                 Vocational
PDA                                   current strengths and                     learners to enable self-                   Greater confidence in            Qualifications
£900 or                               weakness.                                 evaluation.                                 SEF reporting.                  IFP
6 units                              Review student data                      School implements plans                    Action plan if produced         Off-site
                                     Identify learners needs and link         School ensures that personal                for the development of           learning
Non PDA                               these to resources.                       development plans are                       the FLT principles.             Vocational
£2280                                Review current/ planned                   implemented.                               Learners have access to          assignments
                                      curriculum to ensure it meets            School to implement a                       a curriculum that meets         Portfolio
                                      FLT curriculum and student                tracking and monitoring                     the FLT principle.               Assessment
                                      needs in all areas.                       system to meet the principles              Students involved in FLT        Links with
                                     Review and develop needs to               of the FLT.                                 have a relevant                  Industry
                                      personalised learning plans.             School to set-up an                         curriculum                      Work-Related
                                     Evaluate current target setting           appropriate mentoring and                  The school has a tracking        Learning
                                      and tracking systems.                     communication system to                     and monitoring system           Work
                                     Review and development of                 meet FLT principles.                        that meets the principles        Experience
                                      mentoring systems to meet                School decides on next steps                of the FLT.                       BACK
                                      FLT principles.                                                                      School is aware of next
                                     Review support programme                                                              steps in development.
                                      identifying progress made and
                                      next steps for development.




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            Development                                                     School Action(s)/Links   Expected
  Code                                    LEA/SIS Support                                                                                              Key Words
               Focus                                                        to Single School Plan Impact/Outcomes

                   Module M34 - Subject Leadership for a Vocational Area or Qualification
                           This module is designed to help subject leaders of applied or vocational qualifications

            Developing Subject       Review and analyse the                   Provide time for Lead                     Baseline                   Subject Leader
M34         Leadership for            departmental area of SEF.                 Teacher / Consultant to                    assessment of the          Curriculum
Up to 8     Applied or               Complete Self Evaluation Audit            undertake activities in the                departments                 Leader
sessions    Vocational                Tool of Applied/Vocational                agreed Action Plan.                        strengths &                Head of
            Qualifications            Departments.                             To make available the                      weaknesses.                 Department
Cost with   including Diplomas       Review of job descriptions and            departmental report for                   Action Plan                Advanced Skills
PDA         in a school or            responsibilities.                         SEF.                                       identifying areas for       Teachers
£900 or     college                  Review of departmental Target            To make available job                      improvement and            Support of
6 units                               Setting and effective use of data         description and                            raising attainment.         NQTs
                                     Review of department. attainment,         responsibilities.                         Realigned job              Coaching
Non PDA                               progress, tracking, reporting and        Statistics regarding prior                 description.               Mentoring
                                      intervention strategies.                  attainment & progress                     School is aware of         Performance
£2280
                                     Review of course management              Department strategies,                     next steps in               Management
                                     Review of staff management,               policies and development                   development.               Middle Leaders
                                      including CPD, coaching and               plan.                                                                 Departmental
                                      performance managemen.t                  Outline course plan                                                    Handbooks
                                     Review of teaching environment           Schemes of Work                                                       Innovation
                                      including resource management.           Department Handbooks                                                  Change
                                     Monitoring leadership of                 Performance Management                                                Recruitment,
                                      innovation and change.                    Policy.                                                                retention and
                                     Monitoring marketing and student         CPD records                                                            marketing.
                                      recruitment and retention.               Minutes of departmental                                                  BACK
                                     Review current employer                   meetings and cycle.
                                      engagement.                              Records and evidence of
                                                                                industrial links.




                                     Page 37 of 49             D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
            Development                                                       School Action(s)/Links   Expected
  Code                                    LEA/SIS Support                                                                                                Key Words
               Focus                                                          to Single School Plan Impact/Outcomes

                        Module M35 - Subject Leadership of Diploma Principal Learning
                           This module is designed to help subject leaders of applied or vocational qualifications

            Developing Subject       Review and analyse the                     Provide time for Lead                     Baseline                   Subject Leader
M35         Leadership for            departmental area of SEF                    Teacher / Consultant to                    assessment of the          Curriculum
Up to 8     Applied or               Complete Self Evaluation Audit              undertake activities in the                departments                 Leader
sessions    Vocational                Tool of Applied/Vocational                  agreed Action Plan.                        strengths &                Head of
            Qualifications            Departments.                               To make available the                      weaknesses.                 Department
Cost with   including Diplomas       Review of job descriptions and              departmental report for                   Action Plan                Advanced Skills
PDA         in a school or            responsibilities.                           SEF.                                       identifying areas for       Teachers
£900 or     college.                 Review of departmental Target              To make available job                      improvement and            Support of
6 units                               Setting and effective use of data.          description and                            raising attainment.         NQTs
                                     Review of department attainment,            responsibilities.                         Realigned job              Coaching
Non PDA                               progress, tracking, reporting and          Statistics regarding prior                 description.               Mentoring
                                      intervention strategies.                    attainment & progress.                    School is aware of         Performance
£2280
                                     Review of course management                Department strategies,                     next steps in               Management
                                     Review of staff management,                 policies and development                   development.               Middle Leaders
                                      including CPD, coaching and                 plan.                                                                 Departmental
                                      performance management.                    Outline course plan                                                    Handbooks
                                     Review of teaching environment             Schemes of Work                                                       Innovation
                                      including resource management.             Department Handbooks                                                  Change
                                     Monitoring leadership of                   Performance Management                                                Recruitment,
                                      innovation and change.                      Policy.                                                                retention and
                                     Monitoring marketing and student           CPD records                                                            marketing.
                                      recruitment and retention.                 Minutes of departmental                                                  BACK
                                     Review current employer                     meetings and cycle.
                                      engagement.                                Records and evidence of
                                                                                  industrial links




                                     Page 38 of 49               D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
              Development                                                      School Action(s)/Links                          Expected
  Code                                   LEA/SIS Support                                                                                                    Key Words
                 Focus                                                         to Single School Plan                        Impact/Outcomes

        Module M36 - Leading the Foundation Learning Tier Curriculum / Engagement Programme
 This module is designed to help teachers develop the Foundation Leaning Tier Curriculum – audit of current practice against principles and action
                                                            plan for improvements

              Developing the         Explanation of the FLT including         Provide time for Lead                      School knows the                Personalised
M36           Foundation              principles, philosophy,                   Teacher / Consultant to                     background to the FLT.           Learning
Up to 8       Learning Tier           curriculum structure and                  undertake activities in the                The school knows                BTEC
sessions      Curriculum.             personalised learning.                    agreed Action Plan.                         strengths and areas for          Introductory
                                     Use of Self Evaluation /audit of         To make available relevant                  development in respect of        Qualifications
Cost with                             current situation to identify             information about FLT and                   FLT principles.                 Vocational
PDA                                   current strengths and                     learners to enable self-                   Greater confidence in            Qualifications
£900 or                               weakness.                                 evaluation.                                 SEF reporting.                  IFP
6 units                              Review student data                      School implements plans                    Action plan if produced         Off-site
                                     Identify learners needs and link         School ensures that personal                for the development of           learning
Non PDA                               these to resources.                       development plans are                       the FLT principles.             Vocational
£2280                                Review current/ planned                   implemented.                               Learners have access to          assignments
                                      curriculum to ensure it meets            School to implement a                       a curriculum that meets         Portfolio
                                      FLT curriculum and student                tracking and monitoring                     the FLT principle.               Assessment
                                      needs in all areas.                       system to meet the principles              Students involved in FLT        Links with
                                     Review and develop needs to               of the FLT.                                 have a relevant                  Industry
                                      personalised learning plans.             School to set-up an                         curriculum.                     Work-Related
                                     Evaluate current target setting           appropriate mentoring and                  The school has a tracking        Learning
                                      and tracking systems.                     communication system to                     and monitoring system           Work
                                     Review and development of                 meet FLT principles.                        that meets the principles        Experience
                                      mentoring systems to meet                School decides on next steps                of the FLT.                       BACK
                                      FLT principles.                                                                      School is aware of next
                                     Review support programme                                                              steps in development.
                                      identifying progress made and
                                      next steps for development.




                                      Page 39 of 49                 D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
             Development                                              School Action(s)/Links                           Expected
  Code                                LEA/SIS Support                                                                                 Key Words
                Focus                                                 to Single School Plan                         Impact/Outcomes

            Module M37- Planning for the Introduction of an Applied or Vocational Qualification
                      or Diploma Units for September 2010 in a School or College
            This module is designed to help teachers to plan to introduce an applied or vocational qualification for September 2010
            Planning for the    Use of Self Evaluation Tool to       Provide time for Lead         The school gains                 VGCSE
M37         introduction of an    identify current strengths and       Teacher / Consultant to          approval to introduce a        BTEC
Up to 8     applied or            weakness.                            undertake activities in the      vocational qualification.      Vocational
sessions    vocational          Produce an action plan for            agreed Action Plan.           There is an effective             Qualifications
            qualification or      allocated COT time.                                                   outline plan for the           Vocational
Cost with   Diploma units for   Work with the school to ensure                                         vocational subject.             assignments
PDA         September 2009        that school meets the „gateway                                     There is an effective            Portfolio
£900 or     in a school or        requirements‟ to gain approval.                                       SOW and Portfolio               Assessment
6 units     college             Development of Outline Course                                          assignments clearly meet       Links with
                                  Plan.                                                                 qualification                   Industry
Non PDA                         A Scheme of Work is produced                                           specifications for one unit    Work-
                                  for at least the first unit of the                                    of work.                        Related
£2280
                                  qualification.                                                     Teaching and Learning             Learning
                                Development of teaching and                                            activities are clearly           BACK
                                  learning activities to make full                                      linked to the vocational
                                  use of establishing. appropriate                                      context and make full use
                                  links with industry, commerce                                         of establishing
                                  and community services.                                               appropriate links with
                                Review support programme                                               industry, commerce and
                                  identifying progress made and                                         community services.
                                  production of an action plan for                                   The school has evaluated
                                  the first year of teaching the                                        the outcomes of action by
                                  new qualification.                                                    Lead teacher /
                                Review support programme                                               Consultant and has an
                                  identifying progress made and                                         action plan for the first
                                  next steps for development.                                           year of teaching the new
                                                                                                        qualification.




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                  Development                                          School Actions(s) to                            Expected
    Code                                  LEA/SIS Support                                                                                Key Words
                     Focus                                              Single School Plan                          Impact/Outcomes
   Module M38 – BTEC, VGCSE and Other Vocational Qualifications – developing effective vocational
                         teaching and learning strategies and techniques
   This module is designed to help teachers “new to applied and vocational qualifications” to develop appropriate teaching and learning providing
                                               support for the first years of teaching a new qualification
                Support for the first  Use of Self Evaluation Tool  Provide time for Lead          The school has identified the       NQT
M38             years of teaching a     to identify current strengths     Teacher / Consultant to       strengths and weaknesses of       GTP
Up to 8         new vocational          and weakness. Action plan         undertake activities in       Teaching & Learning in a          VGCSE
sessions        qualification.          produced for allocated            the agreed Action Plan.       vocational subject area. School  BTEC
                                        time.                                                           has an action plan for use of     Vocational
Cost with                              Review and development                                          Lead teacher / Consultants         Qualifications
PDA                                     of Outline Course Plan.                                         work.                             Vocational
£900 or                                Review and development                                       There is an effective outline        assignments
6 units                                 of Schemes of Work and                                          course plan for the vocational    Portfolio
                                        Portfolio assignments in                                        subject.                           Assessment
                                        respect of meeting                                           There is an effective SOW and       Links with
Non PDA
                                        specification requirements.                                     Portfolio assignments clearly      Industry
£2280
                                       Review of Portfolio                                             meet qualification assessment     Work-
                                        assessment against                                              criteria.                          Related
                                        national standards.                                          Assessment of Portfolio work is      Learning
                                       Review and development                                          in line with national standards.
                                        of teaching and learning                                     Teaching and Learning
                                                                                                                                            BACK
                                        activities to make full use                                     activities are clearly linked to
                                        of establishing appropriate                                     the vocational context and
                                        links with industry,                                            make full use of establishing
                                        commerce and community                                          appropriate links with industry,
                                        services.                                                       commerce and community
                                       Review support                                                  services.
                                        programme identifying                                        School has evaluated the
                                        progress made and next                                          outcomes of action by Lead
                                        steps for development.                                          teacher / Consultant and is
                                                                                                        aware of further steps for
                                                                                                        development.


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                 Development                                         School Actions(s) to                            Expected
   Code                                 LEA/SIS Support                                                                              Key Words
                    Focus                                             Single School Plan                          Impact/Outcomes
   Module M39 – Diploma Principal Learning – developing effective vocational teaching and learning
                                    strategies and techniques
This module is designed to help teachers “new to applied learning” to develop appropriate teaching and learning providing support for the first years
                                                              of teaching a new qualification
                Support for the first  Use of Self Evaluation Tool  Provide time for Lead        The school has identified the     NQT
M39             years of teaching a     to identify current strengths     Teacher / Consultant to   strengths and weaknesses of       GTP
Up to 8         units of the            and weakness. Action plan         undertake activities in   Teaching & Learning in a          Applied
sessions        Diploma.                produced for allocated            the agreed Action Plan.   vocational subject area. School    Learning
                                        time.                                                       has an action plan for use of     Vocational
Cost with                              Review and development                                      Lead teacher / Consultants         assignments
PDA                                     of Outline Course Plan.                                     work.                             Portfolio
£900 or                                Review and development                                     There is an effective outline      Assessment
6 units                                 of Schemes of Work and                                      course plan for the vocational    Links with
                                        Portfolio assignments in                                    subject.                           Industry
Non PDA                                 respect of meeting                                         There is an effective SOW and     Work-
£2280                                   specification requirements.                                 Portfolio assignments clearly      Related
                                       Review of Portfolio                                         meet qualification assessment      Learning
                                        assessment against                                          criteria.
                                                                                                                                        BACK
                                        national standards.                                        Assessment of Portfolio work is
                                       Review and development                                      in line with national standards.
                                        of teaching and learning                                   Teaching and Learning
                                        activities to make full use                                 activities are clearly linked to
                                        of establishing appropriate                                 the vocational context and
                                        links with industry,                                        make full use of establishing
                                        commerce and community                                      appropriate links with industry,
                                        services.                                                   commerce and community
                                       Review support                                              services.
                                        programme identifying                                      School has evaluated the
                                        progress made and next                                      outcomes of action by Lead
                                        steps for development.                                      teacher / Consultant and is
                                                                                                    aware of further steps for
                                                                                                    development.


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            Development                                         School Action(s)/Links                              Expected
  Code                              LEA/SIS Support                                                                                    Key Words
               Focus                                            to Single School Plan                            Impact/Outcomes
Module M40 – Foundation Learning Tier Qualifications – developing effective vocational teaching and
                              learning strategies and techniques
                                 This module is designed to support the development of FLT QCF qualifications
            Practical support     Use of Self Evaluation Tool  Provide time for Lead         The school has identified the          Work skills
M40         for developing          to identify current strengths Teacher / Consultant to       strengths and weaknesses of            BTEC
Up to 8     teaching and            and weakness. Action plan     undertake activities in the   Teaching & Learning in a               Vocational
sessions    learning for new        produced for allocated        agreed Action Plan.           vocational subject area.                Qualifications
            credit based FLT        time.                                                       School has an action plan for          Vocational
Cost with   qualifications for    Review and development                                       use of Lead teacher /                   assignments
PDA         level 1 and entry       of Outline Course Plan.                                     Consultants work.                      Portfolio
£900 or     level. (BTEC,         Review and development                                      There is an effective outline           Assessment
6 units     NOCN, ASDAN             of Schemes of Work and                                      course plan for the vocational         Links with
            etc).                   Portfolio assignments in                                    subject.                                Industry
                                    respect of meeting                                         There is an effective SOW and          Work-
Non PDA
                                    specification requirements.                                 Portfolio assignments clearly           Related
£2280
                                  Review of Portfolio                                          meet qualification assessment           Learning
                                    assessment against                                          criteria.
                                                                                                                                         BACK
                                    national standards.                                        Assessment of Portfolio work
                                  Review and development                                       is in line with national
                                    of teaching and learning                                    standards.
                                    activities to make full use                                Teaching and Learning
                                    of establishing appropriate                                 activities are clearly linked to
                                    links with industry,                                        the vocational context and
                                    commerce and community                                      make full use of establishing
                                    services.                                                   appropriate links with industry,
                                  Review support                                               commerce and community
                                    programme identifying                                       services.
                                    progress made and next                                     School has evaluated the
                                    steps for development.                                      outcomes of action by Lead
                                                                                                teacher / Consultant and is
                                                                                                aware of further steps for
                                                                                                development.


                                   Page 43 of 49              D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                Development                                              School Action(s)/Links                           Expected
  Code                                    LEA/SIS Support                                                                                Key Words
                   Focus                                                 to Single School Plan                         Impact/Outcomes
 Module M41 - Employer Engagement – developing effective applied teaching and learning strategies
     This module is designed to help teachers develop the effective use of employer engagement to support teaching and learning of applied or
                                                                 vocational qualifications
             Developing the          Use of Self Evaluation Audit  Provide time for Lead               Action plan produced for      VGCSE
M41          effective use of           Tool to identify employer           Teacher / Consultant to       COT allocated time.           BTEC
Up to 8      employer                   engagement.                         undertake activities in the  School will have made an  Vocational
sessions     engagement to           Use current specifications to         agreed Action Plan.           effective link with industry   Qualifications
             support teaching and       identify opportunities for       Develop link                    to support vocational         Vocational
Cost with    learning of applied or     employer engagement.             Delivery theory prior to        teaching and learning.         assignments
PDA          vocational              Planning of employer                  activity.                    Quality assignments that  Portfolio
£900 or      qualifications             engagement into scheme of        Produce guidance for            clearly meet the               Assessment
6 units                                 work with clear performance         employer.                     assessment objectives.        Links with
                                        indicators.                      Produce guidance for           Student work, which            Industry
Non PDA                              Develop strategy for creating         students.                     reflects industrial links     Work-
£2280                                   links with employers.            Carry out activity              and assessment criterion.      Related
                                     Support staff for production       Carry out debrief              School has evaluated the       Learning
                                        of guidance material for                                          outcomes of action by         Diploma
                                        employers and learners and                                        Lead teacher /                  BACK
                                        assignments.                                                      Consultant and is aware
                                     Guidance on the effective                                           of further steps for
                                        use of naturally occurring                                        development.
                                        evidence to meet
                                        assessment objectives.
                                     Review
                                     Review support programme
                                        identifying progress made
                                        and next steps for
                                        development.




                                      Page 44 of 49              D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                  Development                                                 School Action(s)/Links                         Expected
  Code                                       LEA/SIS Support                                                                                             Key Words
                     Focus                                                    to Single School Plan                       Impact/Outcomes

           Module M42 – The Project - developing effective applied teaching and learning strategies
            This module is designed to develop teaching and learning for the Project as part of the Diploma of a stand-alone qualification.

               Developing teaching and      Use of Self Evaluation           Provide time for Lead                      There is an effective         Project
M42            learning for the Project      Tool to identify current          Teacher / Consultant to                     outline plan for the          Diploma
Up to 8        as part of the Diploma of     strengths and weakness.           undertake activities in the                 project.                      PLTS
sessions       a stand-alone                Produce an action plan            agreed Action Plan.                        There is an effective           BACK
               qualification.                for allocated COT time.                                                       SOW and Portfolio
Cost with                                   Development of Outline                                                        assignments clearly meet
PDA                                          Course Plan.                                                                  qualification
£900 or                                     A Scheme of Work is                                                           specifications for the
6 units                                      produced for the taught                                                       project.
                                             part of the project.                                                         Teaching and Learning
Non PDA                                     Development of teaching                                                       activities are clearly
                                             and learning activities to                                                    linked to the skills
£2280
                                             make full use of skill                                                        needed for the project.
                                             development for the                                                          Clear links to PLTS are
                                             project.                                                                      mapped.
                                            Clear links to PLTS are                                                      The school has evaluated
                                             identified.                                                                   the outcomes of action by
                                            Identify the role and                                                         Lead teacher /
                                             activities of project                                                         Consultant and has an
                                             supervisor.                                                                   action plan for the first
                                            Review support                                                                year of teaching the new
                                             programme identifying                                                         qualification.
                                             progress made and next
                                             steps for development.




                                      Page 45 of 49                D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                Development                                                  School Action(s)/Links                            Expected
  Code                                       LEA/SIS Support                                                                                                Key Words
                   Focus                                                     to Single School Plan                          Impact/Outcomes

            Module M43 – Developing Teaching Assistant Skills to Support Applied and Vocational
                                             Qualifications
  This module is designed to help TA and HLTA develop their role in supporting teaching and learning in Vocational /Applied / Practical subjects

              Enhancing the role of        Use of Self Evaluation Audit    Provide:                                       The school has identified       VGCSE
M43           the HLTA and TA to            Tool of Vocational/Applied       Time for Lead Teacher /                       the strengths and               BTEC
Up to 8       support students              subjects to identify current       Consultant to undertake                      weaknesses of                   Vocational
sessions      undertaking an                strengths and weakness.            activities in the agreed                     Vocational/Applied               Qualifications
              applied/vocational/pra       Review Job descriptions and        Action Plan.                                 teaching.                       Vocational
Cost with     ctical qualification or       responsibilities of TA, HLTA.    Job description for TA,                      Realigned job description        assignments
PDA           Diploma units.               Use current specifications to      HLTA.                                       Training needs identified       Portfolio
£900 or                                     identify training and            Outline course plan and                      TA, HLTA has improved            Assessment
6 units                                     development needs.                 scheme of work.                              understanding of Subject        Links with
                                           Use Scheme of Work to            Records and evidence of                       specification and the            Industry
Non PDA                                     advise, TA, HLTA in the            employer engagement.                         contribution they can           Work-
                                            production of materials to                                                      make to lesson delivery.         Related
£2280
                                            support lesson delivery.                                                       TA, HLTA has improved            Learning
                                           Support, TA, HLTA in the                                                        understanding of their          Induction
                                            development of their role in                                                    role in employer                  BACK
                                            employer engagement                                                             engagement.
                                           Review support programme
                                            identifying progress made
                                            and next steps for
                                            development.




                                        Page 46 of 49               D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
                Development                                                          School Action(s)/Links                             Expected
  Code                                          LEA/SIS Support                                                                                                           Key Words
                   Focus                                                             to Single School Plan                           Impact/Outcomes

            Module M44 – BTEC, VGCSE and Other Vocational Qualifications – Raising Standards
  This module is designed to raise attainment in applied and vocational qualifications – getting more merits and distinctions / A*, A and B grades.

              Raising Attainment in         Use of Self Evaluation Tool to          Provide time for Lead Teacher /                The school has identified the        VGCSE
M44           applied and vocational         identify current strengths and          Consultant to undertake activities in the       strengths and weaknesses of          BTEC
              qualifications – getting       weakness.                               agreed Action Plan.                             Teaching & Learning in a             Raising
Up to 8       more merits and               Action plan produced for COT               Ensure data is available, including         vocational subject area.              Attainment in
sessions      distinctions /                 allocated time.                             gender breakdown.                           School has an action plan for         Vocational/Appli
              A*, A and B grades.           Data Analysis to identify appropriate      Current intervention strategies             use of Lead teacher /                 ed learning
Cost with                                    students.                                   made available.                             Consultants work.                    Boosting Grades
                                            Vocational teaching and learning           Ensure appropriate resources,              Assessment of Portfolio work         Formative and
PDA                                          methodologies to enhance                   Ensure CPD opportunities for staff          is in line with national              summative
£900 or                                      attainment.                                 involved.                                   standards.                            assessment
6 units                                     Use of appropriate formative and           Mentoring policy plan and                  Development of mature,               SMART
                                             summative assessment to raise               resources for implementation                informed independent                  assignment
                                             standards.                                 Ensuring standardisation and QA             learners.                             writing
Non PDA                                     Review of Portfolio assessment              exists across whole school.                Raised awareness and                 G&T
£2280                                        against national standards.                                                             attainment.                          Target Setting
                                            Review support programme                                                               Transparent assessment
                                             identifying progress made and next                                                      enabling early intervention.           BACK
                                             steps for development.                                                                 Raised expectations
                                            Raising standards through                                                              Realistic target setting is in
                                             cumulative marking and student                                                          place, working within a „no
                                             awareness.                                                                              shocks‟ policy.
                                            Use of exemplar material and peer
                                             assessment to raise standards.
                                            Use of command words to enhance
                                             the teaching and learning.
                                            SMART assignment writing, which
                                             targets top grades, linked to Grading
                                             criteria/AO, which signpost
                                             assessment opportunities.
                                            Mentoring of students
                                            Raising attainment through timely
                                             intervention strategies.
                                            Review and development of teaching
                                             and learning activities to make full
                                             use of establishing appropriate links
                                             with industry, commerce and
                                             community services.

                                         Page 47 of 49                      D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
             Development                                                         School Action(s)/Links                             Expected
  Code                                     LEA/SIS Support                                                                                                            Key Words
                Focus                                                            to Single School Plan                           Impact/Outcomes

                            Module M45 – Raising Standards in Diploma Principal Learning
                                     This module is designed to raise standards for Diploma Principal Learning
            Raising Attainment in       Use of Self Evaluation Tool to          Provide time for Lead Teacher /                The school has identified the        Raising
M45         Diploma Principal            identify current strengths and          Consultant to undertake activities in the       strengths and weaknesses of           Attainment in
            Learning –getting more       weakness.                               agreed Action Plan.                             Teaching & Learning in a              Vocational/
Up to 8     Learners into the top       Action plan produced for COT               Ensure data is available, including         vocational subject area.              Applied learning.
sessions    mark band.                   allocated time.                             gender breakdown.                           School has an action plan for        Boosting Grades
                                        Data Analysis to identify appropriate      Current intervention strategies             use of Lead teacher /                Formative and
Cost with                                students.                                   made available.                             Consultants work.                     summative
                                        Vocational teaching and learning           Ensure appropriate resources,              Assessment of Portfolio work          assessment.
PDA                                      methodologies to enhance                   Ensure CPD opportunities for staff          is in line with national             SMART
£900 or                                  attainment.                                 involved.                                   standards.                            assignment
6 units                                 Use of appropriate formative and           Mentoring policy plan and                  Development of mature,                writing.
                                         summative assessment to raise               resources for implementation.               informed independent                 G&T
                                         standards.                                 Ensuring standardisation and QA.            learners.                            Target Setting
Non PDA                                 Review of Portfolio assessment              exists across assessment centres           Raised awareness and                 Diploma
£2280                                    against national standards.                Moderator feedback for Diploma              attainment.
                                        Review support programme                    units.                                     Transparent assessment
                                                                                                                                                                        BACK
                                         identifying progress made and next         Results for all units attempted             enabling early intervention.
                                         steps for development.                                                                 Raised expectations
                                        Raising standards through                                                              Realistic target setting is in
                                         cumulative marking and student                                                          place, working within a „no
                                         awareness.                                                                              shocks‟ policy.
                                        Use of exemplar material and peer                                                      Work experience and
                                         assessment to raise standards.                                                          employer engagement is line
                                        Use of command words to enhance                                                         of learning specific.
                                         the teaching and learning.
                                        SMART assignment writing, which
                                         targets top grades, linked to the
                                         assessment foci, which signpost
                                         assessment opportunities.
                                        Mentoring of students
                                        Raising attainment through timely
                                         intervention strategies.
                                        Review and development of teaching
                                         and learning activities to make full
                                         use of establishing appropriate links
                                         with industry, commerce and
                                         community services.
                                     Page 48 of 49                      D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc
            Development                                                      School Action(s)/Links                          Expected
  Code                                 LEA/SIS Support                                                                                                    Key Words
               Focus                                                         to Single School Plan                        Impact/Outcomes
Module M46 – Using Foundation Learning Tier Qualifications to Raise Standards for Level 1 and Entry
                                        Level Learners
                        This module is designed to support the raising of standards for Foundation Level Tier learners

            Developing the         Explanation of the FLT including         Provide time for Lead                      School knows the                Personalised
M46         use of Foundation       principles, philosophy,                   Teacher / Consultant to                     background to the FLT.           Learning
Up to 8     Learning Tier           curriculum structure and                  undertake activities in the                The school knows                BTEC
sessions    Qualifications          personalised learning.                    agreed Action Plan.                         strengths and areas for          Introductory
                                   Use of Self Evaluation /audit of         To make available relevant                  development in respect of        Qualifications
Cost with                           current situation to identify             information about FLT and                   FLT principles.                 Vocational
PDA                                 current strengths and                     learners to enable self-                   Greater confidence in            Qualifications
£900 or                             weakness.                                 evaluation.                                 SEF reporting.                  IFP
6 units                            Review student data                      School implements plans                    Action plan if produced         Off-site
                                   Identify learners needs and link         School ensures that personal                for the development of           learning
Non PDA                             these to resources.                       development plans are                       the FLT principles.             Vocational
£2280                              Review current/ planned                   implemented.                               Learners have access to          assignments
                                    curriculum to ensure it meets            School to implement a                       a curriculum that meets         Portfolio
                                    FLT curriculum and student                tracking and monitoring                     the FLT principle.               Assessment
                                    needs in all areas.                       system to meet the principles              Students involved in            Links with
                                   Review and develop needs to               of the FLT.                                 FLT have a relevant              Industry
                                    personalised learning plans.             School to set-up an                         curriculum.                     Work-Related
                                   Evaluate current target setting           appropriate mentoring and                  The school has a tracking        Learning
                                    and tracking systems.                     communication system to                     and monitoring system           Work
                                   Review and development of                 meet FLT principles.                        that meets the principles        Experience
                                    mentoring systems to meet                School decides on next steps                of the FLT.                       BACK
                                    FLT principles.                                                                      School is aware of next
                                   Review support programme                                                              steps in development.
                                    identifying progress made and
                                    next steps for development.




                                    Page 49 of 49                 D:\Docstoc\Working\pdf\bf8d86fd-e06b-4dbf-9f7e-626d36540596.doc

				
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