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Driving Digital Fluency across the Academy
Kirsty Tonks
Mundanely cleverMaking technology work for us; not
being dictated to by technologyFinding solutions to existing issues
OUR KEY MAXIMS
Outstanding Teaching
Behaviour and
Welfare
Expectations and Progress
Radical Curriculum
Change
“Every teacher should be an outstanding teacher.”
“Behaviour and welfare are the bedrock of school improvement.”
“Maximum intervention with students furthest away.”
“If we don’t do something truly radical we will never break the cycle.”
Objective Delivery Mechanism
Evidence Owner
All Staff are at least Good with at least 20% being Outstanding through both delivery and outcomes
Refine our appraisal process and associated CPD to drive an improvement in delivery
AfL is embedded in all lessons
Lesson Observation and All staff fully utilise Subject Sites, Planning Bank, Exemplification site and the Portals
SMGMA
Continued development of Competencies into our KS4/5 delivery
Link all subject areas with L4L competencies
All subjects cross-referenced to L4L
MKDIAC
A creative curriculum which provides for the successful personal and academic development of each individual and cohort
Flipped classroom methodology in place in every curriculum area using Class SitesImplementation of Homework Central in L4L
Increase the % of submitted and marked homework
SMGDIMKKT
To enhance further the underpinning services which support students and families
Support staff in lessons are fully integrated into classroom delivery
SMG
IMPROVING THE QUALITY OF DELIVERY; OUR RAISING ATTAINMENT PLAN
LEARNING GATEWAY
2.5 million hits last year
Higher Order Questioning /
Thinking Skills / Targeted
interventions
Traditional Homework post
lesson (Synthesis)
Share Knowledge / Test Initial
Understanding
Teacher Intervention /
Planning / Adaptation
ACCELERATE & DEEPEN LEARNING
3) In Lesson2) Before Lesson
1) Before Lesson 4) After Lesson
FLIPPED LEARNING; BLOOM’S TAXONOMY
Knowledge; Video to watch / Chapter to read / website to study / Photosynth to explore by students prior to lesson via Class Site
Understanding; Concepts / Knowledge / Skill.A task, quiz, discussion or survey etc based on knowledge is set via Class Site and completed
Interactions / Responses made by students inform teacher of learning / misconceptions via class site and therefore modifies lesson – enabling targeted focus
Application / Analysis / Synthesis / Evaluation; Class Session builds upon or is constructed from responses, feedback and interactions from the Flipped work set on the Class Site moving towards higher tariff work
Linking it to something that is already familiar to staff has meant that it provides a context and a form of discipline to help them understand it’s role and benefit.
FLIPPED (PRE) LEARNING
Higher quality student outcomes / attainment
Class Sites
Targeted cohorts
Well crafted tasks
It’s about quality and timing of interventions and targeted application.
Lesson Plan
Integrated into Academy’s Monitoring
Schedule
Qualitative and Quantitate analysis of Gateway elements
Technological Competencies
assessed across Key Stage 3
Monitor impact of Projects / Programmes
MONITORING AND ASSESSING IMPACT OF TECHNOLOGY
Not a bolt on or something that can be ignored
Spend time in lessons Monitor
Qualitatively and Feedback
Learning Walks
Half termly
Lesson Obs / Planning
Senior and Middle Leaders
“E” LEARNING SUPPORT TEAM
Explicit Monitoring of the use of technology across Leadership teams and within departments
Subject Site
Class Sites
Planning Bank
ONLINE MONITORING
The Learning Gateway gives us a transparency of the quality of experiences at a much clearer and deeper level.
Quantitative & Qualitative
LITERACY FOR LIFE (L4L)
Literacy for Life is an integrated, thematic, competency based curriculum created for our Key Stage 3 students. It is delivered through the principles of
project based learning and is technology rich.
Students know where they are and where they need to go next.
Staff and students track all competencies.
DETAILED STUDENT KNOWLEDGE
Advanced levels insist on students knowing the information to teach to others.
REINFORCED KNOWLEDGE
Invaluable as we move to an environment where knowledge is at the end of a course.
We collapse our timetable once a week for a day and every half term for a week.They deliver and reinforce key outputs and also have an emphasis on key literacies including digital literacy.
ACHIEVEMENT WEEKS / FOCUS DAYS
Global Publishing Day across all year groups
Learning Gateway
E-books
EAL Reading Programme Digital Badges
Family Literacy Project
THINK AND LINK
Monitoring the impact of projects that use technological solutions Transition / You-Tube for feedback / Level 4 GPS Intervention / i-families
Raspberry - pi
Kodu
Scratch Touch Develop
Computer Science
THINK AND LINK - PATHWAY
Monitoring the impact of projects that use technological solutions Transition / You-Tube for feedback / Level 4 GPS Intervention
I-FAMILIES“Excellent progress is being achieved by all iFamilies students”.
L4l Teacher - Michael Banks“iFamilies has inspired me
to learn and achieve more”. Student - Mohamed
“The iFamilies programme has allowed me to be more involved with my daughters education ”.
Parent“This is a prime example of how technology can make what we do in school more accessible and engaging for our families”
Sir Mark Grundy
RAAD’S STORY
TECHNOLOGY IS OUR WAY IN
….. TO SUPPORTING CONTINUOUS IMPROVEMENT
THANK YOU
