What

What specific curriculum area, subject or aspect did you intend to have impact on?

• Assessment and target setting
• Information and Communication Technology

How did you intend to impact on pupil learning?

• Students to have clarity and understanding of what is required to be successful.
• Students to have ownership of their own progression using the electronic display, tracking completed tasks.
• Through the process initial expectation and final achievement would be raised.

Cohort tracking sheet - (intervention tracker)

• This was only available electronically to staff, although a printed version was sometimes displayed within the teaching space. It was also made available on the learning platform in read only format.
• The lists start off alphabetically using standard class lists. The Green cells are always at the top and the red cells at the bottom of the sheet. Student names are rearranged, dependent on their progress, by cut and paste keeping the traffic light sequence. This means that the order of the names is constantly changing, having no relationship to the original alphabetical list at the beginning of the year.

Original and adapted class tracking sheet

• Student names were placed in columns A & B of the spreadsheet. The top row from C3 listed the tasks or subtasks.
• Red was used to indicate that the task had not yet been attempted.
• Amber meant that the task was in need of improvement after marking and feedback or completed and not yet marked/moderated.
• Green signified that the task had been successfully completed and signed off by the teacher/mentor.
• These tracking systems were only edited by the teacher and were only available visually to the students.

Power point - lesson objectives/task tracker for unit 1 & unit 4

• The use of these visual displays of objectives and outcomes also double as a task tracker.
• It is displayed at the beginning of he lesson on the interactive whiteboard. Students can drag their own name into a new cell (or the teacher can do it). This does not signify successful completion of the tasks until the teacher moderates the students view of completion. It often leads to productive dialogue between the student and teacher. It is an excellent tool to show which tasks are being undertaken by students at any point of the lesson(s), allowing for a more personalised approach to tasks completion.
• If the slide is displayed as suggested as the students enter the teaching area, it directs and ensures that the students engage from the start. Students feel they can get on without waiting to 'be allowed', giving them ownership of their time. However it is important to engage the students in class and group interactive dialogue at various points within the sessions.
• This simple yet effective system also enables the grouping of students who are on the same tasks for efficiency of intervention by the teacher, or for collaborative work and peer mentoring.

Pie chart personal tracking

• This pie chart is to represent the whole problem or complex task to be solved.
• A simple listing of the subtasks after identifying what needs to be done are first listed on the spread sheet. Each subtask is given a simple value of '1'. A pie chart is then created with each sector representing a subtask.
• Each sector is labelled and coloured (RAG technique again used).
• The student owns this completely. It is not linked to other tracking sheets held by the teacher. It is excellent for students to display visually where they are and again is moderated through dialogue between the teacher and the student. This system is not competitive and is only for the student's personal use.

What were your success criteria?

• The majority of students engaged and progressing at an accelerated rate.
• The majority of students achieving at or preferably beyond expectation.

What information or data did you use to measure progress towards your success criteria?

• CVA data
• Data comparison of cohorts
• Periodic teacher assessment

What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?

• Assessment for Learning (AfL)
• Interventions
• Problem solving

Describe the teaching approaches you used

• Clear objectives and expected learning outcomes shared with the group.
• Standards expected demonstrated to students and discussed with the whole class as well as within smaller groups.
• Self assessment and consistent constructive feedback to students regarding next steps.
• Small steps identified to build confidence.
• Within each teaching group the students requiring intervention were identified and focus groups created.

The following teaching strategies were used:

• positive reassurance
• assignments broken down into small manageable tasks
• clear expectations
• visual tracking documents
• second chances/forgiveness.

What did you do? What approaches to CPD and learning for adults were used?

• Demonstration
• Leadership enquiry
• Mentoring
• Modelling
• Partnership teaching

Describe the CPD approaches you used

The department has an excellent collaborative approach to developmental work.

Jane Oliver has developed the systems with Gill Davis, demonstrating and modelling the process for other staff to follow. Enquiries have been made at a range of local and regional meetings for the use of the resources for modelling and demonstration. Within the college itself the CPD focused on partnership teaching and Mentoring.

What CPD materials, research or expertise have you drawn on?

National Strategy materials and discussion at Subject Leader development meetings were the main resource utilised for this work. Key to the success of the development was the positive collaboration of the staff within the department.

Who provided you with support?

• Middle leader
• Senior management
• Subject leader

How were you supported?

The senior leadership of the school has always supported the innovative work to develop aspects of teaching and learning. They have had the insight to have given ownership of the work to the staff concerned and have not created any unnecessary barriers to hamper progress of the initiative. The senior leadership celebrate and value an individual or group development and/or achievement.