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This slidepack is from a webinar: https://youtu.be/KXZU41gBUa8
In it, we explain how inspectors weigh up the evidence they collect on inspection, seeing the big picture of what a school is providing overall for its pupils, for example by striking the right balance between a school’s curriculum and performance data.
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Matthew Purves, Deputy Director, Education gave this presentation on the education inspection framework and deep dives at Herts Assessment's conference, September 2019.
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Jasper Green HMI, Ofsted's subject lead for science, gave a presentation on the science curriculum. Here's our science research review: https://www.gov.uk/government/publications/research-review-series-science
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EIF inspections - seeing the big picture.pptxOfsted
This slidepack is from a webinar: https://youtu.be/KXZU41gBUa8
In it, we explain how inspectors weigh up the evidence they collect on inspection, seeing the big picture of what a school is providing overall for its pupils, for example by striking the right balance between a school’s curriculum and performance data.
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Slides expanded from the webinar held on 9 May for schools on how Ofsted has modified its approach in light of the COVID-19 pandemic. Includes clarification and reassurance on inspection timings and how inspectors look at: the impact of COVID-19 on a school; attendance; curriculum and catch-up; evaluating impact; and personal development.
Presented by Christopher Russell, National Director Education; Gill Jones, Deputy Director Schools and Early Education; Claire Jones HMI, Specialist Adviser, Policy, Quality and Training; and Shazia Akram HMI.
Matthew Purves, Deputy Director, Education gave this presentation on the education inspection framework and deep dives at Herts Assessment's conference, September 2019.
Structure and function of the science curriculumOfsted
Jasper Green HMI, Ofsted's subject lead for science, gave a presentation on the science curriculum. Here's our science research review: https://www.gov.uk/government/publications/research-review-series-science
Quality of education and training workshop: FESOfsted
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss quality of education and the curriculum in further education and skills.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
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Dan Owen's presentation on how the new education inspection framework will help to improve educational outcomes for children and young people attending pupil referral units and alternative provision settings.
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss the importance of the curriculum in schools and early years.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
Two years into the pandemic: How education systems have coped with the second year of COVID
The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
The OECD – in collaboration with UNESCO, UNICEF and The World Bank – has been monitoring the situation across countries and is collecting data on how each education system is responding to the crisis, from school closures and remote learning to remedial measures. The latest round of data collection covers the impact of COVID-19 during the school year 2021/22 and the recovery policies implemented by countries during this period.
This presentation show the findings from a survey of more than 30 OECD education systems.
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The PPT from the webinar 'The future of education: how ambition loops can help transform the teaching profession?'
You can check out the webinar via the website - https://oecdedutoday.com/oecd-education-webinars/
Collaboration is crucial to strengthening teaching practices and learning experiences in the classroom. But how can we systematically improve cooperation between schools and teachers? A part of the answer is ambition loops: agreed objectives across schools, the educational sector and the wider community that, if achieved, reinforce each other and create positive change.
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John Fischetti, Professor and Pro Vice-Chancellor, College of Human and Social Futures, University of Newcastle, Australia
Tony Hall, Personal Professor of Education, School of Education & Director of Educational Design Research, Designing Futures, University of Galway, Ireland
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This presentation was given by Andreas Schleicher at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
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Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Improving educational outcomes through the education inspection framework (EIF)Ofsted
Dan Owen's presentation on how the new education inspection framework will help to improve educational outcomes for children and young people attending pupil referral units and alternative provision settings.
Curriculum workshops took place in autumn 2018. Videos on aspects of Ofsted’s curriculum research were produced http://ow.ly/frvY30n1Qfm. These presentation slides accompany the videos and discuss the importance of the curriculum in schools and early years.
Two years into the pandemic: How education systems have coped with the second...EduSkills OECD
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The COVID-19 pandemic has caused massive disruptions to the learning of students at all levels of education. Although the availability of vaccines has improved the situation in most OECD countries, the school year 2021/22 was still marked by – sometimes severe – restriction to regular teaching and learning activities.
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The future of education - how ambition loops can help transform the teaching ...EduSkills OECD
The PPT from the webinar 'The future of education: how ambition loops can help transform the teaching profession?'
You can check out the webinar via the website - https://oecdedutoday.com/oecd-education-webinars/
Collaboration is crucial to strengthening teaching practices and learning experiences in the classroom. But how can we systematically improve cooperation between schools and teachers? A part of the answer is ambition loops: agreed objectives across schools, the educational sector and the wider community that, if achieved, reinforce each other and create positive change.
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Debbie Pushor, Full Professor, Department of Curriculum Studies, University of Saskatchewan, Canada
John Fischetti, Professor and Pro Vice-Chancellor, College of Human and Social Futures, University of Newcastle, Australia
Tony Hall, Personal Professor of Education, School of Education & Director of Educational Design Research, Designing Futures, University of Galway, Ireland
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Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Adolescent development is broad and wide-ranging, including phys.docxAMMY30
Adolescent development is broad and wide-ranging, including physical, socioemotional, and cognitive growth.
For this benchmark assignment, consider information learned regarding physical development and integrate it with your understanding of the social/emotional and cognitive changes occurring during adolescence.
Write a 1,000-1,250 word essay addressing the following concerns:
In what ways do cognitive and social development affect learning?
How does individuality, identity development, and personal behavior affect learning differences and development?
How can diverse strengths, interests, and needs of adolescents be accounted for while providing appropriate instruction that advances learning?
Why are school, community, and family supports critical to student learning and overall well-being of adolescents? How can ongoing support from these stakeholders be assured?
How can technology reinforce learning experiences? How can a teacher ensure appropriate use of digital tools in the classroom? In what ways might digital tools support student success and creativity in a collaborative, student-focused classroom environment?
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
COE Program Competencies Assessed
:
DOMAIN 1: THE LEARNER AND LEARNING
1.1: Candidates create developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his or her learning. (InTASC 1b)
1.2: Candidates design instruction to address each student’s diverse learning strengths and needs, and create opportunities for students to demonstrate their learning in different ways. (InTASC 2a)
DOMAIN 4: PROFESSIONAL RESPONSIBILITY
4.3: Working collaboratively with school colleagues, candidates build ongoing connections with community resources to enhance student learning and well-being. (InTASC 10e)
.
Similar to Ofsted's education inspection framework and religious education (20)
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Ofsted's education inspection framework and religious education
1. Ofsted’s education inspection
framework and religious education
Dr Richard Kueh
Her Majesty’s Inspector
Subject Lead – Religious Education
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 1
2. The education inspection framework
“… the substance
of education …”
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 2
3. Ofsted and the curriculum
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 3
The extent to which the school curriculum sets out the
knowledge and skills that pupils will gain at each stage (intent)
The way that the curriculum is taught and assessed in order to
support pupils to build knowledge and to apply that knowledge
as skills (implementation)
What pupils are able to do and achieve as a result of the
education they receive (impact)
4. Areas of the EIF
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 4
5. Personal development
Emphasis on:
pupils’ spiritual, social, moral and cultural
development
fostering of tolerance and respect
fostering of good community relations.
‘Impact’ is not a part of personal development.
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 5
6. Areas of the EIF
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 6
7. The quality of education
The curriculum is the progression
model.
The curriculum sets out the journey
of what it means to ‘get better’ at
RE.
The curriculum builds expertise
(both receptive and productive).
Progress as ‘know more, remember
more, do more’.
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 7
8. Ambitious curriculum end-goals
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 8
For example: ‘pupils have built up accurate knowledge about the
complexity and diversity of global religion and non-religion’.
9. Ambitious end-goals in RE?
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 9
Aspects of identity,
such as:
moral codes
rites of passage
authority over
household codes
(marriage, gender).
10. Ambitious end-goals in RE?
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 10
‘Non-practising
Catholics’
‘Secular Jews’
‘Cultural Muslims’
‘Holding Christian
values (but not
church-going)
Christians’
11. Building towards curriculum end-goals
What is on the RE curriculum?
What RE curriculum content?
What is ‘content’ in RE?
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 11
12. Problematising curriculum content
What kind of knowledge?
What of the relationship
between the learner and the
subject matter?
What might the categories of
knowledge within RE?
What are the pillars of
knowledge that pupils build
through the curriculum?
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 12
13. RE and ‘categories of knowledge’
‘Substantive’ content
and concepts
‘Ways of knowing’
‘Personal knowledge’
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 13
14. RE and ‘categories of knowledge’
‘Substantive’ content
and concepts
‘Ways of knowing’
‘Personal knowledge’
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 14
15. Substantive content and concepts
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 15
Has the curriculum prepared
all pupils with vocabulary,
concepts and other content
to secure readiness for new
learning?
Do pupils have sufficient
depth of knowledge on
which to ‘hang’ new
learning?
16. RE and ‘categories of knowledge’
‘Substantive’ content
and concepts
‘Ways of knowing’
‘Personal knowledge’
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 16
17. ‘How to know’ in RE
Skills are considered in
subject-specific terms as the
capacity to perform,
drawing upon what is
known (‘productive
expertise’).
In high-quality RE
curriculums, productive
expertise is linked directly to
the specific content that is
found on the curriculum.
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 17
18. RE and ‘categories of knowledge’
‘Substantive’ content
and concepts
‘Personal knowledge’
‘Ways of knowing’
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 18
19. Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
Ofsted’s education inspection framework and RE :: NATRE :: Strictly RE :: January 2021 Slide 19