I am sure you have come across the decision making matrix / Covey’s quadrants in one form or another. For 3 years, whilst working at Tauntons College, I faced a copy the matrix when sitting at my desk, in an effort to reminded me to prioritise. I found it a very simple but a very effective model or process to follow and pending your personality, it might just reign in some of your temptations to do more “enjoyable” distracting tasks over what needs to be done.
During the past 2 weeks, I have regularly drawn on the model to guide my decisions making as our ICT Department and IT Services strive towards our own ambitious targets. Hopefully by sharing these publically, you may wish to offer your opinions or partnerships, if you happen to be investigating the same curriculum or IT Services decisions.
KS4 Curriculum
Last year we more than doubled the pass rate. This year we have doubled the weighting, aiming for a 5% increase (although the Headteacher keeps pushing for 10%) and we have predicted a 70% increase in CVA. Yr11 attainment is the priority. We have tracked the students progress very carefully, we know exactly what they have left to do, they know exactly what they have left to do thanks to Gradetrack (in house grades database), but still, hitting our targets still represent a real challenge. In addition to the heavy marking load, staff are currently offering 2 afterschool workshops per week and I offer a third on Fridays. Its all hands to the decks with GTP and PGCE students supporting Yr 11 classes.
May 13th Moderation: How much time do you spend with the moderator when there is still Yr 11 teaching opportunities? Simple answer, the Yr 11 teaching took priority with moderation feedback planned around the teaching. During the lessons I help 2 more students complete a Unit.
Importantly we learnt that a DDDDPP profile would secure a Distinction grade. We had been demanding DDDDMM, so that relieved some of the pressure on some of our aspiring students and will boast some unit grade, therefore CVA.
In summary a very positive report with a number of minor recommendations that will be immediately written into the worksheets for next year.
Sadly our Level 1 moderation was less successful and immediate remedial interventions have been actioned. This puts additional strain on the Department and interventions requires staff commitment. As a Level 1 course, with a small class size (15), albeit with challenging students, I had expected the member of staff to be able to lead it successfully. Too frequently I delegated or expected that appropriate internal verification procedures would be put in place without rigorous follow up. Lack of planning now means I must act upon an issue that is both urgent and important.
KS4 Curriculum Examination:
OCR has just confirmed its extension as a KS4 qualification. This is clearly important, but not urgent and I am glad that I can share this responsibility with the newly appointed HOD ICT. I would love to spend time reviewing the different specification, but it can be planned for.
KS3 Curriculum: We are beginning to see the value of KS3 ICT teaching in Yr9. Yr 9 students are progressing well on Unit 4. At present that has been delegated to the second in Department and I try to be observant but not distracted.
Without question, KS4 curriculum pressure is in the air. Marking loads are heavy, additional workshops wear you down, but its just for 2 more weeks.
All this would be very manageable if it was only the curriculum. Add a new build project, L4L (1-2-1) moving into Year 2 and a vastly improved IT Services makes everything far more complicated. The curriculum decisions might appear quite clear, and to be honest they are, I can assure you the IT Services conundrum, presents a far more complex set of circumstances.