Issue 07 Autumn 13

I am impelled, not to squeak like a grateful and apologetic mouse, but to roar like a lion out of pride in my profession. John Steinbeck 2 3 Leading Edge – leading change

Welcome to a new school We are at a new crossroads in educational reform. year and the 7th edition of Leading Change! We hope Leading Edge annual The solutions can go either way – getting tougher on that you have had a good summer. As ever, thank you Leadership Conference 2013 teachers, or figuring out how to realistically develop a to all of the schools that have 26 September . Park Plaza Riverbank . London profession that becomes more inspiring, tough and contributed an article for Agenda the Leading Edge journal – challenging in itself. if your school hasn’t yet been 9.00 - 9.30 Registration Michael Fullan and Andy Hargreaves featured, please get in touch 9.30 - 9.45 Welcome and Leading Edge programme updates Professional Capital for the next edition. 9.45 - 10.30 Charlie Taylor, Chief Executive, The National College for Teaching and Leadership. We are looking forward to seeing We all want a world-class education system for our Join Michael Fullan, Andy Hargreaves, you at the Leading Edge Leadership 10.30 - 11.15 What are the challenges for headship in the next 5 years? students. And we know that the only way to get Guy Claxton, Bill Lucas, Judy Halbert, Conference on the 26th September. Reflections from Leading Edge Headteachers there is by producing and developing outstanding Linda Kaser, Tim Oates, Christine Gilbert, If you haven’t already done so, please 11.15 - 11.45 Coffee teachers and school leaders. In a climate where the and teachers and school leaders at the forefront contact the Leading Edge team to value of investing in teachers is being challenged, of innovative practice to explore and develop: confirm your place. A place at the 11.45 - 12.15 What are the challenges for headship in the next 5 years? the profession needs to take the lead in defining conference is part of your Leading Edge • the future of initial teacher training Whole room discussion. what it means to be a professional. package, so there is no additional charge • how to cultivate staff at all stages of their careers to attend. If you would like to send a 12.15 - 13.00 Workshop sessions As a Leading Edge school, we know that you have • whole-school and classroom-based approaches second delegate, we currently have a 13.00 - 14.00 Lunch the vision and deep practice-based knowledge to delivering outstanding teaching and learning waiting list. If places are available, we will 14.00 - 14.45 Workshop sessions to design an education system that delivers for all • teachers as curriculum designers offer them to people on a first-come-first- its stakeholders. • models of teacher collaboration and research served basis. Email us at leading.edge@ 14.45 - 15.30 Stuart Lancaster, Head Coach, England Rugby team. • what intelligent accountability really means ssatuk.co.uk. Your profession needs you to be at the forefront of professional capital in the UK. 15.45 Conference close driving this agenda. Also, don’t forget that the SSAT National Conference is rapidly approaching. A Workshops to include: great line-up of speakers have been • Moving from Good to Outstanding through developing teaching confirmed for this year, including a rare The SSAT National Conference 2013: opportunity to hear Professors Michael and learning (Gordano School) Fullan and Andy Hargreaves. Further • Oversight, a tool for school improvement (The Cleeve School) the new professionalism details, including how to book are in • A paperless universe – using Google apps to take your school into the 21st the advert opposite. century (Dunraven School) 5-6 December . Manchester Central • Personalising the KS4 curriculum in a changed climate (Ringwood School) Wishing you and your team every • Teaching Schools – a discussion group for current and success in the coming year. aspiring Teaching Schools Book now to get the SSAT members’ early bird Kind regards • Narrowing the Gap (Loxford School) £449 before 30 September I £549 after I day rates £299 (all prices exc VAT) • All-through learning (Roundhay School) The Leading Edge team Leading Edge discounts on group bookings: Quote LE01: Buy two full-conference packages and get 25% off the third. Why not attend with your school business manager and one of your potential school leaders of the future? Quote LE02: Get 10% off your total booking when you book five or more one- or two-day packages. Please contact us to discuss larger discounts for bigger groups. In this issue... Book at ssatuk.co.uk/nationalconference2013 This is the dawn of the new professionalism. Make sure your school is part of it. Using a flexible Year 9 to personalise KS4 learning 6 VIP your peer assessment 16 Independent learning – don’t get it lost in translation 8 For the love of geography 20 Building ‘AfL for teachers’ – targeted and bespoke Google Apps 22 professional development 9 Bring your own device 24 Innovative ideas for transition 10 Achieving outstanding against the odds 26 Ensuring a smooth learning transition in year 7 12 Teamwork-Respect-Discipline-Enjoyment-Sportsmanship 28 A thinking school 14 I was never any good at maths 28

LeadingChange . Issue 07 . Autumn 13 4 5 Leading Edge – leading change Congratulations Thank you. It was great to see so many Leading Edge schools at the Achievement Show on 21 June at Twickenham Stadium. Many congratulations to the following Leading Edge schools who receieved SSAT Educational Outcomes Particular congratulations to Sacred Heart High School, The Achievement Show celebrates the exceptional work that goes on in Achievement Certificates* this summer. St Marylebone C of E School, Thornden School and Yavneh schools across the country and provides an opportunity for delegates to Certificates were awarded in the following categories: College who were amongst the 9 schools who were the hear first hand about best and next practice in a wide range of areas. overall winners of the award for student attainment and to Thank you to the following schools who presented at this year’s • Outstanding student progress Barnfield West Academy and Denbigh High School who Achievement Show: • Outstanding student attainment were the overall winners of the award for student progress. • Outstanding continuous improvement Alderman Peel High School Gumley House Convent St Joseph’s RC Sarah Saunders School FCJ VA Comprehensive Barnfield West Academy Stephen Byrne Ryan Gibson Brendan McGowan Harbour Primary School Denis Heaney Sonia Turner Christine Terrey St Laurence Academy Achieving all 3 certificates: St Monica’s RC High School Gumley House Convent School Sir John Cass’s Foundation & Beckfoot School Harris Academy Mitch Moore Deborah Anness Chafford Hundred St Paul’s Catholic College Beckfoot School St Paul’s Catholic College Hagley Catholic High School Red Coat CofE Secondary School Bidston Avenue Nicola Graham Matt Duffield Chellaston Academy St Richard’s Catholic College Harris Academy Bermondsey Sir William Borlase’s Primary School King Richard School Simon Adams St Saviour’s & St Olave’s School Heartlands Academy Grammar School Matt Brooks James Webb St Silas Primary School Bodmin College Linton Village College Gina Donaldson Achieving 2 certificates: Swavesey Village College Heathfield Community School Skipton Girls’ High School Bruce Douglass Vivien Corrie-Wing Swavesey Village College Thornden School Heckmondwike Grammar School Small Heath School Byrchall High School Tim Darby Cecilia Freer All Hallows Catholic College Valentines High School Hellesdon High School Springwood High School Jennifer Hornby Mulberry School for Girls The Academy at Shotton Hall Arden Craig Slater Penny Constaninou Lindsay Maughan Waldegrave School Helsby High School St Anne’s Catholic School Canons High School Sarah Dickson Lesley Powell Barr Beacon School Waverley School Highbury Grove School and Sixth Form College Keven Bartle Sabina Khan The Cooper School Brampton Manor Academy Joe Freeman Orleans Park School Alistair Surrall Woolwich Polytechnic School Humberston Academy St Anthony’s Girls’ Canons High School Leah McCormick Janet Livesey The Ecclesbourne School Yavneh College Hurworth School Catholic Academy Athena Pitsillis Glennis Pye Moya Weighill Colchester County High School Ilford County High School St Augustine’s Catholic College Aarti Sharma Pate’s Grammar School The Stourport High School for Girls Comberton Village College Andrew Jones and Sixth Form Centre Achieving 1 certificate: Ilkley Grammar School St Bonaventure’s School Comberton Village College Jamie Freeman Peters Hill Primary School Saskia Van-de-Bilt Kingsford Community School St Mary’s College Cotham School Neil Hopkin The Streetly Academy Finham Park School Alderbrook School Langley Park School for Girls St Michael’s Church of Geraldine Hill-Male Rainhill High School Adam Hughes Harris Academy Chafford Hundred Amery Hill School Devonport Girls’ School Jane Marshall The Sweyne Park School Linton Village College England High School Harriet Morgan Reigate School Andy Jenkins Haybridge High School Aylsham High School Lipson Co-operative Academy St Peter’s RC High School Downlands School Kelly Sutton Maria Shangolis and Sixth Form Barnfield West Academy Alan Frame Robert Mays School University of Cumbria Lordswood Girls’ School Swanshurst School Highbury Fields School Beaumont School Dunraven School Jenny Robinson Marian Carty and Sixth Form Centre The Academy at Shotton Hall David Boyle Sacred Heart Primary School Wakefield City Academy Holland Park School Bentley Wood High School Loxford School of Science The Broxbourne School Cath Boyle Jason Bilinkewycz Alan Yellup Invicta Grammar School Bethnal Green Academy Farlingaye High School Martin Johnson William Gilbert Endowed and Technology The Castle Secondary School JFS Biddulph High School Sue Hargadon Sandringham School CofE VA Primary School Mayfield School The Ecclesbourne School Feversham College Ceddy de-le-Croix Lisa Tipping King Edward VI Grammar School Bluecoat Academy Meols Cop High School The Hermitage Academy Dianne Excell South Dartmoor Wilmington Grammar Ousedale School Castle Manor Academy Fir Vale School Academy Community College School for Girls Oakgrove School The Hertfordshire & Essex Kate Simpson Mark Gale Natalie Argile Plashet School Castle View Enterprise Academy Parkside Academy High School Gamesley Community South Hunsley School Richard Lord Sacred Heart High School Challney High School for Boys Primary School and Sixth Form College Wood Green School Passmores Academy The Highcrest Academy Sandbach High School Charters School Rachael Vincent Sian Derry David Askew Pate’s Grammar School The Ockendon Academy George Spencer Academy South Wirral High School Richard Meadows and Sixth Form College Clapton Girls’ Academy Platanos College The Rochester Grammar School Paul Hynes Simon Goodwin Sandringham School Codsall Community High School Glyn School St Anthony’s Girls’ Poynton High School The Sacred Heart Slough and Eton CofE Dartford Grammar School Guy Carter Catholic Academy Redborne Upper School and Language College Tim Starke Jude Wallis Business & Enterprise College Denbigh High School Community College The Stourport High School Graveney School St John Plessington St Angela’s Ursuline School Faringdon Community College Shahneila Saeed Catholic College Robert May’s School and Sixth Form Centre Greenbank High School Brian Lally St Catherine’s Catholic School Featherstone High School Saffron Walden County High School Wade Deacon High School Sharon Naughton St John’s Primary School St John Bosco Arts College Feversham College Greenford High School Jane Ratcliffe Saint Gabriel’s College Wakefield City Academy St John Plessington Friern Barnet School Tommy Ittu Sexey’s School Weydon School Catholic College Gable Hall School Shenley Brook End School Wildern School St Marylebone Church of Glyn School Sidney Stringer Academy Writhlington Academy Quotes from this year’s delegates... England School Graveney School ‘It was inspiring, informative and I have that “September” feeling in July for the first time in 15 years of teaching!!!’ ‘I have been twice now and it is the best CPD that I have experienced in 12 years…the quick fire nature of the *Awards were made to schools and academies who were within the top 20% nationally in terms of the following measures: Achievement Show means you can gain lots in just one day.’ • KS4 value-added scores ‘School to school. These sessions are being run by people who do the job, not just theorise about it.’ • GCSE average point scores • Continuous improvement in the percentage of students achieving 5+ A*-C EM from 2009 - 2012 Please note that certificates were only issued to schools that were affiliated to the SSAT at that time.

LeadingChange . Issue 07 . Autumn 13 6 7 Ringwood School . Hampshire

Using a flexible year 9 to personalise KS4 learning

Ben Rule Deputy Headteacher Ringwood School

Our year 9 curriculum means that option blocks and we then take in their the Project course in their other lessons. students can: choices and create the timetable blocks Although the Project Qualification does from these. Students can therefore not count in the league tables, we believe • drop some of the subjects they combine academic, vocational and it accredits essential skills that students are certain they do not want to do a applied courses if they wish and not be need and which we would want to teach qualification in when they get to years set off on a pathway that pre-determines anyway. The move away from modular 10 and 11. This means that they can... Year 9 students at the types of course and mix of courses to linear courses increases the need for Ringwood School working • spend more time on the subjects they they can access. Students can also opt students to have the skills to review their on their Project Qualification are thinking about doing qualifications into the EBacc by choosing history or work regularly over KS4 and to undertake in when they get to years 10 and 11 geography (or both) or opt out of it by not longer, more meaningful research. and experience GCSE style units choosing either. Our core and compulsory It also sets a foundation for students and assessments in them. curriculum in years 10 and 11 consists of completing the level 3 EPQ that under Like most schools we’ve worked We are retaining a three year KS4. learning areas. However, in order to English, maths, science, MFL and core the government’s A-Bacc proposals will • continue to experience a broad range hard personalising the curriculum Students will still make provisional option personalise their experience, they PE only and we have made the decision be compulsory for A-Level students. of subjects, which keep their options to meet the needs of our learners. choices in year 8, but they will now choose the courses they do in four of not to force the EBacc on all. We have diversified the courses we experience a curriculum in year 9 that is these areas. This allows them to have open about what they will continue We believe that our year 9 curriculum offer with applied and vocational tailored to their interests, before reviewing a GCSE foundation year in the subjects to study in years 10 and 11. Their In order to further personalise their enables us to maintain a three year qualifications and taken advantage their option choices at the end of the they have chosen for their provisional year 9 curriculum is not narrowed down curriculum, year 9 students also study personalised KS4. It fulfils the principle of of the modular structure of GCSEs to year, to then start GCSEs in year 10. options, as well as in some additional just to those subjects that they have the Level 2 Project Qualification, which all students doing the Arts, ICT and D&T provide an expanded, three year KS4 The year 9 curriculum provides GCSE subjects too. So, for example students opted for in year 8 but enables them teaches them the skills they need to be at KS4 which are guiding principles in based on stage not age. With changes and BTEC style work and assessment choose two humanities subjects (history, to experience a wider choice, leaving successful as independent learners at the government’s review of the National to the educational landscape, we’re which prepares students for the start of geography, psychology and business), open the option of changing GCSE whilst allowing them to produce Curriculum, but this happens in year 9 having to rethink this and grapple with their actual courses in year 10, ensuring and spend two periods a week on each their minds. a piece of extended coursework in a without taking up valuable option time topic of their choice. This course further in years 10 and 11 (these, like RE and some tough questions. Is it possible to they begin from a starting point which is for the year. All students must do either As a result of the year 9 curriculum, enables students to specialise in one of PSHE have no lesson time in years 10 square the circle of personalising the significantly further forward than history or geography (or both) in year 9 students are asked to finalise their the subjects they are keen to study in and 11 at Ringwood). At the same time curriculum while delivering an expanded previous students. so they do not rule out the EBacc at the option choices in year 9, in the light of core of compulsory subjects? How can end of year 8. They choose four creative years 10 and 11. We are developing a we have been able to preserve a high The year 9 curriculum is made up of the GCSE foundation units they have we offer a diverse range of courses or technology subjects and spend a Learning Skills Passport that encourages level of curriculum choice for the students, eight learning areas: English, maths, experienced. They are given a list of when the credibility of many of them double period each week on two of and rewards students for independently enabling personalisation. science, ICT, languages, PE, creativity all 30 option subjects (including seven has been challenged? Do we alter our them for six months before rotating applying the skills they have learnt on and humanities. In order to ensure that all BTECs) without the constraints of pre-set focus on skills and learning processes, onto the other two. students continue to experience a broad as national policy emphasises curriculum, all students study all eight subject knowledge?

LeadingChange . Issue 07 . Autumn 13 8 9 Gordano School . Bristol The Stourport High School & VIth Form Centre . Worcestershire

Independent learning Building ‘AfL for teachers’ – don’t let it get lost – targeted and bespoke in transition professional development

Jeanne Fairs It’s caused me to look closely at my ‘For the past years I have found Mike Humphreys reducing whole school, whole issue developing themselves and their teams. current Sixth Formers. As educators training and replacing it with more Ideas that improve learning and teaching Head of Sixth Form school really rather easy and Vice Principal Gordano School we have to coach our young people to The Stourport High School tightly targeted bespoke training and are not allowed to escape. As one become independent; we must engineer have never had to work hard & VIth Form Centre collaborative development. colleague described it: opportunities and then stand back and to achieve the grades I want/ Our teachers identified three main points allow students freedom to practise – and for focus: ‘It’s a bit like ‘total football’. to fail. 16 year olds can become lost in deserve. The past six months transition when teachers and tutors forget have been incredibly hard for me 1 Outstanding marking and assessment It doesn’t matter whether you’re a that they are a work in progress and as there are times when I have 2 Outstanding relationships and full back or a midfielder, if you’ve forget to explicitly teach skills such as note found it really hard to understand climate for learning got the ball and it’s ‘on’ go for it taking, file organisation, time management and meeting deadlines. We can easily concepts out of context, organise 3 Outstanding progress in lessons and take your people with you.’ and examinations forget how scaffolded Key Stage 4 study my time efficiently, concentrate Formal offsite INSET has its place but the can be and how tempting a ‘study in class, and to focus and study. Teachers then selected from a number school prefers more supportive, facilitated period’ (not a ‘free’) can be to a Year I coasted through GCSE and of alternative ways of developing their and targeted forms of CPD and a good 12 student who was used to a fully skills in the areas they identified, by using example of this is the number of facilitated structured timetable. now I find it increasingly harder personal activity plans to outline what they coaching groups to build professional Here we actively look for opportunities to to ask for help or admit to myself were going to focus on and embed as capacity. These include groups for initial facilitate independent study – twilight talks that I don’t understand the The Stourport High School & VIth practice in every lesson. Once embedded, teacher training, NQTs, middle leaders and demonstrations in lecture theatres, course material. I think I owe Form Centre, Worcestershire is an they then move to another strategy, thus and collaborative planning to produce a presentations in seminar rooms, bookable 11-18 secondary school with a very building up their professional portfolio common bank of outstanding lessons that study spaces, different independent study it to myself, and in extension, mixed intake, an academy and a high over time, their ‘toolkit’ so to speak. work time and time again. The strength spaces (silent, quiet and social study my parents and the school performing school. In September 2012 The sort of activities involved include of this approach lies in the way that every options). We offer study skills sessions to knuckle down and work we were judged as ‘outstanding’ in all time set aside for collaborative planning, teacher can and does contribute to jointly (our ILearn programme) and make no areas by Ofsted. ‘breakfast boosters’ and ‘teatime tasters’ produced plans so that everyone benefits harder and I would very much which are voluntary opportunities for and, most importantly the students assumptions that folder organisation, We constantly explore new techniques appreciate some help when it staff to share what works or to explore themselves get a really good deal, lesson meeting deadlines or wider and extended and ideas for making learning a teaching and learning issue in order after lesson. As a Teaching School, it’s reading will happen by osmosis – we comes to revising or learning exciting, engaging and fun because make these skills explicit and we link them to hone their practice. More formal, also excellent practice for embedding I can’t be the only parent who spent new concepts.’ this benefits students and teachers to our effort agenda to promote an open in depth development opportunities really good professional practice that will their son’s time in the Sixth Form alike. Our approach is to be proactive and resilient mind set rather than a closed are available through the calendar of sustain trainees throughout their whole bemoaning his lack of independent I share his thoughts because it reminded about providing a very wide range of one. Our student voice is strong and we professional elective professional studies careers. More and more we are learning work ethic and inability to handle me that we also need to be mindful and opportunities for teachers to talk, meet, have students reviewing best practice for all staff – www.schoolportal.co.uk/ that deep improvements in learning the washing machine. Fast forward responsive to good intentions, otherwise exchange ideas, reflect on good practice and presenting their findings to students GroupDownloadFile.asp?GroupId=1096 don’t come from top down models of one university term and I struggle to they too will get lost in transition. and plan collaboratively. We don’t have and staff. Most importantly we constantly 137&ResourceID=4785742 delivery, but from giving teachers time to recognise the same young adult who a one off, quick fix, superficial recipe for remind the students how well they are work together to develop lessons and has negotiated a lease on student success but, like a number of successful In essence the model is very simple and doing, particularly when they cope techniques which they know work well. accommodation, navigated the schools, have worked consistently straightforward. What makes it work with setbacks! vagaries of university timetabling and to develop a range of approaches is peoples’ commitment to it. People has forged a role as sports editor of the I was given permission by a Year 12 to improve learning for students and are placed firmly at the centre of their university newspaper. He didn’t even student to share the email he sent to teachers. A consistent theme this year professional development and are bring dirty laundry last time he visited. his exasperated teacher: has been to build ‘AfL for teachers’ by encouraged to take the initiative in

LeadingChange . Issue 07 . Autumn 13 10 11 Crispin School . Somerset

Innovative ideas for transition

Deborah Loveridge Assistant Headteacher Crispin School

‘The most exciting experiment Design and Technology The pupils thoroughly enjoy both of French for beginners Spectacular science these days and create a fully functioning ‘Anyone for ice-cream?’ ‘Are we burning anything was the fire bubbles. It was for a purpose product. It gives the pupils a real insight really cool watching them into Design and Technology at Crispin Mrs Fran Eavis today Miss?’ Mrs Amy Isted just catch fire.’ School and they have a thoroughly Despite the fact that French is not Mrs Sarah Richards Julia There are many areas of D&T and productive day of good experiences. statutory in primary schools, Somerset because it is not statutory to teach them Contrary to popular belief, burning (or schools have opted to ensure that some all at primary school, it is often a subject combustion) is not something that we ‘I found burning the magnesium ‘I enjoyed working with all the French is taught on the curriculum on a that students do not get the opportunity do every science lesson, but it is great Crispin equipment and I can’t regular basis. Our colleagues can help so much fun. I can’t wait to go to to experience, due to lack of resources fun when we do, and most students in many ways with the organisation of and equipment. wait to come up to Crispin next really enjoy it. Crispin next year and attend your materials and suggestions of how to We have created projects across multiple year!’ Year 6 pupils from Catcott Primary Science lessons.’ teach a topic that may be unfamiliar areas of D&T. We offer primary schools Ellen School together with their teachers had Emily to the teacher, as well as with hands- the opportunity to work with Crispin on the opportunity to investigate a range of on activities. two particular projects (among other ‘Fantastic I’ve always wanted to chemical reactions, including combustion. ‘I really enjoyed experimenting Students from Cossington Primary things). Charlie and the Chocolate Factory The morning’s activities centred on make my own product.’ School had the opportunity to sell ice with the Bunsen burners. is particularly popular! Pupils visiting learning about chemical reactions. Aleah creams, and of course, buy them too, My favourite experiment was Crispin firstly make chocolate moulds The group were shown some colourful all in French! The stall was one of many using the vacuum former and then cast and awe-inspiring demonstrations and testing for hydrogen gas.’ ‘The two workshops we had with at the Cossington School Christmas the chocolates. They experience working then had the opportunity to carry out Hannah Fayre and students, under the guidance in a workshop, using a range of tools and Amy last term were fantastic! Links between Crispin School and its some of their own chemical reactions. of Mme. Eavis, dressed up as French equipment and then have the opportunity feeder primary schools have always All the children enjoyed their experience The children enjoyed the exciting ice cream vendors to work a shift on the ‘I really enjoyed experimenting to work in one of our fully equipped Food been strong. A body of staff meet of secondary science and are looking activities and were very proud stall. Everyone who wanted to buy an ice Technology rooms creating different regularly through the year to ensure forward to joining the school in with the Bunsen burners. cream, including parents and governors, flavoured chocolate. The project is of their key ring and chocolates, transition for our pupils is as smooth September. had to ask in French! The pupils had been My favourite experiment was completed by designing and packaging as can be. Five years ago transition which they were able to take learning the words for lots of different ice- testing for hydrogen gas.’ the product. was the traditional ‘Induction Day’ home. It has also helped them to cream flavours, and practising role-plays and the sharing of a project across the Hannah For the second project we use 2D design with Mrs Eavis, as part of her Primary be more confident about coming schools in mathematics and English Have you seen SSAT’s computer software to design and make a Language Outreach work. It was great to but now it encompasses a wide variety Moving upto year 7? LED key ring. The pupils experience CAD to Crispin in September and put all that rehearsing into practice and 50 of activities throughout the year so and CAM and gain an understanding of they are really looking forward delicious scoops of ice cream were sold Written by and for Year 6 and 7 that Year 6 pupils can visit Crispin students. For more details contact how we can manufacture products using to transition now.’ within an hour! computers, as well as learning how to and become familiar with what will [email protected] Year 6 teacher be their new surroundings early on produce a simple circuit. in the process.

LeadingChange . Issue 07 . Autumn 13 12 13 Charters School . Berkshire

6 pupils could actually see how their staff getting to know some of the Year 6 with building a version of the building out experiences were just beginning at pupils and vice versa. of biscuits and icing. Each workshop secondary school and how they were completed earned the tutor group a The core subjects’ Key Stage 3 connected to the students currently at badge that represented an aspect of their Co-ordinators ensured that their sessions Ensuring a smooth learning the school. experience. complemented each other and carried forward the idea that part of the transition In the afternoon of the second of the The Experienceology process was exploring and knowing induction days, there was a final assembly Wonder Boxes themselves. For example, in science the where everything was brought together, transition in year 7 We were keen for the Year 6 pupils to feel pupils looked at how chromatography led by Tim Godwin and his staff. This safe and connected to our school before works by splitting up the colours of ink in consisted of tying the school motto (‘Unity, they had even set foot in it. Each Year 7 a pen. This was then used in the English Respect, Excellence’) to the workshops Martyn Parker our lower ability students were not making Thrift use music, drama and props to pupil was assigned a pupil in Year 6 lesson, in which pupils were asked to and the creation of a school song. Co-Headteacher progress in line with the wider cohort. create educational experiences for learners and given a postcard to write a positive connect each colour that they had created The Charters Experience film was played Rachel Roberts Therefore, in discussion with the Ascot (and teachers) of all ages. Their educational note of encouragement to their to an aspect of their personality and create again, this time including footage of the Year 7 Transition Co-ordinator Partnership, we agreed to focus our philosophy is simple, yet exciting: ‘We seek Year 6 counterpart. a poem that described them. New Year 7s – they could see their part in Charters School efforts on the part of our cohort (about to facilitate experiences that are hands on, the story. It brought together two hundred 15%), who were struggling; and that deeply immersive and allow the participant The Induction Days and fifty pupils, their tutors and some of meant we had to pay more attention time to figure things out for themselves.’ their new teachers, together in the most Having laid the foundations, and hopefully to avoiding disruption in these pupils’ Working in collaboration with our ‘leading extraordinary and effective way. piqued their interest, all Year 6 pupils who learning as they moved schools. teacher’. Thrift developed a package that would be moving to us were invited to At the start of our academic year, the Like most secondary schools, we met the specific needs of our partnership. Finding common teaching and learning the two day induction in July. Once they school now has two days’ INSET, to have a well-established transition There were three elements to this package: strands was key to our work with the were all seated in the main hall, Charters cover start of term procedures, but also programme that has, over the years, a film of ‘experiences’ of what it is like primaries. One of our ‘leading teachers’ Experience Film played and the start of to focus on teaching and learning issues ensured a smooth start for our Year 7s to be a pupil at our school; activities was given the task of drawing these their journey had begun. Pupils were from our SDP right at the start of a new and is sensitive to the pastoral issues that were delivered in beautifully made strands together as the pupils moved to sorted into their Tutor Groups and assigned school year; and this year we brought in that could affect them as they move Charters. Central to this was the fact that ‘Experienceology’ boxes to the feeder to ‘big’ school. Extended schools and their tutor. They then began a carousel of Thrift to lead an afternoon of training for the primaries had begun to use a theatre schools and two days of induction activities specialism funding had also given workshops run by a mixture of Thrift, our all our staff and teachers from the rest of education company called Thrift to inject at our school in July. increased impetus to the links with staff and Year 10 prefects and leaders. the Ascot Partnership to develop a shared creativity and excitement into the learning understanding and discussion of how primary schools. As the only large Once these were collated, they were put There were eight key experiences that process at their schools by an approach The Film to build on the pupils’ Experiencology secondary in the area, we formed a into the Wonder Boxes along with a set of we wanted the pupils to have a ‘taster’ of called Experiencology. It seemed only This began with the making of a film of methods. mutually beneficial partnership with fun tasks that required the pupils to think during the induction days, and which we logical, therefore, to build this approach ‘experiences’ of what is like to be a pupil our feeders – the Ascot Partnership about their experience of Primary school felt represented the most exciting aspects We are aware that many schools have into our transition arrangements. at our school; 6th form students were ‘Six schools, one community’ – and built and create a memento that represented of coming to Secondary school: developed exciting integrated skills-based interviewed to determine a set of specific on our established transition programme Consequently, Thrift led our two day this experience. The tasks themselves curriculums for Year 7 and all across KS3, ‘experiences’ that they felt comprised • Technology and ‘new’ with sports and arts student leaders induction visit for the Year 6s in July by did not have a subject-specific focus and but we looked at this a few years ago their life at Charters. The focus was on the • Trips running sessions in the primaries or at working closely with the tutors; we are were quite open to being adapted as our and decided it was not for us. However, minutia, rather than the ‘big’ experiences • Extra curricular Charters. Typical of many activities was frequently asked by our Parent Council to Primary school colleagues saw fit to suit for the first term a ‘coalition of the willing’ like school trips or exams, and they • Academic a primary school instrumental day run by give tutors a more central role in the lives their classes. They were also not time- subjects worked together around the were framed as moments of wonder, for • Community Partnership our Music Student Leaders, culminating of their children at transition, linking them consuming and could be completed as theme of ‘Myself/Identity’, culminating example ‘you wonder where a door leads’ • Learning to learn in a concert at the magnificent Rose more to the role of the Year 6 teachers. and when they could fit into the school’s in a celebration of the pupils’ work and and ‘you know what something does, • Friendship and identity Theatre, hired out free of charge by The tutors in turn worked for the first two curriculum post-Key Stage 2 tests. performances that parents were invited in but you wonder if you’ll ever get to use it’, • Independence St Mary’s School, a private school in days of the new term with their Year 7 to enjoy. these statements, narrated by the 6th form Once completed, the mementos were Ascot with whom we also have an tutor groups, not just on administrative Each workshop lasted 50 minutes and students, were coupled with footage taken collected and returned to us to be We won’t know about the impact on excellent partnership. issues, but developing L2L principles, was designed to allow the pupils to of the school and pupils to illustrate. presented to their tutors during the academic progress until later in Year 7, running leadership activities and practising experience what it would be like to be This was not a promotional film of the induction days. We were careful not to but we have recorded fewer behaviour Experiencology. part of our school and at the same time school, rather a subjective account of leave out any pupil who would be coming points than normal at this stage for Year 7, Our work with the Thrift Theatre Company bond with their tutor and tutor group. What we lacked, however, was an equally the pupils’ experiences of their time here. to us in September but was not attending we have had a high average ‘Attitude to (www.thriftmusictheatre.co.uk) began in For example, the ‘Friendship and Identity’ smooth learning transition. Year 7 book The film was played at the beginning of a feeder school and they were sent an Learning’ score in the first two progress March 2012, after having seen them in workshop took place in an art room and checks, undertaken annually by the the first of the two ‘transition days’ that the individual version of the same task to reports and there have been few personal action in one of our feeder schools. A Year the pupils had to create a piece of art work pupils’ year 6 teachers a few weeks into Year 6 pupils attended in July. complete at home. traumas. This may have happened anyway 4 class were observed trying to create a that represented the whole group – this the academic year, regularly revealed because of established practice, but it machine that could capture the ‘sound of Thrift also filmed the Year 6 pupils as they Staff from the core subjects have always was kept and displayed by their tutors that many pupils were producing work does feel that we have given the pupils a a black hole’. The excitement, enthusiasm entered the school for the first time and visited the feeder schools for one-off when they returned in the autumn.The below the standards achieved at the end good chance to avoid the academic dip. of primary school. Our progress data and curiosity that this experience some of their activities over the two days taster lessons, and these continued ‘Independence’ workshop took place in supported these conclusions, but this was generated in the children was incredible, and re-edited the film to include this new independently of the Wonder Boxes Food Technology, where small groups rather lost in our focus on progress from and we saw how this energy would be footage, which was played at the end of exercise. However, the activities completed were given maps of the local area and a KS2 to KS4, which was on the increase. perfect for re-invigorating the transition for the induction day assembly – the year in the lessons were re-vamped and the description of a building (with key details Deeper analysis showed that, despite a our own pupils. focus was now on allowing the secondary deliberately missing); they were challenged tranche of intervention strategies,

LeadingChange . Issue 07 . Autumn 13 14 15 The Sweyne Park School . Essex

A Thinking School

Maria Shangolis When the school first embarked on this which could enable a shift in teaching and English AST/Training Team learning journey in 2007, the school had learning to occur. For example, by using The Sweyne Park School made good progress in improving the Bloom’s Taxonomy, learning objectives quality of teaching and learning, but it was for lessons were more challenging. also in a potential state of plateaux. With Rather than lessons being driven by his fascination with the complex working task outcome, pupils were focusing of the brain, our Headteacher had a vision on the quality of their thinking. Pupils of the exciting potential a Thinking School were encouraged to persevere and might have for our learning community. take responsible risks, especially as the Coincidently, it was during this time that pastoral team adapted tutor activities to two experienced and dedicated members promote these important Habits of Mind. of staff went to the Headteacher to Instead of rewarding pupils for completing discuss why pupils’ outcomes in their a task, we engaged in dialogue about lessons were not improving, despite their thinking process and how they their reflections and willingness to learn. managed their stumbling blocks, praising This dialogue seemed to encapsulate pupils’ self-evaluation and commitment. the stumbling block faced by many A powerful moment during this journey staff at our school. It seemed right and occurred when staff were shown a video appropriate to the Headteacher that clip of two pupils attempting to solve a this was the time to engage the school puzzle. By viewing the thinking process community on a much deeper level. of the pupils in this way and listening to The challenge was to share this common their dialogue, we were able to reflect on goal with all staff and to ensure that how pupils think and how they formulate the strategies we employed were not solutions to challenges. It inspired gimmicks, but tools for life-long learning. departments to re-assess their own subjects and to reconnect with their own Having established a strong ethos of and links between the two. By asking made have always had the pupils’ best possibility of securing a Sixth Form at our passion for learning. How could we justify continued staff development, whereby purposeful questions, which were a low interest at heart. We feel incredibly proud school. Even though education is facing our subject’s place on the curriculum? many staff had engaged with ITT training threat but of high challenge, we allowed of our school: the vibrant atmosphere; some turbulent times, we feel a sense What are our subjects really about? and mentoring, the context for this journey pupils to explore many possibilities. the rich dialogue between all members of calm in our school because our ethos By creating mission statements, we were had been set. What if water froze at 10 degrees Celsius? of the school community; the excellent of continuing self-evaluation and staff able to distinguish between the types of What type of world might we be living in? behaviour of our pupils. In addition, the development has remained the same. During whole school INSET, senior leaders thinking our subjects required and the What possible options did George have number of pupils achieving the very top Indeed, developing our Thinking School in the school asked staff to consider skills that needed to be demonstrated by in ‘Of Mice and Men’? The brain likes grades increases each year, with more has given our learning community the what a potential Thinking School might our pupils. Then we could really consider to engage with plurals and prefers pupils aspiring for further education. opportunity to reinforce this ethos and look like. What might we see as we engaging learners at a much deeper level. The Sweyne Park School, in Rayleigh, non-threatening language like ‘might’ The feedback from colleagues and drive the school forward even further. walked into classrooms and around the Essex, was formed in September Furthermore, by considering the nuances and ‘possibly’ – language which helps pupils is very positive – our pupils display corridors? What type of conversations 1997, following the amalgamation of of our subject areas, staff were able to ask to engage the learner. excellent levels of self-motivation, their might we hear between all members of the Sweyne and the Park Schools. questions regarding pupil engagement. independence and ability to persevere our community? Finally, what might be Seven years later, and we still feel like The school has strived to inspire higher How might we ensure that pupils truly are evident. the atmosphere around the school? It the journey has only really just begun. aspirations within the local community, commit to our subjects, rather than just was during these discussions that staff The purpose of this journey has never Whilst we are proud, we do not feel that through its commitment to staff committing to the A*-C economy that we became enthused by the vision. been to please Ofsted or any other the work is done. We have identified development and the Headteacher’s live in? So much of what we teach can external criteria. The decisions we have new challenges ahead, including the passion for the brain. As a result, Through various mediums, such as be based on abstract theory, far removed we were awarded an ‘outstanding’ Research and Development groups from the world our pupils experience on a judgement by Ofsted and have recently (which all staff are invited to attend) and day-to-day level. If we are to truly engage been accredited ‘Thinking School’ staff engaging with action research, we them, we have to facilitate methods to status by the University of Exeter. were able to introduce thinking tools allow our pupils to make connections

LeadingChange . Issue 07 . Autumn 13 16 17 Meols Cop High School . Merseyside

Most schools will have developed criteria to share when students peer assess, some will have scaffolds and sentence stems to support the writing or discussion of feedback and others will have agreed rules and formats to develop a learning environment conducive to sharing and reflecting. Some of our teachers have developed the FISH theme, others may favour Ron Berger’s 3 Public Critique, ‘Be kind, be specific, be helpful’. To help our students to be specific and helpful, colleagues have produced writing stems to VIP your peer assessment encourage reflective questioning and constructive advice from our peer assessors. Kate Fleetwood, an English NQT has been trialling some PA techniques with her year 7 class-based on AF5:

Peer-assessment 6 steps for thorough and structured peer-assessing AF5: To explain and comment on writers’ use of language 1 Level: What level is your partner at?

7 1 My comments begin to develop precise, perceptive 2 Good at: What have they done that you think is reallly good, David Jones analysis of how language is used. relating to the mark scheme? Deputy Headteacher 2 I have some appreciation of how the writer’s language 3 Target: What have they done that you think needs to be Meols Cop High School choices contribute to the overall effect on the reader. improved, relating to the mark scheme? 4 Improve it: Write a line in your red pen improving you partner’s 6 1 I can give some detailed explanation, with appropriate work to show them what they must do to reach a higher level terminology, of how language is used. or be more secure at the level they are at. 2 I sometimes draw together comments on how the writer’s 5 Mini task/Q: Create a mini-task or question for your partner language choices contribute to the overall effect on to complete that, if answered, would allow them to improve the reader. their level. 5 1 I can identify various features of a writer’s use of language, 6 Verify: Pass your partner’s work to another student and ask with some explanation. them to check that what you have written is helpful. Verifiers must sign if they agree. If the verifier does not agree - they ‘Engaging in peer or self- 2 My comments show some awareness of the effect of the must say why. assessment is much more than writer’s language choices. just checking for errors or weaknesses; it involves making Joe Ford, a science NQT, has developed key question stems to support the peer assessor’s feedback/feed-forward and to equip explicit what is normally his scientists with a scientific language for learning. These and other ideas have been shared and trialled via our learning hubs and implicit, and thus requires market place and have allowed many of our staff to receive our internally accredited Lead Learner award. students to be active in their own learning.’ Identify what has been done well. Explain why it has been done well. Black and William Suggest ways to improve. Peer-assessment

• I really like your idea about..... • To reach the next level you must..... Even before the AfL drive, basic self Teaching others is always at the top of • Learners are confident and critical in • This shows you are really thinking about..... • You need to include..... and peer assessment was part of the the ‘best ways to learn pyramid’ and the assessing their own and other’s work, • In explaining the ideas, you’ve included..... and..... • You still need to explain..... forward thinking teacher’s toolkit; talk involved supports the development of and to set meaningful targets • You also included how... which helped me to understand that... • One suggestion is that..... because..... albeit tending to be on the lines of oracy and Claxton’s ‘learnish’ demands. for improvement. • You have included a lot of.....and..... • Make sure you include these keywords..... likes, dislikes, improvements etc. Flipped learning, SOLO, co-construction Hattie too has emphasised the power • You have explained..... by..... • Answer the following question..... in your explanation without any real guidelines or use of of learning and the development of a of feedback, placing it in his top 10 of • You met the target for..... because..... criteria to support the articulation and ‘proper’ student voice [about their learning visible impacts on achievement. Sounds development of a specific language not toilet paper and non-chip days!] all great, especially if we can develop the The developmental work is part of a wider school initiative to verify the peer assessor’s feedback. As accurate and specific feedback of learning. It was great when your inherently need quality analytical self and students’ skills in providing that feedback. can be such a powerful support for learning, we decided that it was crucial that we tried to make sure that it was more accurate than best mate read your work and likely peer assessment to succeed and have But, how do we support the students it often had been and that a second opinion and ensuing discussion opened up opportunities to dig deeper into a learning discussion to lead to squabbles or fisticuffs when an impact. Peer assessment develops as they become successful learners by and to encourage the notion of compromise – a vital life skill notoriously missing not just from adolescents but people of all ages! the homework you had spent ages Dweck’s mind-set resilient learners who ‘developing the language that will enable The idea formed part of our overall book monitoring and dialogue development plan, which was launched just before we were preparing was denounced by a peer take supportive criticism and learn to them to have a meaningful dialogue about Ofsted inspected and was re-visited and reviewed during autumn and summer book monitoring, two lots of peer observations, assessor with the people skills of evaluate FISHily [Lisa Jane Ashes’ learning?’ [Di Pardoe] 2 FOCALS and our learning walks (which interview students rather than teachers to discuss learning). Mussolini. We can certainly hope to blog – Friendly Informatively Specifically see the benefit of peer assessment and Honestly]. Helen Rose, our subject leader for history developed our whole school peer verification grid idea to incorporate a discussion section in engaging the whole class in high ‘What the child can do in and this has had a significant impact on the quality of historical answers (2 minds are better than one) but if we throw in discussion Best not to forget that Ofsted like it too: level thinking and the impact on the collaboration today, he can and compromise in form of a learning triad the results really do begin to be noticeable. Of course the stickers and stampers we have individual of collaborative learning. • Systems are in place to involve all developed to reward good practice have an impact too and different departments have developed their own versions to respond in students in reading/responding to do alone tomorrow.’ the most appropriate format for them. feedback and acting on them. Vygotsky

LeadingChange . Issue 07 . Autumn 13 18 19 Meols Cop High School . Merseyside Haybridge High School . Worcestershire

You support Peer marker 1 Peer marker 1 Peer marker 2 Peer marker 2 Peer verification learning by: Feed back things Feed-forward Feed back things Feed-forward Our discussion: they have done specific they have done specific well suggestions as well suggestions as to how they can to how they can What do we improve improve agree on?

Offering 1 great piece What do we of feedback/ agree on and feed-forward why? Can a Bronze decision be made?

Offering at least 2 great pieces of feedback/ What level have feed-forward we decided it Silver should be placed in? Why?

Offering your own subject-specific examples to support your What mark have suggestions we agreed on? Gold Why?

7 You are asking a lot of the peer assessor-give them the respect PA the MCHS way of letting them check that their feed-forward has been met at an 1 Give them enough time to reflect (Dedicated Improvement appropriate time in the future. and Reflection Time – or DIRT) at least 15 minutes. I observed 8 Wander round whilst the students are discussing picking out a science NQT devote a full lesson to peer assessment-brilliant- great advice for you to mention during your progress checks she talked for a couple of minutes, followed by an hour of and reward every bit of great feedback/conversations that you science discussion! pick up on. 2 Rules – Tough on content, soft on people. Be kind, be specific, 9 For your low ability groups, work with your TA and move be helpful – or you have upset students and punches thrown! quickly around the room, writing their comments for them. Focus on the learning not the person. They have valid points but become frustrated when they 3 Student-friendly criteria shared before the learning so they all can’t spell what they want to or the other person can’t read it. know what is expected and when peer assessment occurs. Our classes are small so we can shift quickly around. 4 They must give feedback – a couple of good things they As a general rule however, the 9 commandments of good like (specific to the subject and task) and then a piece of feed practice for peer assessment and verification reflect the whole forward. Reward them for specific comments and examples – school good practice that has evolved. Verify It Please is now the they can’t just say give more details or use connectives-make expected norm for peer assessment and it has certainly helped them write an example. our students to become VIP learners. Feedback can be written 5 Get another student to peer assess the same piece and or oral, but as with teacher feedback, the peer assessor must offer their feedback/feed forward – peer assessors often get be given the chance to check that their advice has been met. it wrong. You may not have time to check all of the class, Giving them the opportunity to support another learner’s use verifiers and at the same time you are really allowing their progress is a massive and frightening responsibility – trust them learning and language of learning to fly. to take the collaborative approach seriously and respect their ability to get it right and be successful leaders of learning. 6 Set up triads of the 2 peer assessors and the original writer to discuss whether or they all agree with the level/comment or need to change it after reflection.

LeadingChange . Issue 07 . Autumn 13 20 21 Glyn School . Surrey For the love of geography

Tim Starke And don’t forget, your mood is their lessons. We have also invited parents in help to learn command words at GCSE Head of Geography mood. If you are not passionate when for family learning events. Recently we by asking them to describe, explain and Guy Carter teaching, they are less likely to be taught a lesson to year 10 low achievers justify their choice. They could even take AST Geography passionate about learning. A sense of and their parents to show how to make a photo, then label and annotate! Instead Glyn School humour is never a bad thing either. those important small steps forward of a poster in class, take them outside and advise parents on how to better and create a human poster where they A small example here concerns respect. support them. have to use themselves and anything they At the start of the year, I allow my students can get hold of to create a poster. Take to come straight into the classroom Network with your local schools to a picture, give it back to them and set a without lining up, sit where they like, then promote some joined-up thinking. follow up task such as to write a summary allow them to leave in their own time If a nearby school is doing fantastically about their poster. My advice, to think and at the end (All under close supervision with their geography teaching and see like a geographer, take opportunities of course!). That’s me respecting them learning, ask if you can go and find out to get out of the classroom. as developing young people. If they why. Ask them to visit and give their always have good uniform, behave well opinion of you. What’s going on in your So of course we work very hard in lessons, do the work set and stop feeder primary schools? Your KS3 indeed on teaching and learning in the talking when I am talking, then these schemes of work should be improved department with regular assessments, freedoms continue. If they do not, well if you know what students have been public grades given to our A level cohort, then you start to take these benefits away. learning about previously. Find out if you intense revision programmes, intervention I even allow my sixth formers to send text can do some outreach work with your and all the rest of those important things. messages during lessons so long as it’s local primary schools. For example, send But to get popular, lessons need to have at a time when I’m not talking and they staff to teach geography to Year 5 and 6 a buzz, an air of excitement and students do the work set. The result of all this, very students. A department with a well-taught who are genuinely interested in whatever few behavioural problems and no secret passionate KS3 cohort is very likely to the topic and who are feeding off your texting, in fact hardly any texting anyway! end up with a healthy passionate KS4 passion. I guess this is the trick to our and KS5 cohort. Local networking has popularity and yet we are still discovering One thing I have learned over the last been a huge advantage to us in these all the time new ideas from our ever- year is the power of networking. An ways. By having good dialogue with increasing networks. Sharing best independent department is not always as these stakeholders, you are certainly practice is at the core of what we do. strong as the interdependent department. going to improve the quality of teaching Put teaching and learning at the top of There is so much great stuff out there to and learning. every agenda. I heard an outstanding tap into. For example, the Geographical teacher once say, ‘It’s not that I’m a Association and the Royal Geographical Outdoor learning is unfortunately particularly great teacher, I’m just a Society are well worth joining, a hugely restricted due to time and cover issues, really great thief!’ Geography at Glyn has been popular Having passionate staff who are able get me wrong. If staff do want access to a beneficial step for us. They both provide but it’s so important. Many lessons can be for over ten years with at least 200 to have choices in what and how they lesson idea and some resources, then this great resources, support and CPD for taught within the school grounds, which students at GCSE and currently over teach is essential. I cannot stand the idea is available, but ever since we introduced staff and students. If you have training still counts as outdoor learning. You don’t 100 at A level studying at any one time. of everyone teaching exactly the same this topic, staff teach about where they teachers, allow them to bring new ideas have to take your students 50 miles to Our results are consistently very good lesson day after day out of a drawer in an have been. Why? They are passionate and resources into the department and the coast each time. Recently one of my but they could certainly be better which office. Geography is such a vast, exciting about where they have been and can tell ask them to test your systems to see if colleagues got her students into small begs the question; If it’s not the results, and evolving subject that it enables you to some great anecdotal tales. Everybody they truly work. groups ensuring at least one student in set a creative and flexible curriculum. This likes a good story! each had a phone, took them to the local then what else is driving the popularity Value your students’ feedback. has enabled us to create non-prescriptive park and got them to create a one-minute of Geography at Glyn? This is possibly The department needs to look For example, before a new topic, ask schemes of work. Trust your staff and film showing how longshore drift works best answered by talking about what spectacular. Colourful, well organised them what they would like to learn and give them the freedom to teach to their using natural products in the park. Throw we do at each Key Stage and certainly displays that enhance learning, high how they would like to learn best. Do also strengths. For example, our year 7 cohort in some slightly more amusing tasks to give you some of the best bits that quality pieces of student work and ask if they can think of any barriers to start their journey with a mock passport such as to find a natural object that best we have, all of which seem to run from noticeboards that praise students are their ideas. The result is students help on a journey around the world, between represents a bear. But then even this can a simple foundation – the love some examples of how to do this. to design your schemes of work and of Geography! September and Christmas. Now don’t

LeadingChange . Issue 07 . Autumn 13 22 23 The Cooper School . Oxfordshire

Google Apps

Alistair Surrall Google Calendar: Lets you create The migration can be done without Head of Computer Science and share events. As well as using the them but in the long run it’s easier & New Technologies calendar for day-to-day organisation just to take the plunge. There are also The Cooper School many departments now use Google on-going issues with cross platform Calendar to share homeworks with compatibility. Drive struggles to convert students. You can even attach documents some documents (particularly PowerPoint to events so students can access the presentations) to the Google Drive format. resources they need to complete the This isn’t as much of a problem as we homework. It’s a great alternative to thought it might be but it’s worth knowing more expensive services like Show about. Finally, following the PRISM\ My Homework or traditional VLEs. Edward Snowdon leak there are growing concerns in the EU about storing data Google Sites: Lets students and with American companies like Google. staff create their own websites. Each Currently there is no problem at all as department now has it’s own Google Google subscribes to the EU-US Safe site that is regularly updated by teaching Harbour Agreement, but it’s an area worth staff rather than once a year by the keeping an eye on. ICT technician. The sites are used as an alternative to a costly VLE as staff Tips for a successful implementation: can post links to documents saved in • Get your technicians to sign up for Google Drive. a free account (http://www.google. Before the move to Google Apps we had Because staff are familiar with using YouTube: Not really part of the Google com/enterprise/apps/education/) and four traditional ICT suites all with network e-mail and have to use it everyday it’s an Apps suite but as it’s a Google service experiment with it. If they’re daunted access and a shared area. Students and excellent introduction to Google Apps. In you can log in and create videos using there are plenty of third party vendors staff also had access to the email client addition, once you’re logged on to Google your Google Apps account. Staff and who will take care of the set-up and provided by our county council. It’s fair Mail the rest of the tools are just one click students use YouTube in conjunction with maintenance for you (for a fee). to say that most staff and students were away. We initially tried to use the other our Chroma Key to create instructional • Install Google Chrome. It uses the unhappy with this system which provided Google services without moving to Gmail and revision videos. Great for AfL and same settings as Internet Explorer so stability but left little room for flexible, and it didn’t go well so I’d recommend Flipped classroom. innovative teaching. this as the place to start. technicians should find it easy Google Chrome: Chrome is Google’s to manage. We wanted a solution that would enable Google Drive: Gives each user up to web-browser (much like Microsoft’s • Begin with Gmail. It’s easy to use and staff and students to work collaboratively 30GB of space in which to create, edit Internet Explorer). We initially tried Google acts as a great introduction to Google and independently with resources and share documents. Students and staff Apps without it and the results were Apps. Once staff are familiar with it it’s available anytime, anywhere. can even work on the same document disappointing. Now it’s installed access to simultaneously. Before we had Google a much smaller step to using the After researching various solutions Google Apps is much smoother. Students Drive students only had 100MB to store other Apps. including Office 365 and Virtual Machines can even sign in with their Google Apps new documents. Now students can work we settled on Google Apps. Google Apps account and access their history and • Introduce Google Drive to staff collaboratively on loads of projects and is the collective name given to a range bookmarks from home. The ability to and students. Once students were easily store large video files. of free pieces of software created by customise how Chrome looks has also using Google Drive in their ICT lessons The Cooper School has been Google. Below is a short summary of how As documents are stored online they meant students take more ownership of they all but stopped using MS Office finding innovative ways to use New we’re using just some of these apps. can be shared online via websites, blogs their online space. and their network areas in other Technologies in lessons for a number lessons. Some staff took a little longer and Twitter so students can access the It’s not all been smooth sailing however. of years. So when Oxford County Google Mail: An excellent e-mail client to catch on but the benefits of not learning materials they need whenever Trying to move to Google Apps without Council announced they were ending that is easy to use and reliable. The Gmail needing to be at your desk to work they want. using Gmail or Chrome was a disaster, support for our e-mail system and app is available on Apple and Android so make it almost irresistible. internet connection we saw it more students and staff can access their emails frustrating for staff and students. as an opportunity than an obstacle. on any device with an internet connection.

LeadingChange . Issue 07 . Autumn 13 24 25 George Spencer Academy . Nottinghamshire Bring your own device

Paul Hynes to create flash cards for revision. Vice Principal The free app just presents the same George Spencer Academy information in a convenient mobile format.

What about an acceptable use policy? We have a new technologies policy which covers this but ultimately our policy is still really ‘teacher discretion’. They control the learning in the classroom and as they build confidence this is essential. This allows the teacher to set the pace of embedding mobile device use in their subject. In terms of sanctions, we aim to punish the behaviour and not the device. There will be occasions where a device is used inappropriately – this would be punished because a student has either disobeyed a member of staff’s instructions or has not completed the Why does George Spencer We have made an open wireless network work as expected. can support learning in their subject How are student digital Academy currently operate a available for free that provides filtered, before they will change their practice leaders helping? Many schools find getting the AUP right ‘bring your own device’ policy? high-speed internet access from any permanently. This is our challenge for We have 30 student digital leaders that capable device without a password. a real challenge. We still feel it is easily this year – to find good learning uses We feel the timing is difficult for technology do research and give feedback around This model removes the need for solved in a school with solid discipline of devices that are ‘better’ than the in schools as we are at a tipping point mobile device use in their lessons. technician and administration time but as the misuse sits within the standard traditional methods already used. We are between laptops/netbooks, with their They are also the first line of technical also reduces the level of monitoring and sanctions. Overall, AUPs developed using Student Digital Leaders to support established practice, and tablets, which support for any staff. Alongside this they control that is possible. by students and agreed by parents this process. This group is 25 students have not yet proved themselves in an also have a role in delivering training and and governors are usually the most who can support staff in the use of web educational setting. An investment either best practice workshops for staff. What about apps? successful. Students also tend to come tools and also advise on potential uses way would not be sound at this point up with far tougher sanctions than to be explored. These students have and this has been justified by the many Our staff and students have found some teachers as they understand the risks delivered twilight CPD sessions on the failed 1:1 tablet schemes around. On the apps useful but we prefer if we focus on staff are taking and want students that use of web tools as well as led a whole- other hand, we do not want to rest on our websites as these are standard across What is ‘bring your own device’? disrupt the process to be punished. school INSET day where they operated as laurels, so by operating a BYOD policy, any mobile device (and gaming consoles, Bring your own device’ or BYOD is the consultants to the different departments. staff and students can continue to explore laptops, desktop PCs and even smart name given to schemes where students It is together that staff will explore the the issues and uses ready for whatever TVs). There is usually a comparable What are our staff doing at bring their own devices into school different functions in different subjects the next stage may be. This model fits website that offers the same (and often the moment? and use them to support their learning. whether it is the use as a camera well with a personalised approach as it more functionality) as an app and to Two things. They are building confidence BYOD is actually often a misleading in science, geography geocaching, helps to make the technology ‘invisible’. ensure the equality of the offering we with the classroom management of term as frequently students carry more languages audio recording or QR prefer if staff focus on those. Occasionally student-owned devices and they are than one device – each of which has There is of course a huge cost saving in codes in maths. we do find an app that complements a exploring ways in which the devices can its own features and functions that lend terms of school budget. The students good website and this works really well. support learning. This is a key step as itself to certain tasks. An example would (or their parents in reality) pay for the each member of staff needs some be a sixth form student may carry a technology, its insurance/replacement An example would be StudyBlue online concrete examples of how the device smartphone, a tablet and an MP3 player. and provide their own technical support. flash cards. The power is in the website

LeadingChange . Issue 07 . Autumn 13 26 27 Wakefield City Academy . West Yorkshire

Achieving outstanding against the odds

Alan Yellup To fully appreciate these and other ‘Lessons are challenging, make Executive Headteacher significant achievements it is worthwhile Wakefield City Academy looking at the context in which the the students think and allow academy operates. Located a mile to the them to make outstanding east of Wakefield city centre, the academy progress.’ sits in the middle of a very large council housing estate in an area of significant social deprivation. ‘The students moral, social, The majority of its buildings date from the spiritual and cultural education middle of the twentieth century, with small is promoted exceptionally well teaching spaces, narrow corridors, barely adequate provision for dining and no across the school, in lessons and space for student social areas. during social times.’ Attainment of students on entry to the academy at age 11 is amongst the ‘The progress the students lowest 4% in England, Free School Meals entitlement is very high and over make between years 7 and 11 a third of students have English as a is exceptional.’ second language. Few students come from affluent backgrounds – 68% of the academy’s families are described ‘Very high expectations of both as living in conditions classified as hard academic achievement and pressed (described as struggling families, behaviour, from all staff, have burdened singles, high rise hardship and inner city adversity) with only 2.4% living led to a culture of achievement The key features enabling this level of Emasculating the INSET terrorists and This shift in culture provided the catalyst in comfortable means. for all.’ achievement in the most challenging cynics and reminding staff how much for the academy’s change in fortunes in of circumstances all relate back to the easier it is to be critical than correct, that which staff aspirations were raised and Despite these huge disadvantages style of leadership developed across ‘great minds don’t think alike they think in so doing they raised the students’ student attainment on leaving the ‘Students’ behaviour is extremely the academy. From this has evolved a differently’ has been key. Most importantly, aspirations. As our ethos became known, academy at age 16 is well above national distinctive positive achievement culture if teachers believe then students achieve successes accrued and our reputation average and progress made by students positive. They self-manage their and ethos. and if they are good enough then grew so the ability to recruit and retain measured by ‘Value Added’ is described behaviour, and in some lessons, students are smart enough. high quality professionals with innovative by Ofsted as exceptional. Already in The academy operates on genuine peer manage it. Attendance is and cutting edge approaches dramatically 2013 83% of students have secured an distributed leadership - an emphasis on Confirmation that the redefining of our improved. High quality CPD programmes A*-C pass in mathematics and last year high and punctuality excellent. Every Person Matters (EPM) not simply ethos, systems and processes was combined with the academy’s ethos has students achieved the highest percentage Every Child Matters (ECM). We emphasise having a transformational impact on our led to low staff turnover and stability. This, of A /A* grades in the local authority. the use of influence not power; setting out stakeholders was acknowledged in the ‘…there is equality for all along with a commitment to identifying Free Schools Meals students achieved a to win the respect of staff and students; 2007 inspection in which the HMI, in his and honing the talents of younger, less Wakefield City Academy which is a value added score of 1032.2 against the regardless of background or dismantling negative power bases; report and subsequent letter to parents, experienced staff already in post, ensures designated National Teaching School national average of 981.9. This pattern establishing a no fear culture and taking said ‘the school creates ‘a can do culture’ academic ability’. our scope for building sustained success. and Approved Academy Sponsor is repeated by all student groups and calculated risks. We believe in the positive and all the students need to do is ‘take with its Multi Academy Trust has across the majority of subject areas who use of data, the elimination of pejorative advantage of the excellent provision Ofsted 2013 just received a third consecutive consistently achieve significantly higher RAG rating and putting the fun back into on offer.’ outstanding Ofsted report (March 2013). than students nationally. work and learning.

LeadingChange . Issue 07 . Autumn 13 28 29 RFU Teamwork – Respect –

Enjoyment – Discipline – Whitley Bay Sportsmanship Redcar Sheffield Blackpool Doncaster Wakefield Paula Rowe In partnership with the Rugby Football become a sustainable rugby playing Nicola Marshall Foundation1, from 2012 rugby will be school after three years. Grimsby RFU taken to 750 state secondary schools Chorlton with the aim of making school life happier Achievement highlights of Corby and healthier, reducing anti-social the first season of All Schools Chester behaviour, enhancing learning and include: increasing self-esteem for students. Stoke-on-Trent Norfolk • 40,000 students participated Schools that are new to rugby are ‘I didn’t go to a traditional rugby identified in regional clusters allowing • 10,400 hours of coaching delivered Coventry Northampton them to play rugby against each other playing school, but I was lucky • 150 teachers trained locally. Each school is supported over Luton that when a new teacher joined three years with a tailored programme to • All 104 schools engaged with Solihull he was able to introduce me to meet its individual needs, including links to local clubs a local club. By establishing relationships Abingdon the game. Rugby really is a game • Half of the schools included a Sandwell with rugby clubs, the aim is to help the girls’ programme for everyone of all shapes and school and club to develop and keep Cambourne Essex sizes, which is why initiatives more players and so effectively ‘grow’ • 92 school teams provided with the game. Canterbury rugby shirts of their such as the All Schools are so own design Weymouth Portsmouth important, to give as many All Schools represents one of the RFU’s major development programmes arising Prince Harry is the Patron of All Schools young people as possible the from the opportunities presented by and Canterbury is the Official Partner; opportunity to enjoy the game hosting the 2015 Rugby World Cup; it both share the RFU’s aims to encourage Titus Salt Rokeby School and its strong values.’ presents a once in a generation chance to more young people to play rugby. From West Yorkshire East London deliver the greatest legacy in participation September this year, 100 new schools The emphasis has been on establishing rugby by The school has fully embraced rugby’s core values, Jason Leonard for the game. will join All Schools, giving the programme empowering a number of young leaders, sixth form which have led to improved behaviour in other England’s most capped player national representation with over 200 The programme will cost £10 million to students, who can introduce new players to the game lessons, particularly amongst students with additional and All Schools ambassador schools now taking part in total. These implement and this money will be raised and stand as an example to the rest of the school. needs. Asked how rugby has helped with his new schools will attend one of a number through RFU investment, sponsorship RFU Community Rugby Coach Dave Duxbury: behaviour, one student said said: ‘For the first time of Canterbury kit design workshops and fundraising. The RFU have made ‘There are footballers, one martial artist and two at Rokeby School I’ve been a part of something. across the country, where they will learn an initial commitment of £2million and a lads who are not particularly sporty at all and they’ve Instead of being in trouble and being excluded about the pride associated with the shirt fundraising campaign has been launched. bought into it. They’ve got kids active, smiling I’m part of something, and to be a part of that I Rugby Union is a game for All and the game’s core values – Teamwork, and laughing.’ now behave and respect others.’ Schools - everyone can play it To deliver this step change in the number Respect, Enjoyment, Discipline, and every school can teach it. of young people taking up the game, Sportsmanship. They will design their each school is provided with a package team’s rugby shirt and these individual The ‘All Schools’ programme of resource that helps it to start and designs will then be manufactured by has been developed by the sustain playing rugby, including kit and Canterbury to be presented to Thank you to the RFU for their generous support of the Leading Edge programme. RFU to increase the amount of equipment, as well as coaching and the schools. young leaders’ training. The hands-on The RFU provided a drinks reception, free tours of the World Rugby museum and prizes for delegates at the 2013 rugby played in schools, and to coaching support deployed in schools Achievement Show. We are delighted that Stuart Lancaster has agreed to speak at the Leading Edge conference encourage new players to join plays a major part in forming the on the 26th September. local clubs. foundations from which the school will

LeadingChange . Issue 07 . Autumn 13 30 31 Haybridge High School . Worcestershire

I was never any good at maths

Jemma Sherwood is the traditional June of year 11, despite a fascinating and rewarding endeavour. Maths AST the sheer volume of revision heaped upon Walking into our staff office, students often Haybridge High School them at that point. Some benefit more comment on the problems and puzzles from a November or March entry, when we have scribbled for each other on the they can concentrate their efforts properly wall – doing mathematics ourselves keeps on mathematics, and they haven’t yet us inspired. reached a point of disaffection or panic As teachers, we understand that learning from constant obsession over a multitude never stops, and we have tried especially of exams. Our high-flyers take the exam hard in recent years to show our in year 10 (provided they are going to students that they are not the only ones get an A*, otherwise what would be the attempting to better themselves. Not long point?) and can then do more advanced ago we conducted a year-long project, mathematics in year 11. Unfortunately, culminating in a national award, involving recent changes have removed all but every member of the department, June entries - what a shame to discard whereby we sought to raise the bar in our It’s de rigueur these days to claim a system that can be used so effectively use of ICT in lessons. Working together woefully, I was never any good at maths to improve young people’s chances. to plan lessons, analysing how and why at school. For some, mathematics Not everyone is ready to perform at we used software and hardware, and lessons involved trembling and hoping the same arbitrarily-set stage in their teaching each other, we ventured to open that the sinister dictator at the front of academic career. the room wouldn’t ask them a direct our practice up, trying to redress any question. For others, the endless Assessment may be important, but our imbalance between different teachers’ repetition of algebraic processes was job as mathematics teachers is much skills. This openness is extended to enough to deter them forever, and for more than getting students through colleagues in other schools, who are yet more the inordinate amount of time an exam. Our job is to give students a always welcome to come and spend time dedicated to something they neither certain body of knowledge, useful or in the department (which happens on a enjoyed nor saw purpose in sent them not, which serves to make them more regular basis) and we have received many on the slippery slope through apathy to rounded. Our job is to enthuse students invitations to work with others in their a feeling of inability and dejection. It is about the world around us, of which schools - a privilege we understand a small handful of adults who ever relay mathematics is a huge part. Our job is to and value. give students confidence in their abilities a positive account of either their ability, We teachers can be quick to think that and achievements, so that they leave us or experience, in mathematics lessons. someone talking of their own success feeling positive about such a maligned But I can tell you of students who say is subtly comparing themselves more subject. Feedback from the students otherwise, and thank heavens for that! favourably with, and hence undermining, tells us that they enjoy their mathematics the rest of us. I have seen so much lessons. They like the fact that they know Our school doesn’t select its students; excellent practice in so many schools, where they stand, academically and we teach all ages and abilities and get and am genuinely disappointed when behaviourally, and they know we won’t let mathematics results of which we are very teachers and students are often tarnished them get away with low aspirations. They proud. As a group of teachers, we feel with the same you’re-all-below-par brush. understand that every single one of us is pretty confident that we help the great So I’ll stop now, but finish by affirming that working our hardest for them, and they majority of our students to achieve the my colleagues and I consider our job not know we expect the same in return. We highest grades they possibly can. We done should any of our students leave us give them regular, achievable targets that know our students very well, personally happy to perpetuate the old adage, I was boost their confidence and show them and from the spreadsheets that tell us all never any good at maths at school. about their progress thus far. We enter that mathematics is not something to students for exams when we believe they fear. Take up for extra-curricular activities are most ready, and most likely to get is always high, and we demonstrate their best possible grade. For some, this through our passion that mathematics is

LeadingChange . Issue 07 . Autumn 13 SSAT, 5th Floor, 142 Central Street, London, EC1V 8AR T 020 7802 2300 [email protected] www.ssatuk.co.uk

SSAT (The Schools Network) Ltd, a private company limited by shares. Registered in England and Wales, Company No. 8073410 Printed: September 2013