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St Mary Magdalene

This Academy's subject specialism is humanities with global citizenship. This is a mixed school in the heart of Islington which opened to Year 7 and Primary age students in September 2007

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St Mary Magdalene

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  1. This Academy's subject specialism is humanities with global citizenship. This is a mixed school in the heart of Islington which opened to Year 7 and Primary age students in September 2007 The Academy serves an ethnically diverse area of mixed housing in some of the most economically deprived and affluent areas of the city. Over half the students are from minority ethnic groups, a small proportion speak English as a second language. The main difficulties and disabilities are speech, language and communication, behavioural, emotional and social, moderate and specific learning difficulties. Attainment is broadly average. They have a 2 year key stage 3 curriculum. St Mary Magdalene

  2. Aim: To embed global themes in each curriculum unit. The logic: The world is joined up – through travel, trade and technology – in a way it has never been before. UK citizens must be equipped with a global understanding. As our children grow up, they will be competing for jobs with people from across the planet, not just people down the street. And many of the issues we now face can only be faced internationally.

  3. The belief is that living in a global society requires understanding of eight key concepts: CitizenshipSocial justiceSustainable developmentDiversity Values and perceptionsInterdependence .Conflict resolutionHuman rights

  4. Think globally, act locally Knowledge and understanding of these key concepts permeates the curriculum of the Academy. The humanities, in particular, has a key role in promoting understanding of these concepts.

  5. OPENING MINDS The Campion Opening Minds (OM) pilot was conducted over 2 years from 2004-2006. It involved two teaching staff and 60 students in Year 7 and 60 in Year 8. The National Curriculum was replaced by a competency based approach, which focused on the skills learners need for success in the 21st century.

  6. AIMS Improve transition. Help to develop transferable skills and competencies such as literacy, numeracy and ICT. Embed Learning to Learn and Emotional Intelligence into the curriculum. Create engagement in independent learning Extend and challenge the most able and engage those with the potential to become disaffected in KS3. Embed ICT throughout the curriculum.

  7. OPENING MINDS Students were taught in mixed ability groups. Students were taught 11 hours a fortnight in the same classroom by the same teacher. They were taught English, Citizenship, Learning to Learn, Geography, History, ICT, RE and PSHE. They were taught by on teacher who had their subject expertise in the humanities.

  8. Learning to Learn Students identify how they learn best- visual, auditory or kinaesthetic, ‘Smart Brain.’ Emphasis is placed on emotional intelligence, team work, listening, note-taking, mind-mapping and using ICT.

  9. Emotional Intelligence Knowing your emotions. Managing your own emotions. Motivating yourself. Recognising and understanding other people's emotions. Managing relationships.

  10. How do they incorporate and deliver the themes at St Mary Magdalene? • Homebase: Students are taught in the same room by the same teacher for 10 hours per week. • Teachers are primary trained or have chosen to have the bulk of their timetable teaching the same class. • Teachers are led by a teacher who taught Year 6 for many years. • Each class has at least one teaching assistant, there are ten teaching assistants for year 7. • The classes are mixed ability and a lot of the work is group and pair based.

  11. STEP 1 The four cross curricula themes chosen are: diversity, conflict resolution, globalisation and interdependence and sustainable development. These themes have been embedded in the curriculum.

  12. STEP 2 This stage involves the collaboration of literacy and humanities objectives. Project based planning. The main focus is on developing key skills and ‘Opening Minds’. Teachers plan: emotional intelligence teamwork listening skills note taking mind mapping into each unit of work.

  13. Step 3 Collapsed Days Learning to learn day: workshops so children can identify how they learn best. Three day residential to develop friendships and provide an opportunity to acquire new skills. PSHE: To raise self –esteem and teach self-defense. Street children/ child labour: work with outside agencies for example Save the Children. Holocaust Day: Speakers come in and give workshops. Aim Higher: trips to universities. Healthy Day: run by outside agencies. Sustainability: ‘Dragon’s Den,’ Each group has to come up with ideas on how to save energy and promote their idea. Charity Day. These days are kept in line with the curriculum.

  14. ASSESSMENT Students are assessed at the end of each curriculum unit which is 9 weeks. They are assessed for a level in English reading, writing and humanities.

  15. To sum up: Students are taught by the same teacher in the same room with a curriculum that combines literacy and humanities. The curriculum is delivered in a project based format. This means that students meet a fewer number of teachers and have less books to carry around to fewer classrooms. Students experience a coherent, relevant curriculum that helped ease them into secondary school experience.

  16. Teachers opinions Teaching the same class in the same room for the majority of the curriculum has an amazing impact on students settling into high school. Teaching staff say that they find it easier to differentiate and use assessment for learning techniques more effectively. Attainment is good. Discipline is easy. Students are enthusiastic.

  17. Parents opinions Stability for their son/daughter having the same teacher for a bigger proportion of the week. Homebase boosts their child’s confidence. Ability to develop relationships with the teacher. Key person to contact who knows their child well.

  18. Observations Teachers greet students by name and with a smile standing at their door. Students sit in groups of 6.

  19. Observations • Resources in the centre of tables. • Varied activities. • Music is sometimes played to support learning while students are on task. • Displays are bright and relevant. • Teachers refer to topics discussed during circle time. • Students praise and advise each other. • Laptops often used in lessons.

  20. Manchester Academy • It is well documented that students’ transition to secondary school is often a difficult time. It is the less able and most vulnerable students who find this transition most difficult.

  21. Our planning • Make a link between English and Humanities, (Global Concepts) or Business studies. • Plan projects that develop key skills: Literacy Numeracy ICT Emotional intelligence Teamwork Listening skills Note taking Mind mapping • Link collapsed days into each curriculum unit.

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