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Context (The Predecessor School)

Context (The Predecessor School). Falling roles One of lowest performing schools in Bristol Very high exclusion rate 4 heads in five years Very poor reputation in the community. Who are we?. Federation with John Cabot Academy Fast track Academy Opened Sept 2007

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Context (The Predecessor School)

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  1. Context(The Predecessor School) • Falling roles • One of lowest performing schools in Bristol • Very high exclusion rate • 4 heads in five years • Very poor reputation in the community

  2. Who are we? • Federation with John Cabot Academy • Fast track Academy • Opened Sept 2007 • 900 students rising to 1200 • Staffing (10% new) • New Leadership team

  3. Our Vision Our students will enjoy the journey through our Academy, being ready and equipped to face 21st century challenges, flourishing in an ever changing environment. Just more sound bites?

  4. The Challenge • Develop good habits in all students which are sustainable • Maximise student chances of gaining a Level 2 Qualification in English and Maths (85%?)

  5. Barriers to change Do we restrict the development of good habits of learning and the flexing of learning muscles? Over emphasis on acquisition of subject knowledge I did really well today mum, I got 95% in History I don’t see the point of this Not always relevant Reliance on the teacher I didn’t do well because we had a supply teacher The teacher didn’t explain it properly Spoon feeding Little transference of skills and competencies We get to discuss our work with each other in Maths, but we don’t in English We only work in teams in PE Skills not developed consistently

  6. Three attempts to Break down the barriers • 80’s cross-curricular programmes; integrated programmes • 90’s thinking skills and beginnings of Learn to Learn • 21st century competency programmes

  7. Our Principles . . .

  8. 1. Accept that students are children who are still developing • Emotional literacy • Mistakes happen • Errors of judgement • Hormones!

  9. 2. As educators it is our duty to educate the whole child Let me help Four times late this week . . .I’ve had enough!!! Time management Do we give parity in the curriculum to all aspects of a child's development? Personal responsibility Empathy

  10. 3. The teacher no longer has a monopoly on information A teacher’s expertise lies in their understanding of pedagogy

  11. 4. Hierarchies stifle independence, creativity, and decision making • Space to fly and grow • Time to explore • Opportunities to take responsibility

  12. 5. A sense of belonging will encourage growth • Risks can be taken in a safe environment • Students thrive in a caring environment • Unconditional respect

  13. A framework to develop good habits of learning

  14. Identifying good habits of learning • Is a courageous learner • Not afraid to experiment • Will explore possibilities • An imaginative learner • A curious learner • A disciplinedlearner • A thoughtful learner • A sociable learner

  15. 2. Monitoring the development of good habits of learning

  16. Bob Smith 8YUM Approach To Learning Score: 13.6 Attendance (3/9/07 – 18/1/08): 76.4%

  17. Approach To Learning Score: 13.6

  18. 3. Create space in the curriculum • Identification of difficult concepts • what needs to be ‘taught’? • Graduation stages • Letting them off the leash

  19. Star You will decide what you want to learn during the project. Planning Planet You will decide what is expected of you during the project. Moon The teacher will agree with you what is expected of you in the project Asteroid The teacher will explain what is expected of you by the end of the project

  20. Star Choose roles for your team based on their strengths and weaknesses. Collaboration Planet Organise roles for students in your team Moon Organise your team with teacher help Asteroid Your teacher will create teams for you to work in

  21. Benefits • Developing good habits is embedded • Motivated students given the chance to fly • Personalised agenda • More space to work with students in need • Students will access the National Curriculum more effectively • Adoption of 21st Century practices to learn

  22. Issues to consider • On-line curriculum resources • Other scaffolding resources • Consistency • Time required by LF • Student ‘bullying’ LF to graduate • Students who never graduate

  23. 1. Relevance • Crafting a driving question • What is global warming? • Should we be worried about global warming in our City? • Understanding the context of our community? • Locally • Globally What affects/interestsyoung people?

  24. At the beginning of any project • Introduction to the project • In Bases with their Learning Family • Learning Facilitator organises Teams • Students given access to pre-prepared • resources and list of seminars • Students develop the ideas for their • project and plan accordingly

  25. During a project START Students meet in Base Room. Daily planning discussion and organisation Students attend seminars Teams meet back in the Base Room to present progress, share experiences and plan for next session. Students carry out research or, work on projects or spend some time carrying out individual reflection Team or individual meets with LF

  26. At the end of a Project • Students Present/Display/Perform discuss their findings and results. To the rest of the teams in their Base room. They will act as judges as to whether or not the project has been successful • Presentations to external panel in the Theatre. Due to numbers not every team will be able to present to an external panel. This will be done on rotation. • Back in Base rooms students will individually review/reflect on their progress.

  27. Year 7 Curriculum Sept 2008 • PBL – 72% • Enrichment sessions – 12% • MFL – 7% • PE – 9% • PBL time is divided into a Literacy project and a Numeracy project • Enrichment sessions include: Science, Prod Des, Music, Art, Drama, ICT

  28. New Curriculum • 3 phases • Separated by transition programmes • Timetabling twice per year • Students progress when ready

  29. Phase 1 • Focus on literacy and numeracy and developing good habits of learning • Preceded by an entry level programme of study if necessary • Progression when students attain Level 1 standards

  30. Phase 2 • Preceded by a half year transition programme • Focus on level 2 qualifications (GCSE, BTEC, new Diplomas) • Separate provision for identified students • Progression when Level 2 is attained

  31. Phase 3 • Preceded by a half year transition programme • Focus on Level 3 qualifications

  32. BBA Teaching & learning Improvement Structure Curriculum Development - Project Based Learning - Literacy - Numeracy Learning Resources E-Learning Scaffolding Community Sharing Goals Ensure the student understands what they are learning and why Sharing Reflection Students are given a chance to reflect on what they are doing Developing the Teacher as a Facilitator of learning Sharing Aspirations Positive teacher – student interaction Sharing the Learning Journey Active element during learning session Professional Learning Community Coaching Peer Observation e-Communication Observation • Environment and Ethos • Raising Aspirations • Monitoring the effectiveness of T & L

  33. The conditions we want to create How we monitor these conditions How we create the conditions

  34. A Leap of Faith?

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