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A collaborative approach to implementing APP by Arnold, Ashton and Holmemead Middle Schools. Introductions. The schools Us!. A Quick Bit of Context. 3 middle schools all at different stages of implementing and embedding APP.
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A collaborative approach to implementing APP by Arnold, Ashton and Holmemead Middle Schools
Introductions • The schools • Us!
A Quick Bit of Context • 3 middle schools all at different stages of implementing and embedding APP. • All working with a similar implementation model of starting small and scaling up. • The ‘real word’ stepped in for all of us (tripwires!). • Very similar learning for all 3 of us as the journey took place – just the context is different.
Structure of Our Presentation • Each school will speak about their journey. • The context of the school • The rationale • The things that worked and helped; the tripwires that affected our progress • Advice! • A plenary to reflect on learning from the session and to think ahead for the potential trip wires in your contexts.
Holmemead Middle School Embedding APP – but also systemic and structural changes to leadership
Context School of 520 pupils ‘Satisfactory’ OFSTED 2008 Significant changes in leadership at MLT and SLT level over the last 5 years I am DHT and Leader of English (science background) Very young and inexperienced English team but with a huge amount of potential
The Key Question How can APP be grown organically from a ‘low baseline’ through developing fertile ground?
Barriers -The Real World Interrupts! Other areas in English of greater ‘need’ - planning which started to act as an inhibitor Staff movement – skills ‘lost’ from team Conflicting pressures (internal and external) applied to other subjects regarding APP
Impact On pupils On staff On wider areas
Leadership • See handout for exemplification • Principles of: • Distributed leadership • Career progression in a manageable way for all • Based on the needs of the school at that point • Remuneration in terms of time, status and professional support
Key Advice Use the 9 box model to help plan and monitor Be clear about outcomes and stage posts even if the route changes Expect the unexpected – build capacity at different points of the model Embed as a part of the bigger picture of what you are doing – integrate it and know why its important to your school
Arnold Middle School Development plan Key Priorities
A strategic overview for continuity, coherence and progression from KS2 to KS3
‘Sharing learning goals with learners’ ‘help the learner know and recognize the standards for which they are aiming’ ‘provide feedback which leads to learners recognizing their next step and how to take it’ ‘involves both teacher and learner reviewing and reflecting on assessment data’ (Assessment Reform Group – Assessment for Learning: Beyond the Black Box – 1999:7)
Our aim - to ensure consistency re. the recording /monitoring of APP across the school If all 13 subjects went down different routes the pupils, and parents, would not be getting the same messages.
We invited ourselves to departmental meetings so that we could, listen to the staffs’ understanding of APP hear how they were going to implement within the department find out how they would inform the pupils
Two points came out of this, our younger members of staff were much more aware and on board with the initiative. there were different view points on communicating with pupils.
There were issues that arose concerning communicating to pupils. There is a lot of information involved – is it better for them to have a booklet with a complete record or just a sheet showing where they are now and the next steps? Whole booklets could get lost, not passed on etc.
English Sep. 2010 At its best staff have found assessments using APP useful in highlighting individual pupil’s strengths and weaknesses, although experienced staff felt that recording against the Afs merely confirmed what they already knew.
It has certainly encouraged staff to be more focused in their teaching and it has certainly encouraged staff to be more focused in their teaching and it has highlighted some areas in the p.o.s. where coverage of the AFs needs to be more uniform.
All our record grids for Years 6 and 7 are in place. We had intended for each pupil to have a paper copy as well but financially this year it wasn’t possible. Each APP assessment will be done by all pupils in Years 6 and 7, and also Year 5 as the year progresses.
We need to know whether all pupils are aware of their levels in English, Science and Maths. We can surmise what the situation is but we need to find out what is actually happening.
3 pieces of advice that came from our experience: Small / focused steps Measurable outcomes – how do we know what we have achieved? Must be relevant and purposeful to what is going on in your school.
