Final Presentation Bowland High School Teaching, Learning, Assessment and the Curriculum Final Presentation Bowland High School Jeannie Credie & Andrew Fletcher Subject Area: English

Focus Area: Small group of underachieving boys in Year 9. Results of the PASS survey showed that pupils lacked confidence and motivation as learners. At the end of KS2, the group either achieved a level 3 or were working below the level of the test. Within our subject area, analysis of KS3 & 4 data reveals underachievement particularly in boys’ writing. From analysis of KS3 & 4 data, lower ability pupils tend to make progress at a slower rate.

Preliminary research: KS2 and 3 data of the focus group pupils. PASS Survey results from whole school assessment. Interactive questionnaire results, using the ActivExpression pods.

Project Aims: Use ICT - ActivExpression Pods, Macs, digital cameras, spell-checkers - to increase engagement and enthusiasm in English studies. Tailor curriculum to meet learners’ interests, social and emotional needs. Make teaching and learning purposeful by providing a real audience for pupils’ work. To encourage pupils to become independent learners, creative thinkers and effective participators. Finally, that pupils make some progress from KS2 to KS3 results.

Using Technology- Achieving our aims using the ActivExpression Pods To use Promethean’s ActivExpression Pods to increase engagement and enthusiasm with learning. To offer pupils a more interactive learning experience. Using the pods we gathered information from the pupils on their preferred learning topics.

Tailoring the curriculum- Achieving our aims From the results of the questionnaire we developed new programmes of study. Providing engaging lessons based on pupils’ interests. Ensure that there was a real audience for pupils’ work. Meet learners’ social and emotional needs.

Tailoring the curriculum- Using technology in the classroom Use of ActivExpression pods for group interaction, planning for writing tasks and sharing ideas. Provision for pupils to work on the new Apple Mac computers to create personal magazine profiles. Use of digital cameras and computer software to produce ‘A day in the life of…’ short films.

A real audience for learning After input from our e-mentor: Links were made with Eaglecrest School, Colorado. Pupils received letters from American pen-pals. Emotional reaction of pupils was very positive. A chance to learn about a contrasting culture.

Increasing engagement – Achieving our aims Inspirational speakers and educational visits were organised. Allow pupils to learn ‘outside the classroom.’ A trip to Gazegill - a local organic farm Autobiographical projects created.

Pupil Voice – response to outside speaker In response the question: Thinking about your experience of meeting Dave, what did you learn from yesterday’s lesson? “As Dave said: “You have to persevere.”” “He said: “If you like a sport and you are good at it, you should give it your all and try your best.”” “If I like something try as hard as I can.” “Try different hobbies.”

Trip to Gazegill Farm

Final Project – Autobiographical Tasks Magazine articles – ‘An interview with…’ Produced a short film about an aspect of their life. Assessed as part of pupils’ GCSE English qualification. Flexibility in terms of outcome. Pupils worked independently, developing skills in organisation, ICT and presentation. Opportunities for group discussion and sharing ICT skills.

Fun, fun, fun… But what have we learnt? Analysis of data shows all pupils have made academic progress by the end of KS3. The pupils have resoundingly enjoyed their year in English. ActivExpression pods have been successful, as have the spell checkers! An overwhelming success has been the use of Apple Mac computers and digital cameras. Pupils seem incredibly willing and motivated when they discuss their project work.

Fun, fun, fun… But what have we learnt? June 2010 September 2009

Impact on teaching and learning Reflection on English KS3 curriculum. Having the courage to incorporate new technology into the curriculum. Personalisation of adventurous programmes of study , tailored to suit learners’ needs – adopted similar model for a group in September 2010. Flexibility in sharing teaching groups. Inset training for colleagues with invitations to local teaching practitioners.