Twynham School 20 th June 2011

Where are we as a school? Currently an Outstanding School with high performance. However; we were graded ‘2’ for teaching and learning in 2006 Ofsted. The proportion of Good and Outstanding lessons has risen significantly since this time.

The impact of the National Agenda Changes at KS3 with the removal of SATs now allow greater flexibility to prepare students for GCSE, A-level and beyond. Do we need to distinguish between KS3 and KS4? At the same time the school’s major pressure is the national examination system at KS4 and KS5. Can the freedoms of Academy and other changes help us to rethink the model for effective learning within our school?

ATLs – do we need to think what we are saying? There is little consistency within departments or across departments. Over 50% of students in Year 7 are on an ‘A’ for ATL in some subjects – if you read the criteria… is this actually true? If we are really going to focus on learning, then shouldn’t we be getting this right? But to do so, we need to understand what we are expecting (in terms of students’ learning).

What about us? Whilst we can’t influence the whole of our education system, there are a number of aspects which we can influence; such as: Having a real focus on students’ learning’ and focussing on what children need to ‘understand’. Looking at how we feedback to students. Thinking about how we structure lessons and how we use group work and whole class work effectively. Focussing CPD even more on classroom practice so that people can learn from one another. Having a consistent, whole school approach to developing students’ literacy from Year 7 to Year 13.

What does this mean for us? Extending learning – an example of a student’s work. Thinking about what you have seen in the video, and reflecting on what you know about students’ learning: What does this mean for us (if anything) (a) In our subject area? (b) As a school?

ELT and LDG meetings Over the last fortnight we have been looking at the idea of rethinking learning in these meetings. This has involved two key questions: 1.What are the main features of outstanding learning? 2.What are the challenges we currently face in creating an environment of outstanding learning?

ELT and LDG- Features of outstanding learning Successful, challenged and engaged students. Enjoyment and passionate (from both the teachers and students.) Buzz, intrinsic motivation and trust in lessons. Enthusiasm, confidence and taking risks. Talking about the subject – beyond the classroom Transferable skills and students recognising them – apply elsewhere, real world.

ELT and LDG- Features of outstanding learning Students generate questions and challenge themselves Objectives and expectations exceeded Depth of learning Unpredictable learning

ELT and LDG- challenges we face Exams and league tables and a pressure on staff with these groups Post-16 – focused on the exam: Grades BUT….at Uni???? KS2-KS3 How do we keep enthusiasm going? Passion for learning and positive mind set? Students need a basic skills set (eg. Literacy) for Year 7. Routines….. but if too predictable?! Engaging parents

ELT and LDG Challenges we face Many students have lots, materially, so do they have a hunger? Students personal lives Time? Peer pressure not to learn for some? Class sizes – eg: marking/feedback/moving students Shared Groups Modern World Staff teaching with a variety of styles. Initiatives – moving goal posts.

In Departments Thinking about what we considered earlier, and reflecting on what the ELT and the LDGp have been discussing – How do we move to a more ‘learning’ focussed approach to teaching in our department?

5 Key things Summarise your discussion in to 5 Key Points which you will take away with you. Please write them on the flip chart paper so we can collate them and share them

What makes a difference? The Sutton Trust points to three key things which make a difference to children’s learning: The teacher providing effective feedback to the learner about their progress. ‘Meta-cognition strategies’ – teaching approaches which ‘make learners’ thinking about learning more explicit in the classroom’. ‘Peer tutoring’ where ‘learners work in pairs or small groups to provide each other with explicit teaching support’.