Woodard’s
Butterflies of good practice
2011
Woodard Corporation
High Street
Abbots Bromley
Rugeley
Cameos of practice to be found in and shared amongst our schools
Contents Page
Acknowledgements
3
Definition of the Butterfly Effect
4
Foreword
5
The School Butterfly Effect
6
Butterflies and Quotes
7
Index
93
2
Acknowledgements
Our thanks go to the following schools who have so far contributed to the butterfly collection.
Ardingly College
Bloxham School
Exeter Cathedral School
Hurstpierpoint College
Hurstpierpoint Prep School
Kings College, Taunton
Kings Hall, Taunton
Kings School, Rochester
Littlehampton Academy
Queen Mary’s School
St. Augustine’s Academy, Maidstone
St James School
St. Margaret’s School, Exeter
St Mary’s School, Lincoln
St Michael & All Angels Church of England Academy
St Saviour’s and St Olave’s CE School
St Peter’s High School & International Language College
St Peter’s Church of England Aided School
St Peter’s Collegiate School
The Cathedral School
3
Definition of the Butterfly Effect
The effect of a very small change in the
initial conditions of a system which makes
a significant difference to the outcome.
4
Foreword
The booklet aims to share good practice to be found in Woodard Schools so that the
whole family of schools can benefit from each other. It is intended that it is an on-going
piece of work which can be extended on a regular basis and dipped into by all staff in our
schools. Each cameo is written by a member of staff at the named school.
This booklet consists of ‘butterflies’ and quotations. It may serve as stimulation both to
change or abandon existing school practices, and to initiate new ones. It may prompt
some schools to aim for a similar publication of their own. For example, you may like
introduce a butterfly at morning briefing - a department at a time – and have a butterfly
board to display them.
That’s where the butterfly effect comes in. In the spirit of seeking high leverage both in
the important things in school life and in reinforcing how the important things are done,
we believe that small interventions can have a disproportionate effect. We call them
‘butterflies’ after the chaos or complexity theorist’s story that if sufficient butterflies were
to beat their wings in the Amazonian forest they could trigger a hurricane thousands of
miles away. High leverage indeed – but sometimes, if you were to put yourself in the
position of the butterfly, quite a lot of effort. Perhaps, too, an unintended consequence.
Nevertheless what we’ve assembled here is a list of butterflies. They’re all to be found in
Woodard schools. If even one school finds one of them helpful we shall consider our
effort in assembling them worthwhile. But to increase the likelihood of that being the
case we’ve interspersed them with a range of quotations, since we believe that they, too,
in the hands of school leaders can be butterflies of inspiration to those who encounter
them for the first time, and for whom they have resonance. If all else fails one of them
might be used in an Assembly!
Chris Wright
Director of Education
5
The School Butterfly Effect
Describe and define to the staff what butterflies are, and how they can effect change.
Design an appropriate pro forma to capture the essence of these small interventions, relating their
effect to the proces of school improvement and their impact on changing practices.
Ask all staff for three contributions initially that may affect teaching and learning practices.
Publish these as a collection for dissemination and debate, and decide on those to be collectively
implemented.
Build the collection of butterflies into the culture of the school by starting all staff meetings, and
occasional morning briefings, with the description of a butterfly, and asking for further
contributions on specific themes such as raising achievement and promoting a positive ethos.
Extend the process to include governors and the wider school community.
Evaluate the cumulative effect of these many small interventions on the effectiveness of the school.
Continue to publish and disseminate collections of new butterflies whilst reviewing, and if
necessary modifying, those that are already being practised.
6
Our deepest fear
Our deepest fear is not that we are inadequate. Our deepest
fear is that we are powerful beyond measure. It is our light, not
our darkness, that most frightens us. We ask ourselves, who am I to
be brilliant, gorgeous, talented and fabulous? Actually, who are
you not to be? You are a child of God. Your playing small does
not serve the world. There is nothing enlightened about shrinking
so that other people will not feel insecure around you. We are
born to make manifest the glory that is within us. It is not just in
some of us, it is in everyone, and as we let our own light shine, we
unconsciously give other people permission to do the same. As
we are liberated from our own fear, our presence automatically
liberates others.
(Marianne Williamson)
7
It only takes one teacher to love their job and
inspire those they’re teaching, and they can
change the course of people’s lives.
(Deborah Dyer)
8
Visual, Auditory, Kinaesthetic
“It has been suggested that 40% of pupils in our schools are
kinaesthetic learners who therefore prefer hands-on practical
activities. They are the largest group of children. By contract 38%
of teachers are visual learners and they represent the largest
group. There is much evidence to suggest that the majority of
lessons have a strong auditory or visual emphasis.”
- Will Ryan
9
What makes successful learning?
Description
• Ask the students what makes learning successful (a collation of ideas are below)
• Students present their findings to all staff during an inset day.
• Students then sit with individual staff during the INSET day to discuss individual lesson
plans and how they might be changed to bring about successful learning.
Impact
This is potentially a challenging activity for both students and staff. However, students can find it
illuminating to understand how much planning goes on for each lesson. Staff have the opportunity
of listening to how their students best learn. In their own voice, students learn best by:
• Engagement
• Involvement
• Doing something unusual and taking risks
• Learning by doing – helps people remember more
• Different learning experiences
• Music is my thing – the rhymes help me remember
• Interaction
• Support
• Variety
• Mirroring real life makes it relevant
• Sharing learning with others
• First hand experience
• Using media: YouTube, cameras, internet, podcasts
• Multi-sensory activities
• Display evidence of learning
• Working it out for yourself
• Link to prior learning and other subjects
• Seeing a good role model
• Learning from peers
• Not being afraid to make mistakes and learn from them
• Looking for patterns
• Bite-size chunks with discussion and writing
• Clear focus
• Identification at the beginning of lesson of who will feedback at the end
• Repetition of key points
• Mind maps
• Students writing positive comments on each other’s work
• Using colours to highlight – visual clues
• Mid-lesson plenary to review learning
• Peer-marking/self-marking following a list of criteria – put comment at end for teacher to
check
• Debating – mix groups carefully.
10
Imagine ….
Imagine a theme park for the mind that is continuously invented
and reinvented by a community of people who are energetic,
playful, responsible, caring, and committed to learning. See the
high level of academic achievement in exhibitions, project
awards, and special events that are a way of life. Notice the
presence of all age groups making connections with one another
through the work they do, the problems they solve, and the
experience, strength, and hope they share. See the use of
technologies everywhere to invent the future, examine the past,
and make sense out of today. Move through a main street filled
with business, professional, and service activities; discover the side
streets that lead to national and international neighbourhoods
where customs, culture, and history are an interactive theatre of
life. Appreciate the music, art, drama, and physical movement
present everywhere and used by all as a way to nurture body,
mind, and spirit. Sense the presence of professionals committed
to achieving extraordinary results in each moment of every
ordinary day, and children of all ages discovering the champion
within. This is a Our School, an adventure for the mind and a
home for the heart.
11
The brain and intelligences
“So use it or lose it. The more we use our brain as we age,
the more we encourage it to grow. With high levels of
stimulus and challenge there are higher rates of synapses
(connections) to the neurons. This means more routes for
higher order cognitive functioning. The optimal conditions
for such growth would include multiple complex
connective challenges where, in learning we are actively
engaged in multi sensory immersion experiences.”
Alistair Smith, Accelerated Learning in Practice
12
Think Tank
Description
Think Tank is a new initiative at St. Mary’s. It is a new timetabled lesson which is used to promote
children’s thinking skills, spending time looking at the way we learn, how we can improve our
thought processes and become better and more independent learners. The children have all
completed a questionnaire based on Gardner’s multiple intelligence test. There is also one that staff
have used. In the lesson staff work with children so that they understand their own and each others
learning styles. They think of the different thought processes they use in different lessons and also
which areas they need to focus on. For example, if they feel that their memory could be improved
then there are activities that the children can use to help them improve these specific skills. Lateral
thinking problems are used to make the children think outside the box and make the lessons fun.
The younger children are using the ‘Six Thinking Hats’ as a way into improving their thought
processes.
This new lesson is not being taught in isolation. We want to be more focussed on being a ‘Thinking
School’, not just the children, but each and every one of us, including parents, staff children and
governors. Each day a problem is placed on the board so that when the children first enter their
forms they already have something to ponder.
Impact
It is very early days for this project at St. Mary’s but already there seems to be a buzz with children
and staff enjoying the new focus.
It is my vision that we become a ‘Thinking School’ gaining the official ‘Thinking Schools’ flag in
association with Exeter University. This would provide opportunities for staff to work on action
research projects related to the initiative. I hope that ‘Think Tank’ will have a positive impact on
our pupils’ attainment. Other schools have seen a raise in academic achievement as a result of
becoming a ‘Thinking School’. I see no reason why this should not be the case at St. Mary’s.
Contact: Penny Ford, St. Mary's Preparatory School, 5 Pottergate, Lincoln, LN2 1PH: email
[email protected]
13
Beyond the island
Many schools are like islands, set apart from the mainland of life by
a deep moat of convention and tradition. A drawbridge is
lowered at certain points of the day in order that the part-time
inhabitants may cross over to the island in the morning and back
to the mainland at night.
Why do these young people go out to the islands? To learn how to
live on the mainland. When they reach the island they are
provided with excellent books that tell about life on the mainland.
Once in a while, as a special treat, a bus takes a few of the young
people off the island during the day to look at what happens on
the mainland.
When everyone on the island has left in the afternoon, the
drawbridge is raised. Janitors clean up the island and the lights go
out. No-one is left except perhaps a watchman keeping a vigil
along the shoreline. The island is lifeless.
Once a year people from the mainland visit the island to watch
graduation, after which some islanders depart never to set foot on
the island again. After graduates leave the island for the last time,
they are bombarded by problems of life on the mainland.
Occasionally one of them can be heard to say to another: ‘I
remember reading something about that when we were on the
island?
14
The Invitation
It doesn’t interest me what you do for a living.
I want to know what you ache for, and if you dare to dream of meeting, your heart’s
longing.
It doesn’t interest me how old you are. I want to know if you will risk looking like a fool
for love, for dreams, for the adventure of being alive.
It doesn’t interest me what planets are squaring your moon.
I want to know if you have touched the centre of your own sorrow, if you have been
opened by life’s betrayals or have become shrivelled and closed from fear of further
pain! I want to know if you can sit with pain, mine or your own, without moving to
hide it or fade it or fix it.
I want to know if you can be with joy, mine or your own;
if you can dance with wildness and let ecstasy fill you to the tips of your fingers and
toes without cautioning us to be careful, be realistic, or to remember the limitations of
being human.
It doesn’t interest me if the story you’re telling me is true.
I want to know if you can disappoint another to be true to yourself, if you can bear
the accusation of betrayal and not betray your own soul.
I want to know if you can be faithful and therefore trustworthy, I want to know if you
can see beauty even if it’s not pretty every day, and if you can source your life from
God’s presence. I want to know if you can live with failure, yours and mine, and still
stand on the edge of a lake and shout to the silver moon, “Yes!”
It doesn’t interest me where you live or how much money you have.
I want to know if you can get up after the night of grief and despair, weary, bruised
to the bone, and do what needs to be done for the children.
It doesn’t interest me who you are, how you came to be here.
I want to know if you will stand in the centre of the fire with me and not shrink back.
It doesn’t interest me where or what or with whom you have studied.
I want to know what sustains you from the inside, when all else falls away.
I want to know if you can be alone with yourself; and if you truly like the company
you keep in the empty moments.
(The invitation, inspired by Oriah Mountain Dreamer -Native American Elder, May
1994)
15
Digital world
– analogue school
Here are some of the ‘why’ questions young people ask:
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Why do I get taught at the speed of other pupils?
Why do I take exams in the summer?
Why am I forced to fail exams this year when I could pass them next?
Why do I learn a foreign language alongside others who can’t speak it?
Why do I have to watch a teacher struggle to use yesterday’s technology?
Why do I have to memorise stuff I can look up on my mobile phone?
Why is there only one timetable when there are millions of individually customized
Yahoos?
Why are there so few subjects when I have hundreds of TV channels?
Why am I taught separate subjects when life is integrated?
Why do I have to write at school when everyone types in life?
Why is school analogue and grey when life is digital and technicolour?
16
Learning in a Changing World
We no longer know what precise skills are required, because most of the jobs for
which we are endeavoring to prepare this generation of young people haven’t yet
been invented. According to former US Secretary of Education Richard Riley, the top
10 in-demand jobs as they will be in 2010 did not exist in 2004.
“It is as if having extended babyhood through years undreamed of by previous
generations, we have devised compulsory education to cope with the babysitting.”
L.C.Taylor (Headmaster, Sevenoaks School, Kent)
17
What are we educating for?
A UNICEF Report (2007) placed the UK in bottom place on
an international league-table of 21 rich nations:
material well-being (18th)
health and safety (12th)
educational well-being (17th)
family and peer relationships (21st)
behaviours and risks (21st)
subjective well-being (20th).
A curriculum that focuses merely on narrowly defined
subjects and skills may well miss other equally important
facets and outcomes of a good education.
18
Too often we give our children answers
to remember rather than problems to
solve.
(Roger Lewin)
19
Learning is changing
The world is changing fast: “If you go into ‘google.search’
and type in ‘essays’ you will be offered 55,500,000 sites to
buy an essay on line. If you are worried about the cost of
all that type in ‘free essays on line’ and you will be
introduced to 3,810,000 sites offering free essays. ‘On line
degree’ might be worth two minutes: and there you have
31,600,000 sites offering you degrees. And here’s a good
one “cheatHouse.com”. So what is our correct response?
Is it the Alan Johnson response of saying ‘this is all heinous,
we must stop all this. Let’s make sure children do
coursework under exam conditions in school only’, or do
we think hard about 21st century tasks – a good task
would be ‘go and find four essays, pick one and improve
it significantly, hand it in with your improved version. And
then with a few friends pick one of those you rejected and
critique it.”
(Professor Stephen Heppell)
20
The liturgy as a teaching tool
Let us affirm the faith of the school
Description
King’s School inducts all of its community in what has been called “public school religion” that
creates the paradigm in which we live and work. We are lucky to live in the shadow of Rochester
Cathedral (physically and theologically), a Cathedral Chapter that takes King’s School seriously.
That has provided the fertile ground for a meta narrative to develop that encapsulates the whole
life of the school. You are coming into the Cathedral community in a real sense if you become part of
King’s School. That is very exciting. The Christian faith is a central part of the life of the school. As a
school we offer the liturgy as an educational offering of Christian spirituality in its broadest sense
through liturgy, music, poetry and art. For example, on the last day of the Easter Term the whole
school celebrates Holy Week in the Cathedral.
The Eucharist is the centre of the schools’ liturgical life. It is the school service every other week.
The Eucharist is not always a solemn Eucharist, but when it does take place it is a full mass in the
Cathedral with a large congregation. The Eucharist is accorded the majesty and ritual which for
Catholic Anglican Christians it deserves. That care for liturgy and what it teaches and symbolises
flows out into other services. The children see these things, and get used to them. They also ask
about them and talk about them. So they realise if the Bishop comes one week they understand why
he is in the position he is in the procession. We are introducing them to the Christian story. The
liturgy is used as a teaching tool very much in a medieval sense. The liturgy provides a prosaic
theatre to understand all aspects of learning. We believe that within the gospel there is what is
necessary to help young people to be fulfilled.
Archbishop George Carey, when he was a priest of St. Nicholas’ in Durham, tells the story of two
science lecturers presenting their two children to him to be part of his Sunday school. George Carey
expressed surprise since he knew both lecturers were atheists. They told him that they wished
their children to be brought up in a story, a meta-narrative. This Christian meta-narrative is
essentially counter-cultural in this present era. It sets itself up in opposition to the values which
much of current society accepts.
Impact
The liturgy provides a theatre for pupils to give meaning to their lives and to express their
needs: For four or five years we have held a healing Eucharist close to the Feast of St. Luke. We
invite students to come up and be anointed if they have concerns about people who are ill in their
families. There is a palpable sense of the school being quiet and reflective. A lot of boys and girls
who are not church goers outside school come up to be anointed by a Christian priest because they
feel it was the right thing to do for the feelings they have. The Eucharist provided the theatre for
people to express themselves.
21
Young people from an early age are familiarised with the Christian meta-narrative, which
provides pupils with the opportunity to understand their own lives. Jesus’ narrative speaks to
our own personal narrative. We are inducting our pupils into Christian literacy. For example, on
the last day of the Easter term we celebrate the Holy Week liturgy, including the Palm Sunday
procession, the celebration of Maundy Thursday Eucharist, the stripping of the altars , the
adoration of the cross and the adoration of the blessed sacrament. For example, it is very powerful
for the whole school to see the Headmaster prostrating himself at the feet of the cross.
Through introducing students to our rich Judaeo-Christian tradition we keep alive the rich
literary and artistic tradition in England.
We realise that in standing within this Catholic Anglican tradition and being so clear about the
meta-narrative in which the school lives and breaths we are also standing somewhat countercultural to current trends within the Church. However, to what extent does this mirror Nathaniel
Woodard’s profile within the Church of England in his day – being willing to stand up and be
counted? To present the Christian story in a powerful way that speaks to our pupils’ lives.
Contact: The Reverend John Thackray, Chaplain King’s School, Rochester: email:
[email protected]
22
Marks of Christian Leadership
To rebuke agitators
To comfort the faint-hearted
To take care of the weak
To confute enemies
To take heed of snares
To teach the uneducated
To waken the sluggish
To hold back the quarrelsome
To put the conceited in their place
To appease the militant
To give help to the poor
To liberate the oppressed
To encourage the good
To endure the evil
and
O to love them all.
Augustine of Hippo’s Office of the Bishop
23
European Initiative
Description
In 1992 we decided to appoint native German speakers to teach Germany throughout the school
from an early age with the aim that all students should be proficient in German and all took GCSE.
We chose German because it is the language most spoken in Europe and is very much used within
the business world. We start teaching German to our four year olds, concentrating on the fun aspect
of learning a language through games and nursery rhymes. In the prep school all students receive
three lessons of modern foreign languages a week.
In the secondary age range our original plan was to persuade an examination board to offer a
subject like Geography through the medium of German. However, this was hard to reconcile with
the National Curriculum and the examination boards are increasingly influenced by the offer of the
National Curriculum. Originally we planned to get students through GCSE in Year 9 and then
progress them to AS and A2. Parents were supportive of this. However, pupils were not necessarily
mature enough to undertake a GCSE exam in Year 9 and their grades were depressed. Furthermore,
a number of pupils took it only then to drop German to concentrate on their other subjects.
Impact
We are a beacon still alight with modern foreign languages. In the country as a whole there has
been a 45% drop in the number of students taking German at GCSE. We have a partner school in
Germany with whom we have regular exchanges. Far more students leave the school having
confidence in German. There is also a more intangible plus – namely, more pupils leave with a more
positive image of Germany than is the case in the country at large. Germany doesn’t often feature in
British news bulletins, and few British people go on holiday to Germany. There are strong reasons
why the teaching of German is important in Britain: Germany is the obvious bridge between West
and Eastern Europe. Germany is not just as the economic power house of the EU, but along with
France it is the political power house.
Contact: Mr. Christopher Halsall, Director of the European Initiative, King’s School, Rochester.
Email:[email protected]
24
Challenge Grades
Description
In the Prep School all pupils are monitored using the Challenge Grade system. At the beginning of
the academic year a Challenge Grade for each subject is set by the subject teacher for each pupil.
This is the grade that the teacher thinks they could achieve if he/she performs to their potential.
The grades are loosely based on National Curriculum levels with a ‘C’ grade representing national
averages in Years 3 – 6 and GCSE grades in Years 7 and 8. If a child makes significant progress a
Challenge Grade may be increased.
At each Grade Review, which is indicated in the Calendar, pupils in Years 7 and 8 are awarded a tick
symbol if they are on target for their Challenge Grade, a ‘+1’ if they are surpassing their Challenge
Grade, and, a ‘-1’ or very occasionally a ‘-2’ if they are off target.
For children in Years 3 – 6 a symbol will be used to represent the numbers. At each Grade Review,
which is indicated in the Calendar, children are awarded a gold star if they are on target for their
Challenge Grade, a Golden Diamond symbol if they are surpassing their Challenge Grade, and, a blue
blob or very occasionally a red blob if they are off target.
Those children who produce exceptional Grade Review scores will be awarded a Commendation
Certificate by the Head in Assembly to celebrate their outstanding performance in that Grade
Review period. Those children with a number of blue (-1) or red (-2) dot scores may be placed on a
target card which will help them to focus on any specific areas of concern. A Challenge Grade
Review takes place every four to five weeks, with a total of six in an academic year.
Impact
We have found that the Challenge Grade system has had a very real impact on the academic
standards in our school. Both boys and girls respond very well to the notion of a ‘challenge’ rather
than a ‘target’.
Contact: Jane Grubb, Academic Deputy Head, Hurstpierpoint College Prep School; email:
[email protected]
25
New house system to focus on each child
Description
In September 2009 we restructured the senior school to create three houses, each responsible for
the holistic care of the children within the house (academic performance, pastoral care, and cocurricular activities). We have tried to tread a middle path between inter-house competition and
collaboration. The Deputy Head meets every week with the house masters and put into the
calendar a range of competitions each term. Each house master sends the Head and Chaplain a
weekly report on what is happening in the house, including comments on individual students. Each
house has its own adopted charity and once a year we collaborate on a common charity. Getting the
balance between these is one of the challenges. Time each week is set aside for the house master to
meet with their tutors.
Impact
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Greatly increased motivation for house competition, including house ‘Masterchef’, house
music competition, inter-house sports, house hobbies exhibition, house ‘University
Challenge’. This great range of activities enables all students to have their voice, be it as an
excellent rap dancer or a real winner in general knowledge. It allows each a platform.
Improved team work between house ‘master’ and their tutor team, and between the
pupils in each house. The house masters are monitoring and directing the work of the
tutors (the first time that it has happened in this school). The tutors are taking increased
responsibility for the pastoral issues of students in their house as well as taking
responsibility for leading on individual competitions.
The move to vertical houses has created a greater sense of house identity as well as
creating greater continuity so that the housemaster builds up an increased knowledge of
individual students as they travel through the school.
The profile of the prefects has been heightened. In the past the prefects have been seen as
‘door wedges’ whereas now they are taking more of an active role. We are working on
associating a prefect with each form. The prefects are appointed as a result of an application
system. When chosen they are then provided with leadership and peer mentoring training.
Greater student engagement and voice. We have the ethos in the house that ‘winning is
great’ but that is not the main thing – it’s the taking part and the cherishing and celebration
of each others’ talents. This is being bolstered by the introduction of a headmaster’s award
for Key Stage 3 as a mirror of the Duke of Edinburgh Award scheme that we run at Key Stage
4. It is a way of celebrating individual skills and talents, enterprise and initiative.
Contact: Nic Patterson, Housemaster, email: [email protected], Llandaff Cathedral
School
26
Personal, Health & Moral Education (PHME)
Description
For one period a week all staff (including the Head) concurrently teach PHME. One of the key
drivers was the message that the whole staff has a role to play, a reminder that we are not just
teachers of our subjects but are here to nurture teenagers into becoming responsible adults. Our
approach marries topics to the right people, and their specific specialism’s (e.g. sex education,
bereavement, Christian discipleship, politics, careers, study skills, aspects of addiction etc). The
PHME course is not a moral free for all. We set a moral tone in the teaching of each topic, whilst not
being prescriptive. Whatever we do has to be in line with our spiritual foundation.
We have decided as a school which topics are most pertinent. Having married up staff expertise and
interest with particular PHME topics, each member of staff teaches one or two topics on a
rotational basis between forms. In the development of these units the staff wrote a scheme of work
that reflected their expertise with input from myself. Because they co-wrote it they had ownership
over it. Because it was a topic in which they were interested there was also motivation to teach it.
Because they teach it three times each year the module can be refined in the light of experience.
Where modules have relationships with each other we had to ensure that there was not repetition
year on year and that there were also no gaps. Therefore, staff working on similar areas across the
different years worked together in clusters in the writing of their schemes of work. We have
utilised non-teacher expertise both within and outside the school (e.g. nurses are teaching about
puberty to girls in year 7; sex and relationship education in Year 9 is taught by a Christian charity).
Impact
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Every member of staff feel that they have a part to play in nurturing teenagers into
responsible adults with a moral conscience.
The very fact that it is now taught by all members of staff ensures that it has a high profile in
the eyes of the students.
A raising of the quality of teaching and learning because the PHME topics are taught by
people who have expertise in that specific field, as opposed to PHME being taught by a single
teacher who has to be a ‘jack of all trades’. E.g. first aid taught by nurses; mental resilience is
taught by the Child Protection Officer; financial issues are taught by a member of staff who
has a business background.
The teaching is often embedded in experience as opposed to learnt from a textbook. They
are regarded as professional experts.
Contact: Kevin Scot, Head of RE/PSME & Lay Chaplain Llandaff Cathedral School; email:
[email protected]
27
Branding the ECM Agenda
Description
We wanted the Every Child Matters (ECM) agenda to be child-led and child-friendly. We have
therefore used visual representation. We have adapted the initial letters of each of the aspects of
the ECM agenda in order to reflect the religious nature of the school (by adding spiritual) and to
bring together ‘be healthy’ and ‘stay safe’. By doing do we have branded the ECM agenda using the
image of sheep:
 S -spiritual
 H - healthy and safe
 E -enjoy and achieve
 E economic well-being
 P - positive contribution
We have these sheep everywhere: on notice boards, in books, wooden sheep in the playground. The
sheep icons were actually designed by the children. Initially we used the icon of a sheep to brand all
of the environment. For example, in our main hallway we started by placing five sheep on a
countryside background and involved all of the students in the prep school to place post-it notes on
the individual sheep saying how the school met each of the criteria. From the start this encouraged
children and staff to be using the same language and gave a focus for further development. We then
developed this into specific activities to support each of the aspects. For example:
 S- Spiritual - a prayer board for the spiritual sheep. We also looked at less fortunate
communities and how we could help them. We have a ‘design a smile’ competition coming
up in connection with Blue Peter encouraging children to design hospital gowns made out of
old shirts in order to facilitate clef palate operations for children in India.
 E – Enjoy and Achieve: a celebration using the image of the sheep of all the varied activities
the children take part and achieve in .
 H - Keeping Healthy: a school pupil development plan for health and safety in which
children can pin post it notes onto this board for anything they would like to suggest.
 E - Economic Understanding: children had a
challenge day in which they had to build
bridges with a limited budget. They had to
buy the equipment they needed, build the
bridge, and then they could sell the left-over’s
(the surplus) to other groups. It was an
excellent way for children to understand how
they use a budget. ‘Operation Treadstone’ is
our community garden project, to beautify the
premises and for our students to leave a
legacy. Students have to develop this on a
business model.
 P -Positive Contribution: Everything that is a positive contribution to our community is
reported on in our newspaper
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Impact
Our recent ISI Report saw it as a major strength since it ensured that ECM was embedded in all that
we do in the school. From the point of view of the children:
 Everything has purpose – it forms part of a meta-narrative. For example, we are doing ‘jolly
jars’ because we want to make a positive contribution to the Christmas fair.
 Tidiness, neatness, organisation was greatly improved because the children want to make a
positive contribution to the whole school.
 It has made the children focus on their spiritual lives – they are beginning to equate their
faith with practical living – it is not just about attending church.
 Children have heard about the recession but they are now beginning to realise how money
works – e.g. in the bridge building they understood what a limited budget is like, with pupil
comments like “I now know what it is like to my dad in his business.”
 It has been an excellent communication tool with parents.
Contact: Jan Owen, Head of Prep School, St. James’, Grimsby. Email: [email protected]
29
Outdoor Learning
Description
Bumps and scrapes were once a part of growing up, but that was before the advent of the Health and
Safety Executive and today’s compensation culture. At Queen Mary’s, though, a certain amount of risk
remains an essential part f the curriculum.
Queen Mary’s is a Palladian mansion set in over 40 acres of land in North Yorkshire. It serves 3-16
year old girls.. It is truly a non-academically selective school. As a school we are committed to a
holistic view of education. Whilst it is important that all students fulfil their academic potential this
is truly only one aspect of their education here at Queen Mary’s. Our mission is to nurture young
people who have a clear sense of identity, and are confident to make a positive contribution to life.
In order to achieve this we have consciously invested in their outdoor learning allowing them to
experience risk in a safe environment and to discover themselves through pushing their
boundaries, discovering things they might not previously have thought they could do. Outdoor
learning is not just an add on, but is part of their educational entitlement.
In addition to the formal curriculum we offer a rich array of activities, many of which are often
regarded as outside the normal offering of a school. During term time at Queen Mary’s every child
from the age of nine takes part in organised outdoor learning activities as part of the curriculum.
Once a year pupils in Years 5 and 6 paddle canoes and camp for three days. Year 7 students spend
three days at a residential centre, and Years 8 and 9 camp for three and four days in a farmer’s field
near a river – never on a campsite. Older girls in Years 10 and 11 have the option of taking part in
the Duke of Edinburgh Bronze Award, which includes a challenging two-day expedition in one of
the country’s national parks. In addition to this the school offers extensive extra-curricular
activities for all children, not just boarders. They include:
 Clay pigeon shooting
 Scaffolded poll walking
 River crossing using ropes
 Equestrian Centre (including a cross country course)
 Year 6 have their own wooded area
 Blind-fold driving
 Rifle shooting
 Archery
 Night swimming in the river
 Mattress surfing
 Night walks
 Climbing wall
All of this is made possible as a result of the strong commitment to pastoral work within the school.
We have been conscious of not growing too large as a school, in order to protect the family nature
of the school that undergirds the students’ sense of security.
30
Some practical points:
 We ask parents at the start of each term if they are happy for their child to take part in any
activities which we list. The Health and Safety Executive wasn’t set up to stop schools doing
things, or as a reason not to do something. I use it as a check to do it safely.
 We franchise out some of the activities (e.g. we rent out land to the equestrian centre who
then run the centre, provide staff and charge the students)
 Since September 2009 we have employed a full time member of staff who oversees outdoor
education. Their contract is flexible but is based on them working from noon until 9 p.m.
 A number of our staff have professional coaching qualifications in outdoor activities and
sports.
Impact
Taking children out of their comfort zone on life-affirming adventures is good for them, since it has
a powerful impact on their personal development:
 It extends their horizons: These activities allow the students to experience many activities
that they would not normally have the opportunity of doing.
 It builds confidence: because many of the activities stretch personal boundaries the students
discover hidden potential, and the value of stretching them further than they would have
thought possible.
 It provides them with life skills than nurture success: Children should not be risk-averse.
They should grow up thinking that risk-taking is fun. You have to try things that are different
in order to be different, and to succeed.
 It develops team work: for many of the activities they have to help one another to succeed
(e.g. in the blind folded driving of a land rover their team had to instruct the blindfolded
driver where to go).
 It develops trust and independence.
Contact: Robert McKenzie Johnston (Head), Queen Mary’s School. Email:
[email protected]
[email protected]
31
Pupil Voice in Departmental Reviews
Description
Three of these occur each year on a termly basis so that each department is reviewed in this way
every three years (yearly self-review occurs as a matter of course but does not include all these
elements). It comprises:
 lesson observations
 pupil questionnaires and interviews (interviews are conducted with a selection of pupils
following a lesson observation to establish their view of the teaching and of the curriculum
on offer)
 preparatory data research and analysis, including parent review meetings
 staff interviews
 work scrutiny
 pupil panels
 the use of relevant experts
The use of pupil panels has developed from the school’s emphasis on promoting a culture of pupil
voice. The panels will typically comprise:
 school council members
 year group school council members
 other pupil attendees as appropriate to ensure breadth of representation
A major role for the panel is to contribute to the termly departmental review. This will see the
pupils, chaired by the deputy head, engage in dialogue about the subject area in question with the
head of department as listener. The dialogue centres initially on two key areas:
1. What the pupils enjoy about their learning in this subject
2. What they feel the department could do more of, or do differently, in order to meet pupil learning
needs more effectively.
The direction of the discussion is then guided by the pupils’ observations and contributions. The
deputy head in his chairing capacity probes the pupils’ dialogue and encourages contributions
without using loaded or closed questions, so that pupils feel comfortable in adding to the
discussion. Essential however in this process is careful and sensitive handling of the session and
briefing of its participants, as the process is not about the department being on trial, or similarly
pupils being afraid to voice their thoughts because the head of department is listening. It is
carefully managed so that it is a constructive, developmental process as opposed to an
accountability exercise. The deputy head therefore meets with the pupils an hour in advance to
brief them in an informal setting with refreshments. The briefing is aimed at putting pupils at their
ease as well as preparing them with some initial starting points for discussion to warm them up. It
also serves to inform them as to how the session will be conducted and their role in this. The
deputy head also discusses the session in advance with the head of department.
The outcomes have informed school improvement. Sometimes outcomes relate to clarification and
communication as pupil perceptions of the department’s work could be better informed.
32
Sometimes there are areas of the department to be resolved which have been brought to light, in a
constructive manner, through the unique medium that pupil voice offers. It is made clear that
developments arising from departmental reviews will be supported financially, e.g. pay for physical
resources or staff development opportunities. This again sends the clear message that this is about
self-evaluation for development rather than accountability.
Reference: School self-evaluation: a reflection and planning guide for school leaders, NCSL
33
People are often unreasonable
People are often unreasonable, illogical and self-centred;
Forgive them anyway.
If you are kind, people may accuse you of selfish, ulterior motives;
Be kind anyway.
If you are successful, you will win some false friends and some true
enemies;
Succeed anyway.
If you are honest and frank, people may cheat you;
Be honest and frank anyway.
What you spend years building, somebody could destroy
overnight;
Build anyway.
If you find serenity and happiness, they may be jealous;
Be happy anyway.
The good you do today, people will often forget tomorrow;
Do good anyway.
Give the world the best you’ve got anyway.
You see, in the final analysis it’s between you and your God;
It was never between you and them anyway.
Mother Teresa
34
Quality Assurance Programme
Description
In the New Relationship with schools the DCSF suggested that schools should be able to answer two
key questions bout themselves: how well are we doing? How could we do better? The core purpose
of the Academy’s Quality Assurance team is to support colleagues in answering these questions.
The QA team is made of ten members of staff: they range from the Deputy Head, an Advanced Skills
Teacher, two subject leaders, and a number of main-scale teachers. Our selection process starts at
interview, where staff are asked specific questions about pedagogy; it is then confirmed by our own
monitoring system. Based on these observations individual staff are invited to become members of
the QA team. Key to this team is the belief that variance within a school is four times greater than
between schools: we use some of our pedagogically strong teachers to support others by sharing
best practice and by using coaching and mentoring. The QA team carry out three main kinds of
activity: cross curricular review (CCR), subject review (SR) and Coaching & Mentoring.
Cross-curricular Review: These three day reviews are part of the school calendar. They focus on
areas we have identified which need further attention in the school (e.g. differentiation,
independent learning). Staff are reminded of best practice and Academy policy prior to the CCR
being carried out. The review is based around the learning walk model in which during the
specified days all staff can expect a member of the QA team to drop in their lessons for short
periods of time. Individual teachers are provided with developmental feedback, in addition to all
staff being provided with an anonymous summary report on the strengths and areas for
development within the specific area of focus. Detailed feedback is given to the Senior Leadership
Team and subject leaders, including recommendations for peer observations, further CPD and
referrals for coaching. The cross curricular review feeds into our subject training.
Subject Review: The subject review is a five day focus on one subject area. It takes place twice a
year. Prior to the review itself a member of the QA team carries out a pre-review walk through the
department with the subject leader in order to create a hypothesis that will be tested during the
subject review. The foci for the review is learning and teaching plus an additional aspect chosen by
the subject leader. This review validates judgements in the SEF and provides further evidence to
populate the SEF. The review is comprised of lesson observations, work scrutinies, staff and
student interviews. Individual feedback is given to each teacher observed. An anonymised
summary report is provided to all staff within the subject area looking at strengths and areas for
development. Detailed feedback is given to the Senior Leadership Team and subject leaders,
including recommendations for peer observations, further CPD and referrals for coaching. The
Deputy Head on the QA team completes a subject report that includes the findings and up to date
data on the department. The subject leader is then responsible for carrying through the findings. A
further review is carried out the following term to ensure that recommendations have been
embedded.
The role of the QA Coordinator is to plan the observation schedule. This entails: devising a
timetable to ensure that all subjects are covered with the QA team, chair the QA team meetings
every Tuesday after school, coordinate the findings and extract the strengths and areas for
development and report back to Deputy Head in charge of QA. The Deputy Head (QA) summarises
35
the report. The teachers selected for the QA team are given time off their timetable to perform this
work. The QA team also identify specific lessons each week which are ‘open classrooms’ whereby
colleagues can come and watch the QA team teach.
Mentoring and Coaching: The QA team is divided into two groups – mentoring and coaching. Any
teacher who is performing at a satisfactory level is referred to one of these two groups. A member
of the QA acts as a mentor/coach.
In order to ensure consistency amongst the QA team the Academy engages an educational
consultancy team once a term to act as quality assurers to the QA team itself. This external team is
made of people who carry out OfSTED inspections across the country.
Impact
There is now an on-going conversation between teachers about what makes effective learning and
teaching. The QA team has stimulated that conversation because it is a peer review process. It has
raised the bar on what we should be looking for. This has had an influence on the training as well as
what happens in the classroom. It has been instrumental in making the switch from teaching to
learning. The members of the QA team have also grown through this process because they see a
wide variety of practice and have to work hard at carefully analysing what makes a specific grade
for a lesson.
We now have far less teaching that we would regard as unsatisfactory. We have an encouraging
number that have made the move from satisfactory to good. It has positively helped in sharing good
practice through the link with our training programme. Because the QA team feeds into training it
forms part of the professional development cycle. We introduced mentoring and coaching in the
same way.
Contact: Mr. Reuben Moore, Deputy Headteacher, St. Michael & All Angels Academy: email:
[email protected]
36
Embracing Death: All Soul’s (Family) Service
Description
November is traditionally a time of remembrance: All Saints Day (1 November) is a Christian
festival for those who have died, and we especially consider examples of the Christian faith. On All
Souls Day (2 November) we focus on those who have gone before us, those who have touched and
enriched our lives. Being a hospital chaplain I know how important it is for people to be given
opportunities to remember people who have died. It is like giving someone a hook or pointer on
their bereavement journey. I am a member of the Iona community and I know the importance of
symbolic action. I therefore know it is important that people do something – such as lighting a
candle and placing a message on a tree of remembrance. During our service all were invited to
write the name of their loved one on a piece of card together with any message they wished and
with a glow stick to attach it to the tree. As the glow stick is bent into a hook to be attached to the
tree it comes to life and lights up. What was a bare tree becomes very colourful. The tree becomes a
symbol that we care for those who have died, and that we still have hope because light is the
symbol of hope. We deliberately held the service in the evening in order to encourage parents to
attend with staff and students to commemorate loved ones who had died.
Impact
A good mix of students, parents and staff came to the evening. The service acted as a catalyst for
them to talk about their bereavement. Many others were grateful that the name of their loved one
was read out even though they could not attend. It got people talking about what is sometimes seen
as a taboo. I believed we had created a structure in which all could feel safe to talk about their
vulnerability in the face of death. The school community took on my challenge to embrace death for
a week. When people left the service they were given a little packet of forget-me-not seeds as a way
of continuing to see new life out of their loss.
Contact: Rev. Kes Grant, Chaplain @ St. Saviour’s & St. Olave’s: [email protected]
37
Intelligent Data
Description
All schools are increasingly using data to chart student progress and identify where interventions
are necessary. Over the last three years we have worked hard in using data to have a single
conversation, to drive up student performance and to have robust professional conversations with
staff. Key tools in the intelligent use of data are Jesson’s data enabler tool kit (SSAT) and the Fischer
Family Trust (including Fischer Live).
The data we are choosing to capture:
(a) Key indicators for each subject
 % A*-A
 %A*-C
 Average Grade
 Subject residual – how a child is performing in a specific subject against other subjects they
have chosen – this reveals in-school variation
 % on or above their target grade. Targets are benchmarked against KS2 results using FFTD
and two level conversion rates across a key stage.
(b) League table – in order to identify their successfully performing departments
 Ranking of subjects according to the ability to obtain targets for students
 Identifies the most successful departments in converting student targets and identifies
under-performing departments
 Allows us to raise questions – e.g. are we pursuing the correct course? Is advice and
guidance robust?
How we use the data:
Analysis: In September each Head of Department has an interview with the Principal and Assistant
Principal in order to review trends of data over the past three years. We consider:
 % of students on or above target grade
 The value added based on pupils achieving their target grade
 How this translates into OfSTED judgements on Standards and Achievement at all key stages
 What strategies are being put in place to address under-performance
 Analysis of performance according to school groups (EAL, SEN, gender discrepancies )
The Head of Department then has to produce a department intervention plan
Self-Review: In addition to this initial review of outcomes we hold five additional review points
(October, December, February, April, June) to monitor ongoing progress against targets. We use the
data collected to review each department in a yearly cycle. Each year we choose specific foci (e.g.
use of data to inform lesson planning). The review consists of several lesson observations across
the department, interview with a group of students about the subject, considering the current data
on progress. We then produce a report for the department that highlights:
38




Outstanding lessons – specifying the outstanding features witnessed during lesson
observation
Student voice – reviewing progress against comments students made during the previous
year’s review, and asking them to consider how they would judge the department using
OfSTED criteria. We also ask each student interviewed about their target grade to check how
far assessment has been embedded.
Work sampling – evidence of sampling carried out on an ongoing basis by the Head of
Department – reviewing quality assurance being carried out by Head of Department
Current standards and achievement – against each of the key indicators.
Intervention system: we have designed an in-house data system that allows each teacher to flag up
pupils’ current performance grade, and their attitudes towards commitment, behaviour and
homework. A traffic light system is used to indicate whether a student is on target or above / below
target. It has an in-built email alert system that if staff choose to lower a predicted grade it sends an
email to Assistant Principal and Head of Year. This initiates a discussion about what needs to
happen to enable a student to gain their target, including planned interventions.
In order to clearly focus on students who are underachieving against the key indicator for 5A*-C
including English and Maths, we use David Jesson’s data enabler tool from SSAT to identify students
in the five ability groups and the number within each group to achieve the key indicator in each of
these groups. This personalises the data and challenges all to focus on those students that need
conversion.
Performance Management of staff: We provide two corporate targets linked to the schools’
strategic plan, one of which has a data connection.
Impact
Our self-review process has resulted in better lesson planning related to students’ prior attainment
and resulting in greater differentiation.
By linking performance management to the conversion of student targets it has helped to push our
A*-A indicator forward. It has also improved value added.
It has clarified the role of Head of Year as an intervention strategist. We now have a quicker
intervention process.
Contact: Steve Walters, Assistant Principal Teaching and Learning, [email protected]. Steve
is a data enabler consultant for the Specialist Schools and Academies Trust.
39
Introducing Diplomas
Description
The Diploma is an attractive qualification package at levels 2 and 3 for students who love applied
learning and have a passion in a specific skill set. It allows them to spend concentrated periods of
time within a specialist sector and gain qualifications recognised by both universities and business.
The story started by attempting to meet the needs of a number of students for whom the standard
diet of GCSEs was not the best thing. We wanted to change the curriculum so that it would enable
them to go out of school for a day or two days within the option lines to do a vocational
qualification but would not impact on their core curriculum. We developed this when the Diplomas
were introduced by carving out two days each week for their delivery. A Diploma takes 30% of the
timetable. Students choose between doing four GCSE’s or a diploma and one area of specialist
learning (which does not have to be related to the Diploma – e.g. some of our students doing a
Creative and Media Diploma have chosen to do a BTec in performing studies, others have chosen to
do a BTec in Art and Design. They could instead do a GCSE in a subject of their choice.) A Diploma
can be delivered in one and a half days (covers principal, generic learning and the project). We have
added the additional and specialist learning to make up the two days. These two days are
safeguarded for all options with the core curriculum being delivered in the remaining three.
No one institution can deliver the whole 14-19 entitlement so collaboration is the name of the
game. In order for other schools to collaborate with us we needed to secure agreement from them
to employ their options within the same two days. The local authority acted as broker. The model
we have chosen is to enable year 10 diploma students to have two full days in an institution
following their diploma, followed in Year 11 by one day continuing with the Diploma and the
remaining other day fulfilling their additional specialist learning. Other local authorities have
adopted different models. For example, Plymouth and Islington have chosen to go down the line of
a day and half in another institution following a Diploma and have the remaining half day back in
their home institution following an area of specialist learning.
Lessons learnt include the need to provide careful advice and guidance. Schools involved in
collaborating to deliver the diplomas lines need to offer careful guidance to students. During Year 9
we provide diploma taster activity days in November and December. In January and February we
hold careful guidance interviews with key personnel. In March students make a choice between the
pathways (traditional GCSE/BTec route or Diploma programme).
We have also learnt to market the Diploma as a package – it is not just the Diploma but students
also have the opportunity of choosing an area of specialist learning in any GCSE or BTec of their
choice. One of the key questions asked by parents was does the diploma limit progression – i.e. can
a student move from following a Diploma at Level 2 to then following A-levels at Level 3? There is
no reason why students cannot progress from a Diploma to a traditional academic diet at level 3.
40
Impact
The diploma allows students to immerse themselves in an area of learning without having to fly
from one subject to another. By spending a concentrated period of time focussing on an area of
specialist interest we are finding that students have increased motivation for learning across the
whole curriculum.
We have made significant investment in continuing professional development for staff. All learning
is applied and contextualised within regional industry. Teaching is student centred through
facilitation by the teacher. It is a brilliant context to develop personal learning and thinking skills.
Assessment is ongoing and focussed on individual students or small groups. It is beneficial to both
teacher and student.
There has also been significant investment in facilities. We have developed a Diploma Learning
Centre designed to reflect the flexible learning and teaching styles: independent work, collaborative
work, whole class sessions for plenaries.
Contact: David Cooke, Assistant Principal Curriculum & 14-19 Development,
[email protected]. David is a curriculum consultant to the Specialist Schools and Academies
Trust and the National College of School Leadership.
41
Diplomas - a case study – Engineering Diploma
Description
The Diploma forms part of a rich curriculum menu within the Design and Technology Department
where we also offer GCSE, BTecs and A-levels. We are a lead school for the Engineering Diploma
since there is an expectation from the SSAT specialist schools to be the lead school in Diplomas on
their chosen specialism.
Two years ago we rarely engaged with employers within the curriculum. The Diploma programme
offered opportunities for me as teacher to engage with business and industry. With the help of
education and business partnership we were able to get various companies to engage with us. We
have now created strong links with a small group of companies, focussing on those within our
region (so that less time is spent on travelling and more on learning). An essential element of
establishing a diploma is to broker the correct relationship with a company in order to establish
maximum impact on student and minimum impact on the company. Companies we work with
include ‘Good Rich Actuations’, the Royal Air Force, Jaguar, Bridgenorth Aluminium, Polymer
Training Ltd., and the University of Wolverhampton. For example we work with graduates from
Good Rich Actuations to research components (within the school) to design turbine blades for
wind turbines (exploring the mathematical and scientific principles), and then setting a design task
for an aerospace component based on an airbus scenario – students have to design and market the
product for Good Rich Actuations.
We are mirroring Key Stage 4 in Key Stage 3 by changing some of our traditional subject titles – e.g.
changing Resistant Materials and Graphics to Product Design; we have introduced engineering to
Year 9, and to mirror the fact that diplomas are about choosing a subject they enjoy and wanting to
explore more we get Year 9 students to opt for two subjects within Design and Technology to study
in greater depth during the year.
Impact
We have improved our relationships with local and national industry, colleges and universities.
Learning has become a lot more applied and meaningful to both students and staff since they can
visualise its use on a day to day basis. All learning is contextualised within real life situations.
Assessment options allows for a greater variety of ways of capturing their work: for example,
through movies, photos, witness statements, reports, examinations, interviews and presentations.
CPD is very important since many younger staff to the profession do not have an industrial
background. Working on the Diploma has skilled them up not only to work with employers but also
with a consortium of teachers and a greater variety of students. It has influenced their classroom
practice elsewhere in the school. We now lead on primary engineering for local schools at Key Stage
2.
42
There are challenges within specific diploma lines. For example, in the Manufacturing and Product
Design Diploma the challenge is hitting three sectors with the relevant staff and expertise.
Contact: David Chapman, Director of Learning and Head of D&T, [email protected]. David
has led workshops for the Specialist Schools and Academies Trust.
43
Monday’s Enrichment Programme
Description
At Ardingly College we have recently extended our curriculum offer to develop new interests and
skills, celebrate all aspects of learning, to broaden students’ horizons and to challenge them out of
their comfort zone. Like all Woodard schools we have a whole swathe of extra-curricular activities
that take place out of the normal timetabled day. However, we wanted to offer students an
opportunity to sample a whole diversity of activities not covered in the formal curriculum. We want
our students to be rounded individuals with opportunities to experience the richest curriculum
they can. We also wished to push our students out of their comfort zones. Therefore, on Monday
afternoon’s between 1.30 and 3.15 the whole staff room offers a menu of enrichment activities
including: jewellery workshop, gardening, animation, web designs, modern dance, street dance,
horse riding, squash, debating / public speaking skills, Model United Nations, Politics Society, Aqua
Aerobics, Mandarin for beginnings and Arabic for beginners. This enrichment programme provides
student with the opportunity of tasting activities for half a term. The range of activities is
phenomenal.
All of the activities are taught in mixed aged vertical groups. In order to make this happen we have
increased the length of the school day by 15 minutes each school day and by including the
lunchtime on Monday. Initially we thought they would re-choose every half term so they could get
as large breadth as possible. However, it is coming to light that in some of the more specialist
activities (e.g. languages, dress making) they need a whole term. We have had to buy in skills (e.g.
Arabic and Mandarin), therefore we are making a small extra charge for these options so we can
buy in specialist teachers. By locating this within the timetable of the school day there has been
little resistance from staff, which would not have been the case if we had bolted in onto the end of a
day. We chose Monday because we felt that for some children Monday is the worst day of the week
so by putting our enrichment programme on this day it makes education a far brighter prospect.
Impact
Initial feedback from the students is extremely positive – they are delighted to have opportunities
to do things they would not otherwise be able to. From a parental point of view they think it is
fantastic because we are giving them such a breadth of experiences. We have taken away the choice
of non-participation, but they do have a wealth of choice as to which activity they wish. In the
future we may reconsider whether the sixth form can opt out after the first one and a half terms as
the pressure of their academic life heats up. Some activities have been very popular (e.g. dress
making). This term we could not offer ‘Planning a Dinner Party’ which was set to be extremely
popular but it is something we will offer in the future.
Contact: Neil Gutteridge, Director of Co-Curricular and Sport (Activities programme), Ardingly
College, email: [email protected]
44
Ardingly Abroad
Description
At Ardingly College we use our international links not only to broaden horizons for our own
students but to teach them important skills (be it an understanding of eco-tourism or project
management) as well as having a positive impact on developing teaching and learning in the
countries we visit. We have two links with Africa: one in Gambia, and the other in Kenya.
We run an annual 10 day trip to three schools in Gambia where 24 Lower Sixth students plan and
teach practical science from making parachutes, to racing cars along a track, to catapults. For the
students involved it is very much a year long commitment by the students because they need to
raise money to give to the schools in Gambia (this year £10,000). The students have a very large say
about how the money is spent as they consider bids from the head teachers of the schools. One of
the things we are trying to do is deliver some continuing professional development from the four
science teachers who accompany the students on the trip. The Secretary of State in Gambia has
organised inset provided by the teachers we are training. We have also arranged a termly meeting
between the three head teachers of the schools we visit so they can share best practice amongst
themselves. One of our aims is to establish a teacher exchange programme between the schools in
Africa.
To mark the 150th anniversary of Ardingly College we raised money to help build a new primary
school in Kenya through an Old Ardinian charity ‘The
Kariandusi School Trust’. Ndogo Primary School was
largely a mud hut situated in a very remote part of Kenya.
The fact that children from the main tribes in Kenya are
represented at Ndogo was one of the reasons that
attracted us as it reflects the multi-cultural community in
Ardingly. As well as physical work the students engaged in
teaching.
Impact
These visits provide our students with an invaluable
insight into different ways of living: by working in a less
economically developed country, seeing the conditions of
the schools and experiencing the teaching conditions (not
just the learning conditions) in Africa (e.g. trying to do a
science experiment when you don’t have clean water). The
students also broaden their range of entrepreneurial and
business skills, be it through raising money or through
project managing how the money is to be spent once they
are there (e.g. creating interesting discussions about
priorities amongst the students, enabling them to reflect on what appropriate aid is).
Our trips are designed to have long-term impact on our own students, be it through changed
attitudes towards sustainability or through personal commitments to people abroad. When in
45
Gambia our students stay in an eco-hotel and engage in lectures on responsible tourism. When in
Kenya students stay on an eco-lodge game reserve where they are taught about the impact farming
has had. All of the activities we do are eco-tourist activities, practises that are trying to support the
African culture without changing it. We are hoping that as they grow into adulthood they will
become responsible for their own impact on other countries. As part of our Kenyan trip Ardingly
students commit themselves to sponsor a child through education for the following five years at a
cost of £500 each year. They are going to be their scholars.
Contact: Annabel Hawkins (Gambia), email: [email protected]; Gesa Paulfeierborn
(Kenya) email: [email protected]
46
Forest School
Description
A Forest School is an innovative educational approach to outdoor play and learning. The philosophy
of Forest Schools is to encourage and inspire individuals of any age through positive outdoor
experiences. By participating in engaging, motivating and achievable activities in a woodland
environment each participant has an opportunity to develop intrinsic motivation, sound emotional
and social skills. Students have the opportunity to learn about the natural environment, how to
handle risks, and most importantly, to use their own initiative to solve problems and co-operate
with others. Forest Schools aim to develop self-awareness, self-regulation, intrinsic motivation,
empathy, good social communications skills, independence and a positive mental attitude, selfesteem and confidence.
Forest Schools have their origin in Sweden in the 1950’s and developed throughout other
Scandinavian and European Countries. Our concept of the Forest School for the Prep School derives
from the work of Forest Schools in Denmark in the 1980s. In order to establish a Forest School we
had to receive training (Level 1, 2, 3 & 4). By gaining level 3 training we are qualified to be a Forest
School Practitioner. Qualifications are offered by major examining bodies. We started our first
training in 2004. Today individual staff has gained qualifications at level 1, 2 and 3.
In our Forest School all subjects are delivered in the outside environment. We go out whatever the
weather. Our nursery students do a full day each week in the Forest, which extends to a day and a
half in the summer term. Reception do either a half or full day each week of the year. Year 1 and
Year 2 during the Michaelmass Term we do a block of four afternoons, in Lent Term 3 afternoons
and in the Summer Term two full days outside. In the
future we would like to extend Forest School into
Year 3 and Year 4.
Impact
There have been significant benefits in developing
our Forest School. Children have a totally different
attitude from being outside. Their learning is much
more hands on. The confidence that they gain
outside is brought into the classroom setting. It is
particularly successful for boys who may not like to
be so engaged in specific written work in classroom.
You often see children who are struggling in class become the leaders outside because they may be
more practical. This is good for their self-esteem. The practical activities create more independent
learners who are able to manage risks.
Contact: Jenny Hayden-Briffert, Forest School Coordinator, email: [email protected].
Visit the Forest School website at: http://www.forestschools.com/index.php
47
Speak only that which you choose to
manifest
Robert Tennyson Stevenson
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Pre-Prep Log Cabin Refurbishment
Description
The idea came from a friend who had a shed in the garden that he used for his office. A
previous head of Pre-Prep wanted a new pre-prep because the old one was in temporary
buildings (good inside but awful outside, and no feel of the school to them). At first we
experimented with sheds and in 2005 we bought in a Canadian log home and fitted it out as
a pre-prep library and computer centre in the middle of our Forest School. This gave us the
idea that this was a concept that would fit in well with King’s Hall location and be unique in
this area.
How to do it: we costed a complete rebuild at £600,000 plus lots of planning implications.
We concluded that we had to use the site we presently had the pre-prep on. We couldn’t
raise the £600,000 and so I came up with the idea of timber cladding of the old mobile
buildings at a cost of £60,000 for five buildings.
Impact
The impact has been two-fold. The rebuild of the pre-prep is now on hold because the
cladded buildings are proving to be successful, and are in vogue with the countryside
setting. Furthermore, it has a created a environment sympathetic with humanity and
nature, an ideal setting for the education of the young. Using wood underlines the message
of sustainability.
Contact: Alan Prosser, Director of Operations, Woodard Schools Taunton Ltd., email:
[email protected]
49
Imagination
“Imagination is more important than
knowledge. For while knowledge
defines all we currently know and
understand, imagination points to all
we might yet discover and create.”
(Albert Einstein (1875-1955), theoretical
physicist, philosopher )
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Future tense:
“Supposing curriculum reform started with a blank
sheet of paper and consideration was given to the
fact that knowledge is not self – evidently contained
in silos. Additionally if the design recognized the short
shelf – life of knowledge in a 21st century world and
where feast has replaced famine. The discoveries in
the neurosciences in the last ten years, whilst still not
coherent, still demand a tectonic shift from teaching
to learning. Consider the impact of a primary
curriculum based on the Reggio Emilia Approach
with its requirement that children must have some
control over the direction of their learning. Perhaps
we would not have started from here. Futures
thinking whilst not committed to destroying what is,
does open the eyes to what might be.”
(Max Coates, ‘Shaping a new educational landscape’, 2009)
51
‘We need to avoid a trap. We need to
ask ‘what is the most appropriate kind
of education for young people?’ Then
we should ask how schools can best
act as providers and brokers in
creating learning opportunities. The
challenge for school leaders is to
create the space for new possibilities’.
(Tom Bentley, Director of Demos, 2005)
52
How we learn
Consider the work of Joyce and Showers (1983):
5% of learners will transfer a new skill into their practice as a result of theory
10% of learners will transfer a new skill into their practice as a result of theory
and demonstration
20% of learners will transfer a new skill into their practice as a result of theory,
demonstration and practice
25% of learners will transfer a new skill into their practice as a result of theory,
demonstration, practice and feedback
90% of learners will transfer a new skill into their practice as a result of theory,
demonstration, practice, feedback and coaching
I hear I forget
I see I remember
I do I learn
I reflect I improve
(Kanwal I S Neel)
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A 19th century surgeon, armed primarily
with hacksaw and leeches, magically
transported into a modern-day hospital
operating theatre crammed full of
electronic technology and paraprofessional support, would be at a total
loss. By contrast, a school teacher from
the times of Queen Victoria beamed
into most modern-day classrooms would
soon be able to begin practising his
craft.
54
Essential skills for the future
If the future presents certain challenges for the role of
the teacher, then the same is also true for the
learner. It is unlikely that a vision in which all children
can become independent, critical managers of their
own work will be sufficient in a world of extreme
connectedness. Online collaboration and team
working, co-operative production of artefacts all
require significant competencies beyond
independence, autonomy and self-management:
interdependence will be the key.
55
Learning is the greatest game in life and the
most fun.
All children are born believing this and will
continue to believe this until we convince
them that learning is very hard work and
unpleasant.
Some kids never really learn this lesson, and go
through life believing that learning is fun and
the only game worth playing.
We have a name for such people.
We call them geniuses.
(Glenn Doman)
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“Teachers open our eyes to the world,
they give us curiosity and confidence,
they connect us to the past, help us
prepare for the future. They are the
guardians of our social heritage,
influencing a child for life and
standing right at the heart of the
community.”
(The Rt Hon Gordon Brown MP, 2008)
57
Are you going to treat a man as what
he is, or as what he might be? Morality
requires, I think, that you should treat
him as what he might be, as what he
has it in him to become… and business
requires that you should treat him as
what he is; you cannot get rid of that
strain except by rising what he is to the
level of what he might be. That is the
whole work of education. Give him the
full development of his powers; and
there will no longer be that conflict
between the claim of the man as he is
and the claim of the man as he might
become.
(William Temple)
58
Education is ….
The only effective method of education
is to be an example.
(Albert Einstein)
The aim of education is the knowledge
not of fact’s but of values.
(William Ralph Inge)
Education is what survives when what
has been learnt has been forgotten.
(B F Skinner)
There are two lasting bequests we can
give our children: one is roots, the other
is wings.
(Hodding Carter Jr.)
Education is not filling a pail but the lighting of
a fire.
(W B Yeats)
To me education is leading out of what is
already there in the pupil’s soul. To Miss
Mackay it is putting in of something that is not
there, and that is not what I call education, I
call it intrusion.
(Muriel Spark-The Prime of Miss Jean Brodie)
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No man can reveal to you aught but
that which already lies half asleep in the
dawning of your knowledge. The
teacher who walks in the shadow of the
temple, among his followers, gives not
of his wisdom, but of his faith and his
lovingness. If he is indeed wise he does
not bid you enter the house of his
wisdom, but rather leads you to the
threshold of your own mind.
(Khalil Gibran the Prophet)
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This is the true joy in life, being used for a
purpose recognised by yourself as a mighty
one… being part of a great enterprise rather
than a feverish selfish little clod of ailments
complaining that the world won’t devote
itself to making you happy. I want to be
thoroughly used up when I die, for the more I
work, the more I live. Life is no brief candle to
me. It’s a sort of splendid torch which I’ve got
hold of for the moment. And I want to make
it burn as brightly as possible before handing
it on to future generations.
(George Bernard Shaw)
61
Leadership
The leader is best
when people barely know that he exists,
not so good when people obey and acclaim
him.
worst when they despise him.
Fail to honour people,
they will fail to honour you.
But of a good leader, who talks little,
when his work is done, his aim fulfilled,
they will say, “We did it ourselves”.
(Lao Tzu TaoTe Ching 600BC)
There is a difference between leadership and
management. Leadership is of the spirit,
compounded of personality and vision; its
practice is an art. Management is of the mind,
a matter of accurate calculation… its practice
is a science. Managers are necessary; leaders
are essential.
(Field Marshall Lord Slim)
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Six Leadership Styles
Coercive – the leader demands compliance (“Do what I tell you”).
Authoritative-the leader motivates people towards the vision.
Affiliative – the leader creates harmony and builds emotional
bonds. (“People come first”).
Democratic – the leader forges consensus through participation
(“What do you think”).
Pacesetting – the leader sets high standards for performance (“Do
as I do, now”).
Coaching – the leader develops people for the future. (“Try this”).
Leaders are… persons who, by word and/or personal example,
markedly influence the behaviours, thoughts and feelings of a
significant number of their fellow human beings.
(Howard Gardner)
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On Leadership
One of the key principles of leadership is that leaders must strive
to be model learners. They must continue to read, and engage in
discussions about all manner of subjects as well as the most
recent theories of learning. As leaders they should question
current practices, and never feel that they have progressed
beyond the point of being a learner. Learning is truly a lifelong
experience, and cannot be thought of simply as a destination.
(TJ Sergiovanni )
Outstanding leaders have a vision for their schools – a mental
picture of a preferred future – which is shared with all in the
school community and which shapes the programme for learning
and teaching as well as policies, priorities, plans and procedures
pervading the day-to-day life of the school.
(Beare, Caldwell and Millikan)
School leadership is a profoundly moral, ethical and emotional
activity designed to encourage a school’s staff to build and act
on shared and evolving vision of enhanced educational
experiences for pupils.
(Stoll, Fink & Earl)
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
Opening up vistas
I was supposed to be a welfare statistic… It is
because of a teacher that I sit at this table. I
remember her telling us one cold, miserable day that
she could not make our clothing better; she could
not provide us with food; she could not change the
terrible segregated conditions under which we lived.
She could introduce us to the world of reading, the
world of books and that is what she did.
What a world! I visited Asia and Africa, I saw
magnificent sunsets; I tasted exotic foods; I fell in love
and danced in wonderful halls, I ran away with
escaped slaves and stood beside a teenage martyr.
I visited lakes and streams and composed lines of
verse. I knew then that I wanted to help children do
the same things, I wanted to weave magic.
(From evidence submitted to the National Commission on Teaching
and America’s Future 1999).
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The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.
( William Arthur Ward)
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A Good School
We know we are in a good school when the four
following things obtain.
1. Teachers talk about teaching and learning;
2. Teachers observe each other’s practice;
3. Teachers plan, organise deliver, monitor and
evaluate their work together;
4. Teachers teach others.
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King’s Sustainable Strategy
Developing a Sustainable School
Description
According to ‘Sustaining the Future’, the UK’s Sustainable Development Strategy, the goal is
to ‘enable all people throughout the world to satisfy their basic needs and enjoy a better
quality of life, without compromising the quality of life of future generations.’ The then
Education Secretary, Alan Johnson, provided the following reason for schools to have a
sustainable development plan: “Schools are there to give children the knowledge and skills
they need to become active members of society. Many children are rightly worried about
climate change, global poverty and the impact of our lifestyles on our environment. Schools
can demonstrate ways of living that are models of good practice for children and their
communities. They can build sustainable development into the learning experience of every
child to encourage innovation and improvement.” (2006).
In the summer of 2008 the headmaster asked if we could form a working party on
sustainability. The King’s Sustainability Strategy (KSS) group consists of a large number of
individuals drawn from all areas of the King’s community. In recognition of the importance
given to this project it was given a budget of £10,000 per annum.
In developing this strategy we have focussed on:
 Education and the Curriculum – Sustainable development is taught within the
curriculum (especially in Science, Geography and English {where sustainability is
used as a theme for expressing views}). The science workshop programme includes
the following issues: ‘what’s in your pond?’; ‘Rainforests – why do they matter?’ We
also run enrichment visits: in the 3rd Form (Year 9) we make visits to the Carbon
Challenge Road Show as well as running an Environmental Awareness Day exploring
topics such as ‘Could Britain Feed itself?’ The Sixth Form visit the Genesis Project at
SCAT.
 Sustainability on the campus: work includes our own local biodiversity survey in
which we produce a list of species found within the school grounds as part of the
Somerset Biodiversity records; taking part in RSPB’s Big Garden Bird watch survey in
January; developing our own renewable energy project as a result of being awarded
a large grant from the Royal Society – we have erected a large renewable energy
cabin that now acts as a classroom demonstrating ways of saving and making
renewable energy (solar and wind powered); we have planted a copse in aid of the
CCF movement. On-going work includes exploring how building maintenance can
become more sustainable (e.g. insulation and boiler replacement programmes
including exploration of solar power to supply hot water to one of the boarding
houses). Energy consumption is displayed on monitors in visible positions around
the school.
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
The community: we are currently producing a School Travel Plan (e.g. examining
whether we can streamline the journeys to away fixtures); Sixth Form students take
part in the Renewable Energy Transport Show (last year they entered a solar
powered rickshaw, and this year they are working on a solar powered go-kart).
Impact
Aspects of our sustainable project are at different stages of being embedded.
 By offering a whole school approach students’ awareness of sustainability has
greatly increased, whether it be through their commitment to recycling, to becoming
more efficient in the use of energy (especially in the boarding houses) or through
curriculum initiatives,.
 Physicists argue that academic engagement and results have increased as a result of
embedding learning through the use of practical application in the renewable energy
cabin. Furthermore, this cabin acts as a permanent working exhibition on renewable
energy and sustainable living which acts as a fun teaching facility and providing
lifelong skills in this particular area of science. It provides a hands-on view of
renewable energy technology and an understanding of the impact that science and
technology have on the global environment. Recording and analysing data provides
an ideal opportunity for pupils to get involved in understanding energy use and data
handling.
 The growth of outreach projects, where local schools and the local community can
see first hand renewable energy technologies and recognise the benefits and
limitations.
 Sustainability has become part of King’s College’s culture, and central to policy
discussions – be they over building and maintenance projects, insulation of heating
or catering procurement.
Contact: Dr. Roger Poland, King’s College, Taunton at email: [email protected]
69
Creative Technology at Prep School Level
Description
Technology in Years 5-8 is taught in a circus arrangement alongside ICT and Food
Technology. Learning has to be timetabled within termly modules, with one hour a week.
In Year 5 the focus is on design and making skills – outcome is making a spatula and a box..
Year 6 the focus is on structures – outcome, designing a bridge or tower which is tested by
being suspended on it from the school fire escape. In Year 7 the focus is on mechanisms –
the outcome is designing a mechanism e.g. Ferris wheel, mechanical toys. In Year 8 the
theme is energy – outcome is making a energy conversion device such as rocket powered
car, egg catapult, or solar oven.
Team working is an important aspect of the teaching methodology. In years 6, 7 and 8
children work solely in teams to complete a challenge: this challenge includes the use of
communication skills, planning, task-setting, problem-solving, thought finding and repair.
Within these projects we discuss a lot about being ethical in the use of technology and the
need for sustainability (e.g. in year 8 going off to the recycling centre to buy old copper
tubing, chip board, insulation etc. to make their solar panel, which will then be used on
camp to cook food.)
.
Impact
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Students retain the excitement of making things. Once you have the motivation and
excitement you can learn the skills.
A sense of achievement and confidence – the fact that working in teams they can
achieve something, and that it is a worthwhile thing to do.
The skills of working in teams, communicating and cooperating. The projects are set
up as mini-business projects. There is an apprentice like atmosphere. The children
are achieving challenges and solving problems and doing it by relying on each other.
For example, in Year 6 the pupils establish their own structural engineering
company to think through and design their project.
Developing an ethical consciousness about the use and consequences of technology.
Contact: Jim Hamer, Head of Technology and Art, Cathedral School, Exeter email:
[email protected]
70
Developing a Specialism – International Studies
Description
We have been a specialist language college since 2003. When we became a language college
we didn’t have high performance in languages. We improved results by working on both
language learning skills, teaching methods and developing an international dimension.
Devon is quite an insular place and our school is primarily a white student population.
The international dimension was developed through an international studies course in Year
10, to which we dedicate one hour of the timetable. This includes a modular international
citizenship course with a team of four teachers (a mix of ICT, Languages and Humanities).
We develop learning about other parts of the world through the partnerships we have. For
example, there is a module on Africa that focuses on our link school in Malawi. Through ICT
we have a link to our school in order to discuss relevant topics (e.g. AIDS). Similarly we
have a German partner school and they have helped us to establish a Green Team and how
we can investigate how to be more ecologically aware in our school and our lives. The third
module is about stereotypes and is taught by our teacher of Arabic. She teaches some
Arabic but also about the Islamic culture from a position of strength having lived in both
Exeter and Baghdad. The students make a booklet welcoming someone to Exeter who is
from the Islamic faith. It explores what Exeter has to offer someone who is Muslim. The
final module is taught by the Head of Geography and looks at other people across the world
(e.g. Inuit, Indonesian) and the issues they have with global warming in particular. In
support of this learning students have Skype calls with Indonesia in order to carry out their
own action research. The learning that arises from these modules is used as evidence (e.g.
on issues like world poverty, global warming) to support their RE GCSE.
Impact
 Nobody complains about taking a language. It is accepted as a norm, because the
international dimension has blossomed.
 International School Award 2004, 2007, reapplying for 2010 – as a result of bringing
in a lot of visits from other countries and partnership with other countries.
 Developing the use of technology in the classroom as a pedagogical tool.
 A clear alignment of the distinctive core mission of the school as a Church of England
School and an international language college.
 The development of mutual respect for the dignity of difference.
 Raising aspirations – through, for example, the accreditation of French at Year 9
(NVQ 1 / 2, GCSE). We are making it normal for everyone to have two languages. We
therefore offer Arabic and Mandarin in addition to the European Languages.
 Visual impact in order to create an outward looking school: five clocks in the
reception telling the time in different countries (the airport lounge); flags adorn the
front of the building, each classroom is labelled in five languages, a map of the world
marked with our partner schools in the foyer.
Contact: Alison Sykes, Assistant Head St. Peter’s Church of England School, Exeter,
[email protected]
71
Moving a department forward
Description
I came into a very successful department four years ago. My role has been to develop team
work within the department. Because we have a such a large team (13 teachers) I wanted
all students who walked through the door to have the same rich experience of Maths
whoever teaches them. I have gone about this through:
 Rigorous monitoring of what goes on in the department - homework and book
scrutinies from every teacher and year group, sharing of findings, and making joint
decisions to move forward. Through this approach we each hold each other
accountable.
 Sharing good practice: At every department meeting there will always be one item
on the agenda about ‘sharing good practice’. I ask each member of the team to bring
one resource, an idea, a question that they have used with the students.
 Using a robust tracking system (using SIMS) – using aspirational targets for each
term based on the benchmarks from end of term tests. Support for students who
require intervention is given by a Maths specialist TA. Students who have
performed well against targets are given celebration and parents are individually
informed.
 Developing close links with parents through identification of key borderline
students, providing personal invitations to parents to attend workshops.
 Developing group and collaborative working practices with the students. Very
rarely will you walk into a classroom and find students working from textbooks.
You will more commonly see teachers and students using interactive resources on
an interactive whiteboard, students carrying out research using laptops, students
doing problem solving activities and investigative work. The member of staff acts
more as a facilitator and coach.
 As a school we have adopted Costa and Kallick’s Habits of Mind. In Maths our
adopted habits are persistence, taking a responsible risk and thinking interdependently.
Impact
 Upward trend in results. 79% A*-C in this comprehensive school.
 High level of engagement and enjoyment of students through the action based
research / investigative approaches we take to learning.
 High level of consistency across department.
 Self-sustaining team of Maths teachers, each supporting and challenging each other
on a daily basis.
 The Habits of Mind has helped us to develop a skills based approach to learning.
Contact: Sam Hancock, Head of Maths at St. Peter’s Church of England School, Exeter
[email protected]
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If we did all the things we are capable of doing
we would literally astound ourselves.
Thomas Alva Edison
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Building a distinctive Ethos
Description
Over the past two years we have worked hard at creating a distinctive ethos for St.
Margaret’s. Elements of this Ethos include:

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Education is life: sport, art, music and drama are all considered to be as important
as academic subjects and not just sidelines – they do not play second fiddle to
‘academic’ subjects.
A personalised academic service using our web portal – girls who have missed
work due to being ill can email teachers, collect work and correspond on a daily
basis.
We are planning for a more personalised curriculum looking at what success
means for each student, and not just defining it by means of academic success.
Therefore, in place of a GCSE option girls can have timetabled an umpire exam, a
coaching exam, Duke of Edinburgh (virtually all students in Year 9 take the Bronze
Award, 80% of students in Year 10 go on to do Silver, and 50% of the sixth form take
the Gold Award), CCF (around 50% of Year 9, and 10) speech lessons, instrumental
music lessons.
A rich and diverse outdoor education programme – we encourage all of our girls
to roll their sleeves up and join in whether that be in horse riding, playing rugby,
trekking through India or across the moors, or firing weapons across ranges.
Christian community: there is a strong spiritual dimension to the education of all
students – there is an expectation that prayers will be said, God’s wisdom searched
for and spoken about without there being an awkward embarrassment. They have a
strong sense of right and wrong
Mutual love and accountability: caring, supporting and challenging each other. We
are a community built on love and care for one another.
Impact
 A celebration of each individual
 Inner confidence
 High levels of team work
 A can do attitude that permeates a lot of the school
 Well-rounded girls
 Cheer, enjoyment, happiness – girls with smiles on their faces
Contact: Mrs Sheila Cooper, Headmistress, St. Margaret’s School, Exeter, email:
[email protected]
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Ethos statement of St. Augustine’s Academy, Maidstone
Ethos indicates what it will feel like to be part of the Academy. In writing the Education
Brief for this academy we have described the ethos by considering what visitors to the
Academy will say:

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The relationships between all people who work in the Academy are founded on
mutual respect and affirmation. People show integrity in all they do.
The pupils and staff care about each other in a very deep way. They take a personal
interest in each other as members of the Academy family, sharing ideas, interests
and aspirations.
This is a place where people learn to overcome individualism through selfless
actions towards others, and a commitment to their duty towards others
This is a place in which the love of God for all is made clear
All who belong to the Academy show real service to others.
The Academy is a welcoming place where good things go on; safe, and secure for
students and staff.
There's a great passionate energy in this place.
The Academy has strong, lively links with communities and individuals in Europe
and further afield.
It is full of light and colour, in harmony with the landscape; a place that encourages a
sense of belonging and identity.
The Academy is a place of calm, support, and quiet reflection.
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Learner Profile – St. Augustine’s Academy, Maidstone
In setting a vision for the curriculum for this new Academy we considered what sort of
learners we would like the Academy to nurture. We described this in terms of a learner
profile, very much based on that of the International Baccalaureate Organisation.
The aim of the curriculum will be to develop internationally minded individuals committed
to creating a better, more co-operative and peaceful world. All students will be guided
towards identifying themselves as:
 Inquirers - developing and exploring their own natural curiosity
 Autonomous – self-motivating seekers after knowledge and truth
 Knowledgeable – understanding deeply key concepts across a balanced range of
disciplines
 Caring – empathising with others in ways that lead to commitment to action and
service
 Reflective/Thinkers – critical and creative in their approach to complex problems
eager to find effective but ethically sound solutions
 Risk takers – independent enough to explore new ideas, brave enough to address the
unfamiliar, assertive enough to defend their beliefs
 Communicators – expressing themselves confidently (including in a language other
than their own), making them successful collaborators and team-workers
 Decision makers – putting their skills and their knowledge and understanding into
practice for the benefit of others as well as themselves
 Principled – acting with integrity and honesty with a strong sense of fairness,
respecting the dignity of individuals, groups and communities; taking responsibility for
their own actions
 Balanced – intellectual, physical and emotional balance underpinning their own
personal well-being and their understanding of the well-being of others
 Open minded – embracing ideas from others and their cultures, always remaining
open to alternative approaches though confident in their own understanding and
decision-making.
76
Thoughts for the Week
Description
When Steve Jewell (Principal) and Paul Sanderson (Chaplain) arrived at Littlehampton
Academy they had to establish a religious tradition from scratch. Their approach has been
to introduce a major thought for each week and to supply staff with resources to work with
the tutor groups. Each resource pack has four PowerPoint slides:
Slide 1: introduces the theme and some of the key questions to be considered.
Slide 2: provides some visual stimuli – videos or pictures.
Slide 3: ideas for assemblies at the beginning of the week
Slide 4: ideas for assemblies at the end of the week.
However, these slides are not exhaustive – they are starting points. Tutors and Heads of
Year are free to build their own material onto these slides in order to exemplify the theme.
Here are two examples of their work.
77
Example 1: for Valentines Week
Topic: All you need is love
Slide 1: Key Questions to guide reflection during the week:
All you need is Love
 What do you think is unconditional love?
 Why do people use the word love to get what they
 want?
 Can you live without love?
 What does love mean to you?
 When was the last time you told some one you love them?
Slide 2: Visual stimuli
What strings can be
attached to love?
Do you agree?
Slide 3: Ideas for start of week assemblies
We tell our mum we love her and within seconds ask for money.
Some people use the word love to get their way.
Some people love their job and love their partner. But is it a
different kind of love?
The Bible suggests that……
Love never gives up
Love cares more for others than for self
Love doesn't want what it doesn't have
Love doesn't strut
Love isn’t big headed
Doesn't force itself on others
Isn't always "me first"
Doesn't fly off the handle
Doesn't keep score of the sins of others. (1 Corinthians v 13)
What’s love to you?
78
Slide 4: Ideas for end of week assemblies
“A friend is someone who knows all about you, and loves you just the same” (Proverb)
“If you judge people you have no time to love them”(Mother Teresa)
“Love is like a precious plant. You can’t just accept it and leave it in the cupboard or just
think it’s going to get on by itself. You have got to keep watering it. You have got to really
look after it and nurture it.” (John Lennon)
“Don’t forget to love yourself” (Soren Kierkegaard)
79
Example 2: for the week 29 March-1 April 2010
Topic: Who would die for you?
Slide 1: Key Questions to guide reflection during the week:
Who would you die for?
 What happens to you when you die?
 If someone died for you how would you feel?
 Would you give your life for your best friend? A family member? Why?
 Why would someone die for you?
 Why are people shy of talking about Jesus dying for us?
Slide 2: Visual stimuli
What is a bodyguard’s ultimate job?
Why is it called ‘Good Friday’?
Who is your best friend? Why?
80
Slide 3: Ideas for start of week assemblies
In 1987 while on Tour in America the band U2 received a death threat. “if you sing “Pride
(In the Name of Love) I will shoot you”. This song spoke out against racial prejudice and
was a controversial choice in cities that had been segregated a mere two decades previous.
Bono refused to be stopped by fear so they took to the stage. Bono writes: “So I did it, and
not to be melodramatic about it, I was a little freaked. I didn’t even look at the crowd. And
when it was finished and I looked up, I saw Adam was standing in front of me for the whole
thing!” Adam was the bass guitarist and during the whole song he stood in the way ready to
take any bullet aimed at Bono. Easter is about another person who was prepared to take
death for others. Millions of Christians around the world will this weekend thank God for
sending his son Jesus to live and die for them. Christians believe that in the act of dying on
the Cross Jesus took the punishment we deserve so we can be reconciled with God. Who
would die for you? Did Jesus die for you?
Slide 4: Ideas for end of week assemblies
Why is friendship so important?
What can we do over Easter to build up our friendships or rebuild our friendships?
“A friend is someone who knows all about you and loves you anyway!” (Unknown)
“Friends are God’s way of taking care of us” (Unknown)
“I will speak ill of no person, and speak all the good I know of everybody” (Benjamin
Franklin)
Contact: Paul Sanderson MBE, Chaplain Littlehampton Academy; email:
[email protected]
81
Celebrating heroes in life
Description
At Carmel (RC) College, Darlington, each subject area was asked to selected heroes within
their own subject. A pen portrait and photograph was generated in the school using
Encyclopaedia Britannica and BBC Websites as information sources in the first instance.
(Anything from WIKI was always double/treble checked against other sites). Mounting,
framing and installation was done by a local company. The full list of pen portrait subjects
for classrooms and buildings follows. All extant subjects were asked for permission to
name rooms in their honour and some very nice communications were received in return.
Contact: Alan Hersey at Carmel College, Darlington. Email: [email protected]
Room Names Master List
BUILDINGS
St Vincent de Paul
St Mary’s
St Jean-Baptiste de la Salle
Isaac Newton
George Stephenson
St Cecilia
Name on door/building
plate
St Vincent’s
St Mary’s
de la Salle
Newton
Stephenson
St Cecilia’s
Maths
Pierre de Fermat
Sir Andrew Wiles
Alan Turing
Mary Somerville
Leonhard Euler
René Descartes
Euclid
Pierre de Fermat
Sir Andrew Wiles
Alan Turing
Mary Somerville
Leonhard Euler
René Descartes
Euclid
English
George Orwell
Jane Austen
William Shakespeare
The Brontë Sisters
Margaret Atwood
Thomas Hardy
George Orwell
Jane Austen
William Shakespeare
The Brontë Sisters
Margaret Atwood
Thomas Hardy
Science
Charles Darwin
Dmitri Mendeleev
Dorothy Hodgkin
Ernest Rutherford
Charles Darwin
Dmitri Mendeleev
Dorothy Hodgkin
Ernest Rutherford
Subject
Name on Pen Portrait
82
Gregor Mendel
John Dalton
Joseph Henry
Marie Curie
Rosalind Franklin
Gregor Mendel
John Dalton
Joseph Henry
Marie Curie
Rosalind Franklin
83
Subject
Music
Herbert von Karajan
Leonard Bernstein
Sir Simon Rattle
Antonio Vivaldi
Joseph Haydn
Jean Sibelius
Sir William Walton
Name on door/building
plate
Karajan
Bernstein
Rattle
Vivaldi
Haydn
Sibelius
Walton
History
Eleanor Roosevelt
Sir Winston Churchill
Sir William Marshal
Eleanor Roosevelt
Sir Winston Churchill
Sir William Marshal
Geography
Arno Peters
Charles Richter
Gerardus Mercator
Arno Peters
Charles Richter
Gerardus Mercator
MFL
Oskar Schindler
St Thérèse de Lisieux
Miguel de Cervantes
Confucius
Oskar Schindler
St Thérèse de Lisieux
Miguel de Cervantes
Confucius
Art
Mark Rothko
Johannes Vermeer
Dame Barbara Hepworth
Edward Weston
Rothko
Vermeer
Hepworth
Weston
Vocational
Bill Gates
Charles Babbage
Frederick Herzberg
Sir Tim Berners-Lee
Aneurin Bevan
Florence Nightingale
Adam Wakenshaw VC
Bill Gates
Charles Babbage
Frederick Herzberg
Sir Tim Berners-Lee
Aneurin Bevan
Florence Nightingale
Adam Wakenshaw VC
Name on Pen Portrait
84
PE
Subject
Name on Pen Portrait
Sir Roger Bannister
Dame 'Tanni' Grey-Thompson
Name on door/building plate
Sir Roger Bannister
Dame 'Tanni' Grey-Thompson
Gen. Teaching
St Thomas Aquinas
St Thomas Aquinas
Technology
Nikola Tesla
Henry Ford
Sir James Dyson
Philippe Starck
Gabrielle 'Coco' Chanel
Isambard Kingdom Brunel
Michael Faraday
George Cadbury
Sir Norman Foster
Nikola Tesla
Henry Ford
Sir James Dyson
Philippe Starck
Gabrielle 'Coco' Chanel
Isambard Kingdom Brunel
Michael Faraday
George Cadbury
Sir Norman Foster
RE
Pope John XXIII
Óscar Romero
St Francis of Assisi
C S Lewis
St Augustine
Pope John XXIII
Óscar Romero
St Francis of Assisi
C S Lewis
Augustine
Psychology &
Sociology
Albert Bandura
Albert Bandura
Drama
Sir Laurence Olivier
Sir Laurence Olivier
Media Suite
Lord Reith
Lord Reith
85
Sir Tim Berners-Lee
Computer Scientist
Born:
1955 in London, England
Nationality: British
Educated: University of Oxford
A British computer scientist, Tim Berners-Lee is generally credited as the inventor of the World Wide
Web. Forgoing great personal wealth, he made his ideas available freely, with no patent and no royalties
due so they could be easily adopted by anyone.
Working at CERN, the European Particle Physics Laboratory in Geneva, Berners-Lee developed
ground-breaking computer software.
 In 1980, he developed a program called Enquire. This program could store information in files that
contained connections (‘links’) both within and among separate files - a technique that became
known as hypertext.
 In 1984, he worked on developing procedures that allowed
diverse computers to communicate with one another in the
laboratory's computer network.
 In 1989 he drew up a proposal for creating a global hypertext
document system that would make use of the Internet. To
share their information, CERN researchers would place
information ‘online’, where their peers could immediately
retrieve it anytime - day or night.
 In 1990/1 he wrote the software for the first Web server and the first Web browser. The first
application of the Web at CERN was the laboratory's telephone directory!
86
In 1994, he founded the http://school.eb.co.uk/eb/topic?idxStructId=932588&typeId=13World Wide Web
Consortium (W3C) which acts to oversee the Web, ensuring compatibility and the development of new
international standards.
87
St Vincent de Paul
Catholic Priest
Born: 1581 in Pouy (now renamed Saint-Vincent-de-Paul), France. Died: 1660
Nationality: French. Educated: Franciscan monastery at Dax, France, and the University of Toulouse
Vincent de Paul was a Catholic priest who founded two religious orders. In 1737 he was made a Saint of
the Catholic Church.
Vincent was born to a poor peasant family, but had the good fortune to be educated for four years by the
Franciscan friars at Dax. He went on to study divinity at the University of Toulouse and was ordained a
priest at the age of twenty. After a year in Rome he went to Paris where he remained for the rest of his
life and served as parish priest at Clichy.
In 1625 he founded the Congregation of the Missions (commonly called the Vincentians or the
Lazarists) which was a society of priests and brothers founded for the purpose of sending preaching
missions out to the poor country people and training young men for the priesthood. To this original work,
the congregation has today added extensive foreign missions, educational work, and chaplaincies to
hospitals, prisons, and the armed forces.
Vincent next started an association of laywomen, in and around Paris, who visited, fed, and nursed sick
poor people. The wealth of these ladies, many of noble family, helped him to establish hospitals for
foundlings (abandoned babies) and the sick poor. Eventually peasant girls were employed to assist the
‘Ladies of Charity’. This led, in 1633, to his co-founding, with (Saint) Louise de Marillac, the religious
congregation of the Daughters of Charity of St. Vincent de Paul.
The Daughters of Charity was the first non-cloistered religious order of women and is devoted to active
charitable works. In 2008 there were nearly twenty thousand Sisters living and working in over two
thousand Communities in ninety-one different countries.
Sisters from the Daughters of Charity taught, and held the headship, at the Immaculate Conception
Girls’ Secondary School in Darlington. In 1974 the school closed and became part of Carmel RC
Comprehensive School.
88
Johannes Vermeer
Painter
Girl with the Pearl Earring, by Vermeer (1665)
Born: 1632 in Delft, the Dutch Republic (now The Netherlands)
Died: 1675
Nationality: Dutch
Educated: Apprenticed as a painter, probably in Delft, but it is not known to whom.
Johannes Vermeer was a Dutch painter who is acknowledged as one of the great painters of the Dutch
Golden Age of the 17th century. Only about thirty-six of his paintings survive but these rare works are
among the most treasured images in the history of art.
Vermeer began his career in the early 1650s by painting large-scale biblical and mythological scenes,
but most of his later paintings - the ones for which he is most famous - depict scenes of daily life in
interior settings. These works are remarkable for their purity of light and form, qualities that convey a
serene, timeless sense of dignity. Vermeer also painted cityscapes and allegorical scenes.
Vermeer's fame was not widespread during his lifetime, largely because his paintings were collected by
local patrons and because his creative output was small. After his death the paintings continued to be
admired by a small group of connoisseurs, primarily in Delft and Amsterdam.
Vermeer rarely explained the exact meanings of his paintings, preferring instead to allow each viewer to
contemplate their significance. As a result, his masterpieces continue to captivate today, much as they
must have done in 17th-century Delft.
89
An artistic affair
Those of us who work in the field of education are
neither bank clerks who have little discretion nor
assembly line workers whose actions are largely
repetitive. Each child we teach is wonderfully unique
and each requires us to use in our work that most
exquisite of human capacities, the ability to make
judgements in the absence of rules. Although good
teaching uses routines, it is seldom routine. Good
teaching depends on sensibility and imagination. It
courts surprise. It profits from caring. In short, good
teaching is an artistic affair.
(Elliot W Eisner)
90
A Passionate Teacher
Of some of our teachers, we remember their foibles
and mannerisms, of others, their kindness and
encouragement, or their fierce devotion to standards
of work that we probably did not share at the time.
And of those who inspired us most, we remember what
they cared about, and that they cared about us, and
the person we might become. It is the quality of caring
about ideas and values, this fascination with the
potential for growth within people, this depth and
fervour about doing things well and striving for
excellence, that comes closest to what I mean in
describing a “passionate teacher”.
(Robert L Fried)
91
Above and Beyond the Call of Duty
The Role of Sporting Mentor
“It’s an extraordinary story… they’re rounded individuals and this is what I’ve always believed.
I’ve never believed you can only do sport and nothing else. This is the living embodiment of
why that is such an outdated view” (Lord Sebastian Coe)
Description
“Success and the correct
publicity both locally and
nationally
and amongst their
The use of a skilled Sporting Mentor to identify and encourage international
own peers creates the perfect
sporting excellence underpinned by individual care and support for each ofplatform
the
for high levels of selfstudents and their families.
esteem and the continuing
recreation of this wonderful
In September 2007 Neil Gilson approached the school to establish a “feel-good factor” amongst the
football academy. Whilst St. Peter’s did not feel that it had the facilities whole school populace- even
endearing itself to those
to develop such an academy it seized on Neil’s passion for sport to
talented but disruptive pupils
appoint him to the unique role of Sporting Mentor. Central to this role who would and do benefit from
was the ability to spot sporting talent in individual students and to use
close links with highly
this to raise aspiration, increase self-esteem and challenge students to
motivated and successful
pupils.” (Neil Gilson)
reach for the stars.
Neil’s approach has been to fully embrace the Every Child Matters
agenda, and to apply Woodard’s holistic approach to education. “Taking
responsibility for the mental, physical, physiological, moral and
academic well-being of the child is my focus, in nurturing a highly
motivated, well rounded individual whose success becomes a role model
for others to imitate and follow.”
An excellent example of this complete responsibility can be seen in the
case of a most talented young lady,Grace Mahony (Year 8). An
outstanding athlete, both in cross country and in athletics, she holds no
less than six national standards, in six individual disciplines. Grace
developed a patella-tendon problem. Such was the child-centered and
holistic approach adopted by the sporting mentor that he used personal
contacts to ensure that she was seen by a top orthopedic surgeon to
operate on the micro tear on the tendon within 8 weeks, and therefore
short-circuited what could have been a very lengthy medical procedure.
Having a member of staff free from the constraints of a timetable has
created the flexibility for him to work with children and their families at
the point of need on a 24/7 basis. This has enabled Neil to:
 Supportively work with the student and their family in evenings
and weekends, thus supporting the infrastructure that is so
important for a child’s development;
 Going into feeder primary schools to identify up-and-coming
“Not simply a teacher, more of
an identifier, an encourager,
and esteem-builder whose job
it is via sport to help all St
Peter’s pupils, not only the
athletic high flyers, to find
facets of themselves they
might otherwise never have
known were there.”
(Sentinel 10thJuly 2008)
“The most vital commodity is
having an infrastructure in
place around each and every
child creating a belief and an
encouragement in their
development – grandparents,
brothers and sisters –
disappointments and
achievements all shared
creating a FAITH AND BELIEF
thus motivating and inspiring
each child, whilst also having
the caring ethos so vital in
their development.”
Outstanding Achievements
92

talent;
Identify and channel skills and talents where students’ hadn’t
previously looked.
Such work does not take place in isolation. It arises out of a Woodard
educational environment that places a focus on each child being known,
nurtured and loved; places that cherish the development of the whole
child and recognize accomplishments both within the school and outside
the gates of the school.
“I don’t think that in the last 20 or 30 years traveling around the country
I have ever been to a school where the concentration of young talent
coming through is in such a spectacular way.” (Lord Sebastian Coe)
Impact
Identification and
nurturing of elite
sporting success
 Support for each
individual sports
person and their
families using a
coaching and
mentoring model
 Raised aspiration and
increase in individual
self-esteem for
individuals combined
with
acknowledgement
from peers,
motivating each to
take the extra step to
the next level of
achievement
 Creation of ‘sporting
role models’ within the school and community, celebrated through
large posters around the school and celebration assemblies
 Fund raising for individual students, including sponsorship
Creating a local and national profile for individual and group sporting
success – including full page press coverage in national newspapers,
involvement of Lord Sebastian Coe and the Secretary of State for Sport

WORLD RANKING
KARATE
KARATE
KARATE
U-14 WORLD NO. 3
U-15 WORLD NO. 3
U-12 WORLD NO. 3
INTERNATIONALS
CYCLING
CRICKET
KARATE
KARATE
KARATE
U-16
U-21
U-14
U-15
U-12
NATIONAL CHAMPIONS
CYCLING
ATHLETICS
GYMNASTICS
SWIMMING 1500M
FREESTYLE
ROWING
ROWING
ROWING
ROWING
U-18
U-14
U-13
U-16
U-13
U-14
U-15
U-12
NATIONAL RANKING
ATHLECTICS
DISCUS
ROWING TEAM
ROWING
ROWING
ROWING
ATHLETICS
ATHLETICS 100M
ROWING
ATHLETICS
400 & 800M
CYCLING
ROWING
TABLE TENNIS
CYCLING
TRAMPOLINING
TRAMPOLINING
TABLE TENNIS
U-15 2nd
U-14 2nd
U-14 3rd
U-13 3rd
U-13 5th
U-17 6th
U-13 7th
U-13 7th
U-15 10th
U-14 12th
U-14 13th
U-14 16th
U-14 18th
U-16 20th
U-14 45th
U-16 Top
50
Contact: Neil Gilson, Sports Mentor at St. Peter’s, Stoke; email: [email protected]
93
Children and pupils see much more of us and in us and
about us than we would like to imagine. They study us
as they study their books - and often with considerably
more interest. They read us. They see our body
language and see through it; they spot where we
scratch ourselves; they pick up the giveaway
expressions in our eyes; they perceive our natures and
assess our flash-points. No actor on the stage is more
carefully studied.
(Jonathan Smith)
94
Teaching in a changing world
Teachers teach, but unless they learn constantly, they
will be unable to perform their central role in a rapidly
changing society. There is so much for them to learn.
They need to be able to develop new skills and
understandings consistent with the latest research in
education and psychology. Information technology
impacts ever more profoundly on learning: they need
to understand its impact and potential.
They need to keep up to date with their subject or
subjects. They need also to understand the changing
society in which we live so that they can guide or
signpost their students into the inevitable uncertainties
of the future.
(Michael Barber)
95
God has created me for some definite service
God has created me for some definite service;
He has committed some work to me,
which he has not committed to another.
I have my mission – I may never know it in this life,
but I shall know it in the next.
I am part of this great work;
I am a link in a chain, a bond of connection between persons.
God has not created me for nothing.
I shall do good, I shall do his work;
I shall be a bringer of peace,
a preacher of truth in my own place,
even while not intending it,
if I do but keep his commandments
and serve him in my calling.
Therefore I will trust him.
Whatever, wherever I am.
I can never be thrown away.
If I am sick, my sickness can serve him.
God does nothing in vain.
He knows what he is about.
I do not ask to see;
do not ask to know;
I simply ask to be used.
Ven. John Henry Cardinal Newman
96
I have come to the frightening conclusion: I am the
decisive element in the classroom. It is my personal
approach that creates the climate. It is my daily mood
that makes the weather. As a teacher I possess
tremendous power to make a child’s life miserable or
joyous. I can be a tool of torture or an instrument of
inspiration. I can humiliate or humour, hurt or heal. In all
situations it is my response that decides whether a crisis
will be escalated or de-escalated; a child humanised
or dehumanised.
(H G Ginott)
97
“Our problem is that we ignore a vital educational principle, namely
that studying a subject of which you have some first hand
knowledge is far easier, far more meaningful, than studying the
theory of a subject of which you have no practical experience.”
Sir Richard Livingstone’s conclusions on the Sixth Form curriculum, as
it was in 1941, are as sharp and precise as were those of the
Tomlinson Report of 2006: “What an amazing and chaotic thing it is!
One subject after another is pressed into this bursting portmanteau
which ought to be confined to the necessary clothes for a journey
through life, but becomes a wardrobe of bits of costume for any
emergency. If the school sends out children with desire for
knowledge and some idea of how to acquire and use it, it would
have done its work. Too many leave school with the appetite killed
and the mind loaded with undigested lumps of information. If a
school is unable to teach its pupils to work things out for themselves,
it will be unable to teach them anything else of value.”
(Sir Richard Livingstone, Vice Chancellor of Oxford University writing in 1941)
98
If pupils don’t learn the way we teach,
perhaps we should teach the way they
learn.
(Howard Gardner)
99
A Good Teacher
is kind
is generous
listens to you
encourages you
has faith in you
keeps confidences
likes teaching children
likes teaching their subject
takes time to explain things
tells you when you’re stuck
tells you how you are doing
allows you to have your say
doesn’t give up on you
cares for your opinion
makes you feel clever
treats people equally
stands up for you
makes allowances
tells the truth
is forgiving
(Description by Yr 8 students)
100
Index
Quotations
A good school
A good teacher
Are you going to treat a man as what he is
Beyond the island
Digital world – analogue world
Education is
Essential skills for the future
Future Tense
God has created me for some definite service
Leadership
Learning in a changing world
Learning is changing
Learning is the greatest game
How we learn
Imagination
Marks of Christian leadership
On leadership
Opening up vistas
Our deepest fear
People are often unreasonable
Six leadership styles
Speak only that which you choose
The invitation
The mediocre teacher tells
This is the true joy in life
Too often we give our children
What are we educating for?
We need to avoid a trap
64
99
55
40
42
56
52
48
95
59
43
46
53
50
47
11
61
62
7
22
60
36
41
63
58
45
44
49
Butterflies
Above and Beyond the Call of Duty
Ardingly Abroad
Branding the ECM Agenda
Building a distinctive ethos
Celebrating heroes in life
Challenge Grades
Creative Technology at Prep School Level
90
33
16
72
78
18
67
101
Developing a Specialism – International Studies
Diplomas: A case study
Embracing death: All Soul’s (Family) Service
Ethos statement of St. Augustine’s Academy, Maidstone
European Initiative
Forest School
Intelligent Data
Introducing Diplomas
King’s Sustainable Strategy
Learner Profile – St. Augustine’s Academy, Maidstone
Monday’s Enrichment Programme
Moving a department forward
New house system to focus on each child
Outdoor learning
Personal, Health & Moral Education (PHME)
Pre-Prep Log Cabin refurbishment
Pupil voice in departmental reviews
Quality Assurance Programme
The liturgy as a teaching tool
Think Tank
Thoughts for the week
What makes successful learning?
68
30
25
73
12
35
26
28
65
74
32
70
14
18
15
37
20
23
9
39
75
38
102