Bowland High SchoolJeannie Credie & Andrew

FletcherSubject Area: English

Teaching, Learning, Assessment and the Curriculum

Focus Area:Small group of underachieving boys in Year 9. Results of the PASS survey showed that pupils

lacked confidence and motivation as learners. At the end of KS2, the group either achieved a

level 3 or were working below the level of the test.

Within our subject area, analysis of KS3 & 4 data reveals underachievement particularly in boys’ writing.

From analysis of KS3 & 4 data, lower ability pupils tend to make progress at a slower rate.

Preliminary research:KS2 and 3 data of the focus group pupils.PASS Survey results from whole school

assessment.Interactive questionnaire results, using the

ActivExpression pods.

Project Aims:Use ICT - ActivExpression Pods, Macs, digital

cameras, spell-checkers - to increase engagement and enthusiasm in English studies.

Tailor curriculum to meet learners’ interests, social and emotional needs.

Make teaching and learning purposeful by providing a real audience for pupils’ work.

To encourage pupils to become independent learners, creative thinkers and effective participators.

Finally, that pupils make some progress from KS2 to KS3 results.

Using Technology- Achieving our aims using the ActivExpression Pods

To use Promethean’s ActivExpression Pods to increase engagement and enthusiasm with learning.

To offer pupils a more interactive learning experience.

Using the pods we gathered information from the pupils on their preferred learning topics.

Tailoring the curriculum-Achieving our aimsFrom the results of the questionnaire we

developed new programmes of study. Providing engaging lessons based on pupils’

interests.Ensure that there was a real audience for

pupils’ work.Meet learners’ social and emotional needs.

Tailoring the curriculum- Using technology in the classroom

Use of ActivExpression pods for group interaction, planning for writing tasks and sharing ideas.

Provision for pupils to work on the new Apple Mac computers to create personal magazine profiles.

Use of digital cameras and computer software to produce ‘A day in the life of…’ short films.

A real audience for learning After input from our e-mentor:

Links were made with Eaglecrest School, Colorado.

Pupils received letters from American pen-pals.

Emotional reaction of pupils was very positive.

A chance to learn about a contrasting culture.

Increasing engagement – Achieving our aims

Inspirational speakers and educational visits were organised.

Allow pupils to learn ‘outside the classroom.’ A trip to Gazegill - a local organic farm

Autobiographical projects created.

Pupil Voice –response to outside speaker

In response the question: Thinking aboutyour experience of meeting Dave, what didyou learn from yesterday’s lesson?

“As Dave said: “You have to persevere.””“He said: “If you like a sport and you are good at

it, you should give it your all and try your best.””“If I like something try as hard as I can.”“Try different hobbies.”

Trip to Gazegill Farm

Final Project – Autobiographical Tasks

Magazine articles – ‘An interview with…’Produced a short film about an aspect of

their life.Assessed as part of pupils’ GCSE English

qualification.Flexibility in terms of outcome.Pupils worked independently, developing

skills in organisation, ICT and presentation.Opportunities for group discussion and

sharing ICT skills.

Fun, fun, fun… But what have we learnt?Analysis of data shows all pupils have made

academic progress by the end of KS3.The pupils have resoundingly enjoyed their year

in English. ActivExpression pods have been successful, as

have the spell checkers!An overwhelming success has been the use of

Apple Mac computers and digital cameras.Pupils seem incredibly willing and motivated

when they discuss their project work.

Fun, fun, fun… But what have we learnt?

September 2009 June 2010

Impact on teaching and learningReflection on English KS3 curriculum.Having the courage to incorporate new

technology into the curriculum. Personalisation of adventurous programmes of

study , tailored to suit learners’ needs – adopted similar model for a group in September 2010.

Flexibility in sharing teaching groups.Inset training for colleagues with invitations to

local teaching practitioners.