THE WILDING SCHOOLFROM LITTLE ACORNS MIGHTY OAKS GROW

By Natalie, Jess, Millie, Lucy N and

Lucy S

REASON BEHIND THE NAME • Emily Wilding Davidson

• Suffragette who hailed from Morpeth

• Ran onto racecourse at Epson and died

• Studied at Oxford University and received first class honours degree, even though women were not admitted

onto courses then

• Initially a teacher, who left her job to fight for women's suffrage

“Emily is an inspiring women from the North East, what she stood for.

What was relevant then is relevant now.” –

Penni Blyth, director of the Emily Inspires events and instrumental in

getting a plaque commemorating her life at Epsom

AT OUR SCHOOL YOU WILL HAVE A W.I.L.D TIME

WORK ALONGSIDE

NATURE

INQUIRE AND

DISCOVER

LEARN A

LANGUAGE

DEVELOP LIFE

SKILLS

SCHOOL PURPOSE AND DISTINCTIVE FEATURES

• Focus on learning a second language

• Inquiry based learning

• Outdoor learning basis

• Parental involvement

EXTERNAL PARTNERS

EXTERNAL PARTNERS

Partners scheme for children who attend this

school

Staff members can contribute to our

pedagogies and students can

volunteer as assistants

EXTERNAL PARTNERS

• North East charity of the year 2016

• Handy link to refer parents to if they have any worries about their children

• Provides children and families with mental health and other issues like poverty, facing children in the north east

• BU project:

• Supports young people aged 8-25 years to help build resilience to cope with the emotional challenges of everyday life and develop the foundations for positive mental health

• 10-12 week course with fun and informal sessions focusing on n communication, friendships, self image, mental health and coping with feelings

http://www.children-ne.org.uk/bu-children-and-young-people/

EXTERNAL PARTNERS

• A charity that helps local disadvantaged children, from refugees to children with SEN needs from across the country

• “Worked with over 18,000 vulnerable children and young people last year”

• SMART (Supporting Migrants, Asylum-seekers and Refugees Together) programme in Newcastle

• 5 strands to help people: Weekly drop-in sessions, social activities, individual targeted support, group work, training

http://www.childrenssociety.org.uk/what-we-do/helping-children/our-programmes/young-refugees/help-and-

hope

EXTERNAL PARTNERS

Classes will be regularly taught in a local farm setting, where children learn the importance, in this fast paced culture, of preserving our environment, understanding

where our food comes from and ‘backing British farming’

Research shows that engaging the local community in

helping a local school is one of the five traits of a

successful school

Inclusion and EAL Students

• The number of students with EAL has increased by 20% in the UK since 2009 (British Council)

• The majority of primary schools in Newcastle have less than 10 EAL pupils eligible for KS2 Assessment. (Gov.co.uk)

• We would aim accept up to 50% of our students as students with English as an additional language.

• ‘the effects of contemporary migration and globalisation alongside the increasing recognition that non-native speakers of English have long outnumbered native speakers globally (Crystal, 2003) have led to the re-evaluation of the importance of bilingualism

and multilingualism for individual and societal language use’ Hall & Cook, 2009.

• Help British students see the relevance of bilingualism.

Monday Tuesday Wednesday Thursday Friday

English

(outdoor

learning)

Maths English Maths

(outdoor

learning)

English

BREAK & SNACK 10am-10:30am- The School Fruit and Vegetable Scheme (SFVS)

Maths English

(outdoor

learning)

Maths English Maths

PE Language Nutrition

Awareness/PHSCE/Topic

Language PE

LUNCH- 12:30-1:30pm

Topic/ Inquiry

Learning

Topic/ Inquiry

Learning

Topic/ Inquiry Learning Topic/ Inquiry

Learning

Topic/ Inquiry

Learning

Whole School

Presentations

CURRICULUM EXAMPLE:

WHY CHILDREN SHOULD LEARN A SECOND LANGUAGE

• INCLUSIVITY

• BUILD MULTITASKING SKILLS

• IMPROVED MEMORY

• CULTURAL ENRICHMENT

• COGNITIVE SKILLS

• FUTURE BUISNESS OPPORTUNITIES

SUPPORTING EVIDENCE FOR LEARNING A SECOND LANGUAGE AT A YOUNG AGE

ELEMENTARY SCHOOL PUPILS IN

SOUTH TYROL

• Younger learners “are likely to be less 'language anxious' than many older

learners and hence may be more able to absorb language rather than block it

out” (Johnstone, 2002).

• Children have more time to learn a language. Malcolm Gladwell in his book

Outliers argues that to learn something well, it takes at least 10,000 hours of time

on task (based on a study by K. Anders Ericsson

• Third, many cognitive abilities are known to decrease with age. “Some age-

related changes in cognitive processes relevant to language learning are a

decreased ability to learn paired-associates (Salthouse, 1992)

TYPICAL FRENCH LESSON:

LEARNING A LANGUAGE OUTSIDE THE CLASSROOM SETTING:

INQUIRY BASED LEARNING:

• Includes 2 Weekly Questions/Tasks • 1 Practically based task

• 1 Question requiring consideration/debate • Whole school event

• Feedback

OUTDOOR LEARNING

• Located in North Tyneside, where 1 in 5 children live in poverty

• Percy Main is a town that in the past has experienced riots, leading to the school having bars on the windows in 2002.

PERCY MAIN PRIMARY SCHOOL CASE STUDY

• The children of Percy Main are more engaged in classrooms because of their prior knowledge of the topic being taught outside

• The children have more confidence in their learning and abilities

• “Pupils have positive attitudes to learning. Teachers plan a range of topics over the year that really engage pupils in their learning”

OFSTED

• “Children and young people find that not everything matches the models in the text books. This does not mean that what they have

found out is ‘wrong’. Instead, it develops awareness of the complexities of the real world and can help develop critical thinking

skills” (Education Scotland)

• The multi sensory experience helps young children retain knowledge

• SEN - Andrew

OUTCOMES OF OUTDOOR LEARNING AND FOREST SCHOOL

School Design

REASONS FOR OUR DESIGN

• Light

• Views

• Movement & Circulation

Research by University of Georgia’s School Design and Planning Laboratory (SDPL) found that movement & circulation (movement & people), lighting

and views all effect student progress.

OUR SCHOOL DESIGN

Importance of Colour

It is often assumed bright primary colours are best for children as they are

stimulating and bright. However research has found that children are relatively

sensitive to nuances in both lighting and colour. In example, children are

particularly attuned to the colours of nature and human skin colours.

Open Plan Classrooms

Open plan classrooms are not a new phenomenon as a lot of school design has used them since the 1970s. A lot of the classrooms in our school are open plan. With many

year groups being in one large room with a bookcase for example separating the two classes from one another.

There is a lot of research saying this is advantageous to learning.

Research conducted in a Mid-west urban elementary school found that ‘collaborative teaching relationships

were productive and rewarding’ with a substantial increase in student achievement.

OUR SCHOOL DESIGN

Playground

Furniture

ASSESSMENT

• Stealth assessment

• Teacher evaluations throughout the year

• Spider diagram assessed every 3 months

• NO FORMAL EXAMS

• End of 7 years in school pupils receive a portfolio to prove what they have skills they have gained during their

time at the school

WHY THERE WILL BE NO FORMAL EXAMS

• One of the biggest international education inquires (led by Cambridge University) in

decades has found that UK children are now the most tested children in the world

• John Dunford, General Secretary of the Association of School and College Leaders on the tests given to primary school children - “It has more to do with holding schools to account than helping pupils to progress.“

• 89% of education staff considered testing and exams to be the greatest cause of pupil

stress

STEALTH ASSESSMENT

• Val Shute – A leading researcher on assessment, cognitive diagnosis, and learning from advanced

instructional systems

• “stealth assessment refers to evidence-based assessment that is woven directly and invisibly

into the fabric of the learning or gaming environment.”

• Gameplay can show students how students naturally produce rich sequences of actions

• Typical educational cycle is: Teach. Stop. Administer test. Repeat loop (with new content)

SPIDER DIAGRAM CHILD RECIEVES EACH TERM FOR EACH

TOPIC

HOW WE WILL MARK THE STEALTH ASSESSMENT PIECES

HOW WE WILL MARK EACH STEALTH ASSESSMENT PIECE

• This chart will be included in the portfolio

• It shows the overall point the child received at the end of each year they were in the school

• It will come with the spider diagrams from each term/for each topic so the high school they will be attending can see how the child has developed throughout their whole time

at the school

• This means it is not based around a few right questions in a test but about their overall development

References:

• British Council, (2016) English as An Additional Language (EAL) Available at: https://www.britishcouncil.org/education/schools/support-for-languages/eal [Accessed: 1/12/2016]

• Hall, G., Cook, G. (2012) ‘Own-language use in language teaching and learning’ Language Teaching., Vol 45, pp271-308.

• Gov.co.uk (2015) Primary Schools in Newcastle Upon Tyne Available at:https://www.compare-school-performance.service.gov.uk/schools-by-type?step=phase&region=391&geographic=la&phase=primary&orderby=ks2.0.TEALGRP2&orderdir=desc&datatype=percent&sortpolicy=inversepolicy&BasedOn=Overall+performance&Show=English+as+an+additional+language+(EAL)&schoolTypeFilter=allSchools&page=1 [Accessed 01/12/2016]

• Shropshire Star. (2015) Poll: Should primary school children be made to sit exams. Available at: http://www.shropshirestar.com/news/editors-picks/2015/02/28/poll-should-primary-school-children-be-made-to-sit-exams (Accessed: 07/12/16).

• Shute, V (2015) Stealth assessment in video games. Available at: http://research.acer.edu.au/cgi/viewcontent.cgi?article=1264&context=research_conference (Accessed: 07/12/16).

• https://creately.com/diagram/example/h8d9yzrh3/CHILD%20DEVELOPMENT%20SPIDERGRAM

• Fielding Primary School and Nursery (unknown) Assessment. Available at: http://www.fieldingprimary.com/assessment-1/ (Accessed: 07/12/16).

• http://www.lotc.org.uk/percy-main-primary-school-the-impact-of-learning-outside-the-classroom/ accessed 23/11/16 at 11:40am

• http://www.chroniclelive.co.uk/news/north-east-news/drinking-cider-roof-primary-school-1453010

• “North Tyneside Joint Strategic Needs Assessment 2013”, North Tyneside Clinical Commissioning Group, September 2013, page 4

• http://www.percymainprimary.org.uk/pages/schools_performance_221544.cfm

• “Practical guidance, ideas and support for teachers and practitioners in Scotland” Education Scotland page 7

• Letter to Percy Main Primary School from John Walsh of OFSTED http://www.percymainprimary.org.uk/pages/schools_performance_221544.cfm

• The National Foundation for Educational Research (2007) Self and peer assessment. Available at: https://www.nfer.ac.uk/pdf/getting-to-grips-with-assessment-4.pdf (Accessed: 9/12/16).

References:

• Johnstone, Richard. “Addressing ‘The Age Factor’: Some Implications for Language Policy.” Guide for the development of Language Education Policies in Europe From Linguistic Diversity to Plurilingual Education: Reference Study, Stirling:University of Stirling. 2002.

• Salthouse, T.A. Mechanisms of age-cognition relations in adulthood. Hillsdale,NJ: Erlbaum, 1992.

• "Year 7 French Lesson Observation". YouTube. N.p., 2016. Web. 9 Dec. 2016.

• "6 Reasons Why Children Should Learn Languages As Early As Possible". English Language Learners / Dual Language Learners / Multicultural Education Support - Language Lizard Blog. N.p., 2016. Web. 9 Dec. 2016.

References ESP, (2016) Outdoor Curriculum - ESP - School Playground Equipment, ESP - School Playground Equipment. Available at: http://www.espplay.co.uk/outdoor-curriculum/ (Accessed: 8 December 2016).

FIRA, (2008) Safe seats of learning How good school furniture can make a difference, Safe seats of learning How good school furniture can make a difference. Available at: .” https://www.fira.co.uk/images/safe-seats-of-learning.pdf (Accessed: 8 December 2016).

Persaud, R. (2016) Why Learning Space Matters, Edutopia. Available at: https://www.edutopia.org/blog/why-learning-space-matters-ramona-persaud (Accessed: 8 December 2016).

Fielding, R. (2006) Learning, Lighting and Color, Learning, Lighting and Color Lighting Design for Schools and Universities in the 21st Century. Available at: http://www.designshare.com/articles/1/133/fielding_light-learn-color.pdf (Accessed: 8 December 2016).

Bradbeer, C. (2016) Collaborative teaching: Advantages and challenges, Openlearningspaces.blogspot.co.uk. Available at: http://openlearningspaces.blogspot.co.uk/2011/09/collaborative-teaching-advantages-and.html (Accessed: 8 December 2016).

Mairs, J. (2016) RIBA says poor school design is wasting £150 million a year, Dezeen. Available at: http://www.dezeen.com/2016/05/11/poor-school-design-uk-wasting-150-million-each-year-claims-riba-report/ (Accessed: 8 December 2016).

Tanner, K. (2009) "Effects of school design on student outcomes", Journal of Education, 47(3), pp. 381-399.

Woolner, P. (2013) Teachers Preparing For Changes to Learning Environment and Practices in a UK Secondary School, Teachers Preparing For Changes to Learning Environment and Practices in a UK Secondary School. Available at: http://www.ncl.ac.uk/cflat/news/documents/WoolneretalTeachersPrep.pdf (Accessed: 8 December 2016).

Hofer, Barbara and Ulrike Jessner. "Multilingualism At The Primary Level In South Tyrol: How Does Multilingual Education Affect Young Learners’ Metalinguistic Awareness And Proficiency In L1, L2 And L3?: The Language Learning Journal: Vol 0, No 0". Tandfonline.com. N.p., 2016. Web. 9 Dec. 2016.