SHARING EDUCATION PROGRAMME
QUEEN’S UNIVERSITY BELFAST International Fund for Ireland/Atlantic Philanthropies Sharing Education Programme Programme Purpose
The Sharing Education Programme aims to encourage schools to make cross-sectoral collaborations an integral part of school life, creating enhanced educational and personal development opportunities for everyone involved
Title of Project: Learning together, sharing futures
Name of Partnership : The Braid Learning Cluster Cambridge House Grammar School
Ballee High School
Cullybackey High School
Mount St Michael’s Primary School, Randalstown
Randalstown Central Primary School
St Benedict’s Randalstown
St Louis Grammar School
St Patrick’s College Ballymena A wide range of activities will be offered to a broad range of pupils: Click on our TIMELINE to view the programme details
Strand 1 – collaborative learning.
These are initial proposals for the first year of the scheme and we envisage building on these to increase the impact of the project and facilitate partner schools with the range and balance of general and applied courses as they move towards full Entitlement Framework in 2013. It is hoped that this project will provide a platform by which other members of Area Learning Partnership may appreciate the possibilities provided by collaborative learning and then act as a catalyst towards future developments of this nature across the whole community. A-level Business Studies collaboration with St Louis on market research project. This is a practical application of studies in which each school will work on market research to service the data needs of firms in USA. Students prepare for the project together, plan to review each others work and work in consultation with Ballymena Council. There will be a number of occasions in which the students and their teachers will work together on this project in preparation for A-level Business Studies. A series of joint revision masterclasses will also be delivered to joint classes to enhance preparation for assessment. It is expected that there will be equal numbers of pupils from each school. Strand 2 - Reaching out and getting to know each other
Drama – will involve pupils from 2 schools (CHGS & St Benedict’s, Randalstown ) working together in integrated groups to encourage pupils to “reach out” and get to know more about pupils from a different religious, cultural and political background. The process of investigation, analysis, synthesis and production of an end product will serve to promote suitable attitudes towards diversity and inclusion. There will be c.25 pupils from each school involved in the first year of the scheme giving an equal balance of maintained and controlled schools. The pupils will meet on at least 5 occasions, one of which will be a two day residential and others will be half-day enrichment experiences. (This reflects a time allocation of at least 25 hours which is more than a half-year allocation for a subject like Drama.) Citizenship - this is a new, additional element of an existing Year 9 project in the ALC and will be delivered in Year 10 (age 14). There will be 3 schools involved in this element each providing c. 25 pupils meaning a 2:1 balance of controlled to maintained schools which is a fair reflection of community structure. Pupils will meet as a group on at least 5 occasions for 3 half day sessions and two full day sessions to work together on this project. (Equivalent to half a year’s work on Citizenship) Enterprise – In Year 10 c.30 pupils each from CHGS, Cullybackey High School and St Louis will participate in a business simulation taster course. This will involve preparation lessons and pupils spending a full day working, in integrated teams, on a collaborative project to make, market and cost a product. They will then produce an analysis, evaluation and report of activities. The balance of participants from controlled and maintained schools will be 2:1. Business Studies - Year 11&12 – pupils from the three partner schools will prepare, study and analyse an element of the GCSE specification in collaboration. About 20 pupils from each school will study the Production element together and will undertake a joint industrial visit to a major employer in the local area together and will follow this up with groups of pupils collating, analysing and discussing to produce a report of their studies as part of their GCSE coursework. The same groups of pupils will then work together on joint revision masterclasses, in both Years 11 & 12, focussed on specific areas of the course to support pupils in achieving the best possible grades in GCSE Business Studies. Pupils will meet on at least 4 occasions and will have the facility for study contact by e-mail. Technology – video-conferencing project – teaching staff in St Louis Grammar School and CHGS will share expertise to deliver GCSE Technology to pupils in the partner school. Teaching, guidance and demonstration of skills will be shared to enrich the educational experience of pupils in Years 11 & 12. As part of this scheme it is expected that classes will meet on an occasional basis to discuss and evaluate each other’s work. This element of the scheme will enrich the experience of c. 20 pupils and 2 staff in each school. Strand 3 – Primary School links to support learning in STEM subjects at KS2
Technology - The project will involve c.40 Primary 7 pupils from each of 2 schools – Mount St Michael’s (Maintained) and Randalstown Central (Controlled) Primary Schools. Cambridge House and St. Louis Grammar Schools will provide 20 Year 10 pupils to act as mentors to deliver the course material. The project will involve P7 pupils in a construction project, supported by pupils and staff from the two post-primary schools. This will mean meeting on at least six occasions (half days) with advantages for pupils of cross-cultural, multiple age contact to support learning and develop empathy. A video-link scheme is also planned to further support the effectiveness of the scheme. It is also anticipated that a celebration event will take place to involve pupils, staff and parents and thereby broaden the impact of the project. Numeracy support – c.4 senior pupils (6th form) and a member of staff will provide support for primary pupils, on a rotating basis, in the area of Mathematics. The same two primary schools will use small group work to promote the development of numeracy skills at KS2. It is envisaged that support will be provided once each week for each primary group and will last for approximately 1 hour. It is expected that about 12 pupils from each primary school per session will be beneficiaries of this project and the cumulative effect of this may provide support for up to 50 pupils in each primary school and 40 senior pupils from post primary schools. Those involved will benefit from development of numeracy skills and also the development of relationships with a different age group. As the project develops it is envisaged that support may be offered to a wider range of Primary Schools, especially feeder schools and small rural schools. STAFF
There will be 4 key principles guiding the provision of staff development opportunities through this project: • The provision and maintenance of quality educational opportunities for all pupils and staff. • To enhance the existing expertise of staff in participating areas by working with colleagues in partner schools and meeting pupils from different educational, cultural and social backgrounds. • To provide opportunities for staff to benefit from working in a wider context through undertaking responsibility, sharing good practice and broadening experience. • The use of this project to enrich whole school development and enrich individual and corporate experience in a cumulative way year on year. This will be delivered by the provision of 1. Whole school staff awareness raising by initial training and regular updates in each school 2. The provision of individual planning and preparation time for participating staff in each school. 3. The provision of opportunities for staff from partner schools to meet and reflect on progress. 4. The alignment of priorities of SEP with individual School Development Plans. 5. Specifically tailored INSET opportunities to prepare staff for planned and emerging needs of the project. 6. A structured monitoring, review and evaluation process to inform the development process of the scheme. 7. A technological infrastructure capable of supporting the proposed tasks, activities and associated duties which
may arise. Principals and Senior Management of each school are fundamentally involved in the planning and presentation of proposals for this scheme and will consider how the work of SEP can be integrated into their School Development Plans. Senior Leadership teams will therefore have SEP as one of their identified priorities for monitoring, reviewing and developing further. There will be an overall scheme co-ordinator to manage communication between partner schools and oversee the co-ordination and development of the scheme. This role will also be a bridge between the management of individual schools and progress of the scheme. Maintaining and improving the profile of SEP activities will also be part of the brief of the scheme co-ordinator, and where necessary resolving matters related to school administrative procedures such as assessment and report requirements. Each partner school will have an identified link person who will oversee developments within their own school and maintain communication with partner schools and scheme co-ordinator. The role of school co-ordinator will be to monitor student progress, identify individual difficulties and act as intermediary between the pupil and the problem. Persistent or unresolved issues will be brought to the scheme co-ordinator. Regular reports (probably 5 per year) will be made by the school co-ordinator to Senior Management in their own school. The scheme co-ordinator will provide half year reports on progress to each school SMT. Curriculum co-ordinators in each school will be consulted at an early stage to make logistical arrangements that ensure the efficient management of the scheme. They will also be responsible to monitor and review the progress of individual learners in terms of attainment, enthusiasm and behaviour. The guidance and direction of staff delivering courses in the host school will also fall under this monitoring role. Pastoral teams will be given training and guidance to enable them to effectively guide and support those involved in partnership activities. Particular issues, such as welcoming pupils from another school, will be addressed with relevant staff so they may be properly prepared to meet all situations with confidence. The ALP organises an induction day for all pupils involved in collaborative courses and we would intend availing of this service. It is acknowledged from the outset that a positive scheme profile is desirable for the operation of a successful and mutually beneficial project. Each of the partner schools operate in differing ways and will have differing levels of involvement in the project. The scheme co-ordinator and the link co-ordinator will regularly brief SMTs of partner schools who will in turn disseminate information along the following channels. The main strategies below however will be used to promote the scheme and its related activities in each partner school. Staff
Awareness raising session, staff meetings, specifically focused INSET Pupils
Parents News sheets, school merit systems, PTA reports, Board of Governors Report, Option choices events, consultation evenings, etc. Community
Regular reports of activities to the local media and opportunities for PR exploited effectively. These methods will be used to communicate the opportunities, achievements and progress of the project. They will celebrate success and keep interested parties informed of developments for the future. A scheme like this needs to be brought to the attention of all concerned on a regular basis if it is to retain its credibility. It is intended that each partner school will use school headed paper incorporating the SEP logo to communicate on issues and activities related to the SEP programme. WORKING IN PARTNERSHIP
There will be an overall scheme co-ordinator to oversee the strategic development of the project and maintain routine oversight of the needs and priorities for each element of the project. The scheme co-ordinator will be in regular contact with the link staff in the partner schools to monitor progress, address individual problems and prompt action at appropriate times in preparation for future events/activities. It is envisaged that schools participating in more than 2 areas will be funded for a school co-ordinator who will oversee the development of the project within their own school and will act as link person to the scheme co-ordinator. Link staff will have bi-monthly meetings with the scheme co-ordinator to provide routine maintenance for the management of the scheme. Much of the work is organised on a departmental basis and will be serviced by regular communication between the teachers involved by use of e-mail, telephone and occasional meetings to manage routine matters. A feature of this scheme will be need for tailored transport arrangements. The strategic plans for this will be the responsibility of the scheme co-ordinator while routine maintenance will be in the brief of each school co-ordinator. SLTs in each school will be regularly and routinely advised regarding the progress of the scheme by school and scheme coordinators. It is recognised that there will be a need to filter information through to staff, pupils, parents, BoGs and into the wider community. This will be implemented via the co-ordinators at each level. Shared activities will be individually organised and managed by the co-ordinators in participating schools in consultation with the scheme co-ordinator. Such consultation will take place during development, planning and routine meetings as well as informal contact with the co-ordinator(s) as needs arise. Where pastoral issues arise these will be dealt with via pastoral staff in individual schools following discussion with staff in the area where the issue arose and, where appropriate, the school or scheme co-ordinator. Service level agreements will used to formalise school and pupil expectations. A diary of intended events will be maintained and communicated for the benefit of all staff. Curriculum co-ordinators will agree synchronisation of timetables at various points to ensure collaborative classes work effectively. A structure will be developed to monitor and review progress, performance and delivery of objectives of the project to provide an overarching framework for accountability. The scheme co-ordinator in consultation with SMTs will arrange for the provision of relevant and suitable INSET and professional development opportunities for all staff involved in the project. A management team made up of scheme and school co-ordinators will design and operate a pupil profile tracking and target setting mechanism to ensure individual pupils perform at a suitable level. This will supplement individual school reporting procedures. The ALP in Ballymena is a very broad organisation involving 9 schools/colleges. They have been involved in a number of collaborative courses and a very successful cross community mutual understanding project. For the purposes of this scheme it would not have been possible to include all of those in the partnership, although all were kept informed of proposed developments. What has emerged has been the involvement of a subset of the ALP that have planned a series of activities that are additional and new to the work of the ALP. It is hoped that with successful development of these courses they may be adopted by more members of the ALP consistent with their perceived needs and aspirations. It is also hoped that confidence built through participation in this scheme may lead to further innovation in the development of an increased range of collaborative courses. The project will continually keep the interests of the pupils at the heart of the process by offering them subject choices at the ‘business end’ of their academic pathways – individualising their education plans. The expenses incurred (financial and otherwise) in the planning processes of timetabling, staff liaison, subject blocking and gaining trust from other schools’ management teams and parents provide real challenges, but with the facilitation capabilities of such an initiative as this, it will provide the platform, and catalyst, for significant logistical strides in the ALP. Across all three strands within these proposals we will build trust, empower young people and celebrate success. Pupil tracking procedures will be agreed, best practice and staff development opportunities availed, service level agreements complementing our aims set in place, and all stakeholders engaged and accountable with and to each other. Gaining the trust of all stakeholders is a key principle - managements, departments, teachers, pupils, parents and Governors – building upon small steps at a time, coupled with guaranteed ‘value for money’ quality assurances and successful outcomes will enable future building and sustainability. A high premium will be placed on preparing for ALP participation in terms of philosophy, practicalities and staff development in implementing a durable and sustainable model for all partners. The current position of the host school with regards the Entitlement Framework is 24(8 applied) subjects offered at KS4 and 27(9 applied) offered at post-16, thus placing the education provision in a prime position for achieving the minimum statutory requirement of offering the correct balance of general and applied subjects by 2013. The provision of additional courses on a collaborative basis will provide the partner schools with the opportunity to extend and balance the range of subjects offered at KS4 & KS5. The use of collaborative approaches and classes at KS4 will add significantly to the existing availability of collaborative courses within the participating schools. The use of video-conferencing technology will be adaptable to other areas of the curriculum thus permitting further innovation in the area and harnessing the potential of Learning Technologies. At post-16 the initial plan of offering combined classes will support our partners, in offering an increased range of choice at this stage. As the scheme develops we hope to explore other areas for collaborative courses that permit increased choice for post-16 students. In the optimum model for these developments we would intend a two-way partnership in which partner schools offer collaborative classes with each partner resourcing different elements of the collaborative course. The development of such courses will help the schools in this partnership prepare for the delivery of the Entitlement Framework both in terms of breadth and balance. Furthermore, we would wish to pursue developments within the ALP to such an extent that, by 2013, we envisage offering a timetabled block of KS4 and post-16 studies to all our post-primary schools. The elements of trust and mutual benefit will become embedded into our kernels thus leading to the idealism of symbiotic relationships and fostering the sharing of responsibility. We see this small stepped approach to planning as progressive and sustainable – both in exceeding the minimum requirements of EF, and maximising accountability, engagement, ownership and responsibility. It is our belief that when young people from differing cultural backgrounds get the opportunity to know each other then many of the myths and taboos evaporate. Furthermore when they get the chance to work together towards a common purpose they can learn to trust each other and have confidence in each other. When they can manage to complete such a project together they can rejoice together and learn from the experience that they can rely on each other and understand that each has a contribution to make to a positive future. It is therefore our strategy to provide a controlled environment, within an educational context, where all can feel comfortable to get to know their peers, contribute to and benefit from the activities, and consequently give and expect mutual respect from all. In our approach we plan to give pupils the opportunity to: • Analyse the strengths and weaknesses of those from differing backgrounds • Understand the needs and aspirations of others as well as their own • Empathise by seeing themselves in the position of another • Collaborate work positively and productively with those who have another perspective • Celebrate acknowledge that success was gained by co-operation with others We believe this can give individuals perspective regarding themselves and others in terms of culture, history, current position and future possibilities. Strand 1 (choosing pathways) is specifically about facilitating individuals to have a suitable range of choice for their studies and to understand that they need not be limited by artificial boundaries. Participation at this level will reinforce the emerging maturity of each participant as they move towards adulthood with greater confidence and broader horizons. In Strand 2 by focusing on ‘developing personal capacity in a diverse cultural and economic environment’ we have established that personal development of individuals is at the core of liberating them from culturally inherited preconceptions. We have therefore chosen Citizenship and Enterprise as key drivers of this scheme. We have also decided that there should be a broad range to the scheme so that it may be accessible to a broad range of pupils. In Strand 3 we have sought to facilitate (STEM) needs in primary schools. This will allow them access to support in areas of the curriculum specifically identified by them. We believe there will a cross cultural aspect to this but also an age-breadth dimension by the provision of older pupils as mentors. In return the older pupils get the opportunity to develop leadership and communication skills in a new and challenging environment. We believe all elements of Strand 2 are sustainable and that the Citizenship element provides real possibilities for adding to the existing mutual understanding project delivered in Year 9 across the ALP. In Strand 3 we accept that there are significant mutual benefits to primary and post-primary schools as a result of collaboration. We are confident then that such a project is sustainable but there may be a case for changing the partner schools from time to time in order to spread the benefits. The specialist expertise available in Technology and Mathematics in the post-primary schools will provide significant enrichment for pupils and staff in the primary school as they seek to deliver the requirements of KS2 curriculum. We believe Strand 1 is a growth area with a clearly emerging need to develop collaborative courses to ensure real choice for all post-14 students. The development of such courses will help individual schools meet the specified requirements of the Entitlement Framework both in terms of breadth and balance. It would therefore be our intention not simply to sustain these developments but to increase their scope. By 2013, we envisage offering a timetabled block of KS4 courses and post-16 studies to all our post-primary partners in the Area Learning Partnership. The elements of trust and mutual benefit established through SEP will become embedded into the core values and ethos of the partnership, thus fostering symbiotic relationships and shared responsibility. We think this progressive, cumulative approach to planning is sustainable – both in exceeding the minimum requirements of EF, and maximising accountability, engagement, ownership and responsibility. It is our belief that the benefits of this programme will leave each participating school in a better state to face the challenges of schooling beyond 2013 and also the developments brought about by the Review of Public Administration. |