Transforming Learning and Teaching: ‘We can if…’
Publication Year: 2005
This book shows how a group of primary schools transformed their learning and teaching and how the focus on learning led to significant improvements.
- Front Matter
- Back Matter
- Subject Index
- Introduction — ‘We can if …’
- Chapter 1: Setting the Scene
- Chapter 2: Getting Started and Keeping Going
- Chapter 3: Developing our Teaching Practice to Enhance Pupils' Learning
- Chapter 4: Supporting Teachers as Learners and Researchers
- Chapter 5: Providing Leadership for Learning
- Chapter 6: Accelerating Children's Learning
- Chapter 7: Keeping Track of Children's Learning
- Chapter 8: Evaluating the Impact of the ‘Learning to Learn’ Project
- Chapter 9: Growing Learners – Children's Views about Learning
- Chapter 10: Transforming Learning and Teaching — Lessons and Key Principles
About the Author
© 2005 Barbara MacGilchrist and Margaret Buttress
First published 2005
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers.
Paul Chapman Publishing
A SAGE Publications Company
1 Oliver's Yard
55 City Road
London EC1Y 1SP
SAGE Publications Inc
2455 Teller Road
Thousand Oaks, California 91320
SAGE Publications India Pvt Ltd
B-42, Panchsheel Enclave
Post Box 4109
New Delhi 110 017
Library of Congress Control Number: 2004106433
A catalogue record for this book is available from the British Library
ISBN 1 4129 0055 7
ISBN 1 4129 0056 5 (pbk)
Typeset by Dorwyn Ltd, Wells.
Printed in Great Britain by Athenaeum Press, Gateshead
Dedicated to Gareth Brooke-Williams
an inspirational and charismatic headteacher who always believed ‘we can if …’. (1952–2001)[Page vi]
This book reflects the learning journey of five primary schools and is a celebration of primary practice in the London Borough of Redbridge.
In writing up the ‘Learning to Learn’ project we have tried to encapsulate the deep learning that took place within our learning community. Particular thanks are extended to the headteachers for their unwavering leadership, support and collegiality during the project:
Lesley Hagon, Headteacher, Ilford Jewish Primary School
Helen Marchant, Acting Headteacher, Oakdale Junior School
Judith Skelton, Headteacher, Churchfields Junior School
Dinah Smith, Headteacher, Parkhill Junior School.
The outstanding contributions, and engagement, from staff and pupils in all five schools have been instrumental in translating the aims of the project into practical reality. The support of parents and governors was a vital part of this process. Judith Skelton's organization and collation of the children's views about learning was greatly appreciated.
Special thanks are extended to the staff, pupils and governors of Highlands Primary School, for their enthusiasm, forbearance, and continued support whilst the authors were writing this book. Outstanding contributions from Jean Durr, Ian Bennett, Sue Barnes and Angela Sparkes in their leadership, challenge and support have been especially appreciated, as has the very practical support provided by members of the office staff.
The vision, creative foresight, courage and tenacity of our mentor, Melanie Foster, enabled the learning journey to happen for all. Lisa Starr, through her unstinting support, kept us on track.
We wish to thank Jackie Lee for her endless patience, goodwill and endurance in helping us to type and retype our story, and Bob Percival for his work in producing the data.
We also wish to thank the following for their individual contributions. Martin Coles, Janice Eacott, Anne Farmer, Claire Griffiths, Sue Hyett, Rachel Jackson, Vicky [Page xi]Jones, Roz Levin, Isobel Madhani, Samim Patel, Mary Robinson, Maninder Sagoo, Jes Da Santos, Robeena Shah, Linda Snow, Geoff Southworth, Mick Taylor, Jo Wakefield, Saira Yakub and Meena Zaverchand.
Last, but not least, Barbara would like to thank her husband, Bob, and Margaret would like to thank her husband, Patrick, daughters, Jessica and Martha, and her mother, Margaret, for their support and encouragement.[Page xii]
ALPS Accelerated Learning in Primary Schools AST advanced skills teacher AT Attainment Targets CPD continuing professional development CMT curriculum management team DfES Department for Education and Skills EAL English as an additional language GaT gifted and talented HEI higher education institution ICSEI International Congress for School Effectiveness and Improvement ICT information and communication technologies IEP Individual Education Plan INSET in-service training ISEIC International School Effectiveness and Improvement Centre KS Key Stage LEA local education authority LPSH Leadership Programme for Serving Headteachers LSA learning support assistant MDA midday assistant MEAS minority ethnic achievement staff NCSL National College for School Leadership NFER National Foundation for Educational Research NGfL National Grid for Learning NLP neuro-linguistic programming NLS National Literacy Strategy NNS National Numeracy Strategy NPQH National Professional Qualification for Headship NQT newly qualified teacher OFSTED Office for Standards in Education QCA Qualifications and Curriculum Authority RY reception year SATs Standard Assessment Tests SEN special educational needs SENCO special educational needs co-ordinator SIGAR Supported and Independent Guidance and Activities for Reading SIP School Improvement Plan TA teaching assistant TIPDP Teachers' International Professional Development Programme TLC tender loving care VAK visual, auditory and kinaesthetic WALT ‘We are learning to …’ WILF ‘What I'm looking for’
Bibliography[Page 189]Assessment Reform Group (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge, School of Education.1998) Inside the Black Box. London: King's College, School of Education.and (2003) ‘The development of formative assessment’ in B.Davies and J.West-Burnham (eds), Handbook of Educational Leadership and Management. Harlow: Pearson.and (1996) ‘Liberating the learner through assessment’, in G.Claxton, T.Atkinson, M.Osborn and M.Wallace (eds), Liberating the Learner. London: Routledge.(Centre for Studies on Inclusive Education (CSIE) (2000) Index for Inclusion. Bristol: CSIE Ltd.1998) Targeting Assessment in the Primary Classroom: Strategies for Planning, Assessment, Pupil Feedback and Target Setting. London: Hodder and Stoughton.(2001) Unlocking Formative Assessment. London: Hodder and Stoughton.(2002) Building Learning Power. Bristol: TLO Ltd.(1994) Brain Gym. Ventura, CA: Edu Kinaesthetics.and (Department for Education and Skills (DfES) (1998) Supporting the Target-setting Process: Guidance for Effective Target Setting for Pupils with Special Educational Needs. London: DfES.Department for Education and Skills (DfES) (2003) Excellence and Enjoyment – A Strategy for Primary Schools. London: DfES.1986) ‘Motivational processes affecting learning’, American Psychologist, 41: 1040–8. http://dx.doi.org/10.1037/0003-066X.41.10.1040(1991) The New Meaning of Educational Change. London: Cassell.(2004) ‘Leadership and Sustainability’, Ontario Institute for Studies in Education, University of Toronto, prepared for Hot Seat, Urban Leadership Community, England.(1993) Multiple Intelligences: the Theory in Practice. New York: Basic Books.(1999) Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books.(1995) A New Way of Learning and Being Together. Sausalito, CA: Center Source Systems LLC.(1999) ‘Primary school learners’, in P.Mortimore (ed.), Understanding Pedagogy and its Impact on Learning. London: Paul Chapman Publishing.and (1997) Making Sense of Primary Science Investigations. Hatfield: Association for Science Education.and ([Page 190]1996) Emotional Intelligence: Why It Can Matter More than IQ. London: Bloomsbury Paperbacks.(1998) Working with Emotional Intelligence. London: Bloomsbury Paperbacks.(1999) Improving Schools: Performance and Potential. Buckingham: Open University Press., , , , and (1997) The Human Brain: A Guided Tour. London: Weidenfeld and Nicholson.(1995) Smart Moves: Why Learning Is Not All in your Head. Arlington, VA: Great Ocean Publications.(2003) Educational Epidemic: Transforming Secondary Schools Through Innovation Networks. London: DEMOS.(London Borough of Redbridge (2001a) Supported and Independent Guidance and Activities for Reading. London: London Borough of Redbridge.London Borough of Redbridge (2001b) Targets for Guided Reading. London: London Borough of Redbridge.London Borough of Redbridge (2001c) Targets for Guided Writing. London: London Borough of Redbridge.London Borough of Redbridge (2001d) Targets for Numeracy. London: London Borough of Redbridge.1997) The Intelligent School. London: Paul Chapman Publishing., and (2004) The Intelligent School,, and (2nd edition. London: Paul Chapman Publishing/Sage Publications. http://dx.doi.org/10.4135/97814462164842003) ‘“Learning to Learn” – The Redbridge Experience’, paper presented at the International Congress of School Effectiveness and Improvement, January 2003, Sydney, Australia., , , , and (1999) From Thinking Skills to Thinking Classrooms. London: Department for Education and Employment.(1999) ‘Brain research and learning – an introduction’, NSIN Research Matters, no. 10. London: Institute of Education.(1996) Quality Circle Time in the Primary Classroom. Wisbech: LDA.(Office for Standards in Education (1999) Handbook for Inspecting Primary and Nursery Schools. London: Office for Standards in Education.Office for Standards in Education (2000) Inspecting Schools: The Framework. London: Office for Standards in Education.Qualifications and Curriculum Authority (QCA) (2001) Supporting the Target Setting Process. London: Qualifications and Curriculum Authority.1997) The Language of Discipline: A Practical Approach to Effective Classroom Management. Plymouth: Northcote House.(Rogers, B. (ed.) (2002) Teacher Leadership and Behaviour Management. London: Paul Chapman Publishing.[Page 191]1996) School Improvement: What Can Pupils Tell Us. London: David Fulton., and (2000) The ALPS Approach: Accelerated Learning in Primary Schools. Stafford: Network Educational Press.and (2003) It's about Learning and It's about Time: What's in it for Schools?London: RoutledgeFalmer., and (2000) Learning about Learning: Resources for Promoting Effective Learning. London: Routledge.(2001) ‘Learning about learning enhances performance’, NSIN Research Matters, no. 13, Spring. London: Institute of Education., , , and (2002) ‘Effective learning’, NSIN Research Matters, no. 17, Summer. London: Institute of Education., , , and (