Building Schools For the Future Chris Buckley
Transforming Learning Environments for School, the SSP & the Wider Community Chris Buckley Assistant Head Teacher Director of Specialism Advanced Skills Teacher
Outcomes for the presentation • Identify the context for this development • Identify the challenges for this & similar case studies • Impact of this strategy • Future transformation & community development at Oakbank • Examine some of the tasks/activities from the Multi skills & Maths Zone
Shaping Future Community of Practice Through PE & Sport Four sub-themes: Health Multi Skills & Play Building Schools for the Future Communities of Practice in Practice
National Context: Transforming Facilities Through BSF • Largest capital investment programme for schools & one of the most ambitious • BSF will help deliver the ECM agenda & should help transform education by providing facilities & opportunities that communities deserve • PE & Sport has been identified as having a major role to play in facilitating community & extended services provision • Provision must include community access based on local need
afPE vision of flexible spaces for physical learners • Suggest that there is access to quality PE environments that enable learners to become successful ,confident independent, & responsible citizens • Curricular environments that are SAFE ENJOYABLE CREATIVE COMPETITIVE & socially interactive& also support active learning for PE & wider provision KEY Message: QUALITY learning environment that offers excellent opportunities for students /SSP/Clubs & wider community, that encourages life long active learning
afPE vision of flexible spaces for physical learners Principles: Every space is a learning space! Critical to the successful transformation & meeting the 21st Century PE, Sport & Community agenda is: • Create • Collaborate • Coordinate
Case Study Context / Background : Educational Setting of Oakbank
Strengths of the school • Strengths of PE Dept • Strengths of Maths Dept • Strengths of Community Provision
Issues to improve • Behaviour • Attendance • Core subject results KS3 /GCSE • Extend access to wider community
The challenge: The Vision • What we had • What we wanted • The processes involved • The timescale • Key principles : Who involved ? • Create • Collaborate • Coordinate
The idea! • In conjunction with ESP • BSF without the BSF! • Using students from an Enterprise & architecture workshop • Discussions with Headteacher/finance • And maths dept • Discussions with PE • Discussions with PDM/Competition manager • Recreation manager & Community
The process • Planning & design by ESP • Planning by students • Project outline & deadlines • Involvement with governors • From March ~~ August • MADE Zone CPD staff & community • Minister for Sport launch Jan 09
According to Ofsted 2008 a major component of maths development is being able to apply their learning to real world contexts. They also state that well organised outside activities contribute significantly to the quality & depth of students learning going beyond subject specific K & U , but including personal, social & emotional development. The outdoors present us with unlimited contexts for maths practical. It can be stimulating,challenging & exciting for students however it can often be seen as challenging ( for staff) difficult to manage ( behaviour & movement of students) & coordinate & a one off event
How to enable maths staff to cope with the outdoor experience >> • Clear objectives • Clear expectations • Clear meaningful tasks • Divide groups up ~ circuit type activities~ Time/Order of activities • Clear roles & structures : Captain / data collection/video • Connect the learning • Use the students in the whole process
What we have developed How do we use the Maths Zone Impact on : • T & L • Behaviour • Attitudes • Student attitudes • Community Use
Practicalities : • Use /CPD /planning • Timetabling in lessons • Leadership & maths leaders training • Lunchtime • Oasis use • Primary school use • Transition day use • Holiday & Festival use
The Outdoor hard court area transformed from : The vision : The process :
The impact The future :
What has gone well: • All Year 7 students have had lessons • Research showed : Attitudes • Lunchtime use : average 30 students • each lunchtime • Transition days • Multi Skills training • Multi Skills Use by Clubs • Multi skills Clubs • Use by other subjects • Training What still needs to be done : • T Additional raining for staff • Clear tasks • Development across key stages • Use of Multi skills Zone for maths
Getting it right :
• Pe does present additional challenges to create the right learning environment & we have in the past tended to be so versatile that anything would do ! • Ensure that the environment fits the needs of the users • Students are key ~ they need to be included in planning • Use/upgrade spaces ~~ be innovative • Use & upgrade those smokers corners ; inspire & excite learners • Engage the whole community in the project • Recognise what your students need, what the community needs • Involve suppliers at an early stage
Considerations : • What do you want the experiences to involve ? • What learning outcomes do you want to achieve ? • Where can we develop learning spaces ? • Who will use the spaces & when ?
• What training do they need? • How will the space be used across different departments? • How will the space be used with different groups of the Community? • How will the spaces be used as Extended services provision? • How will they be used by the SSP ?
• Think what PE was like 20 years ago • Think what facilities were used • Think what we want for future students & community groups
Example of ESP CPD Available for schools/Clubs/Community Multi-skills Training Award (Level 1) • Understand the key ingredients of effective Multi-skills activities • Be able to develop practical ideas using the Multi-skills zones • Understand the relationship between the playground and the development of movement competencies • Be able to identify the key people who can make this approach work Multi-skills Training Award (Level 2) • Understand the key ingredients of effective Multi-skills activities for different age groups • Be able to develop practical ideas using the Multi-skills zones • Consider the rationale for the assessment of Multi-skills • Understand the criteria for the assessment of Multi-skills • Be able to apply the assessment criteria in a practical setting • Be able to identify the key people who can make this approach work
Examples of tasks /resources
In 2,s look at the Maths Zone equipment or MADE diagrams
Think of some ideas as to how you could use this in a maths lesson Eg Ladders ~~ relay & time the relay
Think of ideas to use in other subjects