Manchester Metropolitain University worked with the Academy on a DfE-funded project investigating the effective use of ICT to support independent learning. January 2013 Background “In the first year we had daily meetings to review what we had done, writing up our discussions to keep a record. A continual process of trial, error and reflection supported the development of this learning environment” Natalie Hewitt MCA
Viglen Plc manages the technology in the academy with four on-site technicians. There is wi-fi throughout the school. The school runs Windows 7-SP1 32bit and Mac OS. These resources are organised so that each of the five faculties have ICT facilities available to varying degrees based on current need or subject. The specific technologies were oneto-one laptops, the RealSmart Cloud learning environment (http://www.realsmart.co.uk/), Promethean interactive whiteboards, Lightseed Technologies sound system and a number of associated software packages.
The Challenge Since opening in September 2010 the teachers have been developing appropriate strategies to teach year groups in one large, open-plan space. Understanding how to teach up to 240 students in one space was a key driver for the project. The Academy has a specialism in communication and one of the three academy aims is that students “can use technology effectively with an emphasis on collaboration tools.” In response, Natalie Hewitt (then NQT for Science) and Tony Canavan (Area Leader for Science & Technical) developed a project-based learning strategy that brings all the students together in an
integrated learning pathway, with three streams in three environments - SEN, dependent learners (20%), and independent learners (80%). The current project is “Keeping MCA Safe’ that analyses the security systems at the academy. The project is organised and presented to the students on ‘RealSmart’, a cloud-based learning environment. On the platform there is a RAFL (see image) that outlines tasks and criteria for success. The RAFL allows each student to follow and evidence their progress, access the next task, understand what they are meant to do. The student attends a series of tutorials and practical sessions and finally submits their work online. Each student has a 1-1 laptop and a dedicated seat and the student to teacher ratio is 1 : 20. Students can upload content in written or other media e.g. podcasts if they prefer different learning styles. ‘RealSmart’ can be accessed in and out of the Academy and is also used for students who spend extended periods abroad with the MCA Away package. The homepage also provides access to a range of other learning resources and apps, such as the Khan Academy.
Silchester Drive | Harpurhey | Manchester | M40 8NT manchestercommunicationacademy.com admin@mca.manchester.sch.uk | 0161 202 0161
“If you’re a level 4a you look on the level ladder in the Rafl to find out how get to a level 5 and then boost yourself to a higher level.” Ellie – Year 7
Impact “It’s not flipped learning, it’s not blended learning; it’s the Manchester Communication Academy learning experience” John Sibbald MCA
We have recruited high calibre staff who have really engaged with this new approach to learning. The approach emphasises the independent learning of the students and this has involved the teacher relocating from a central ‘chalk and talk’ position to one where they facilitate learning. This required a signifcant change in what it means to practice as a teacher at this academy. Staff enjoy this way of working, it is seen as being more collegial and less isolating to work with colleagues in a larger space. “The collaborative team teaching by teachers and teaching assistants makes effective use of the variety of spaces for grouping students for different activities” - OFSTED September 2012 This approach is now well established in the Science and Technical Area and has set the key direction of travel for the academy. Other faculty areas are using some of this practice as they seek to develop new ways of teaching and learning in the large, open-plan spaces. The students have really engaged with this style of learning. They like the way in which they can customise their learning interface, work at their own pace, and collaborate with fellow students to find the answers rather than being told the answers by the teacher. In year 7, 93.8% of students are currently on target to make 3 sub-levels of progress in a year.
“The availability of a number of teachers or teaching assistants in the open plan areas promote good behavior and positive attitudes to learning” - OFSTED Sept 2012
Key findings
Begin with teaching and learning, then consider appropriate technology Provide staff with time to plan as a team (2 hours per week), trial new technologies and reflect Ensure the right technology infrastructure from platforms (e.g. RealSmart) to laptops and Internet access Integrate the technology and the ‘lesson’ organisation Make sure that the projects are interesting and engaging for the students Be patient, it won’t happen over night Expect failure and don’t retreat to safety when things don’t work Accept that students learn and understand more by themselves - let them go! Ensure sufficient time for testing the technology