in Resourcing Personalisationin Resourcing Personalisation

Overall ObjectivesOverall Objectives

It is not about• More money• ICT• 1:1 teaching• Getting away from the standards agenda

It is about• Re thinking roles in the school• Re thinking what resources you have and how they are prioritised and deployed• Focusing on the learner• Focusing on skills for the 5Rs

Debunking some of the mythsDebunking some of the myths

Bedfordshire LA

Bolton LA

Bridgemary Community Sports College

Cornwallis Academy

Cramlington School

Crosshall Junior School

De Ferrers Technology College

Homewood School

Hugh Christie Technology College

Hollingworth Business & Enterprise College

Invicta Grammar School

John Cabot Academy

Leasowes Community College

Open University/NAGTY

Southernway Schools Federation

The Bridge Academy

The Inclusion Trust

Thomas Hardye School

Villiers High School

Wildern School

1I first became worried about my son at primary school, and raised the alarm there. He was falling behind with reading and writing, and although he was described as below average by an SEN teacher, they felt there was no cause for concern.

I was sure he needed extra help and even went to my GP, but because there were many children who were viewed as worse off than him, nothing was done, and no proper assessment was made.

Lynette’s StoryLynette’s Story

2Within two weeks of starting secondary school, I was getting calls from teachers and he was spending more time in the corridor than he was in the classroom.

The school kept threatening me that if I didn’t take him out they would permanently exclude him. The Head of Year even said: "I’ve washed my hands of him".

3They said he should go to The Bridge Academy through a process called a managed move, and he is much happier here than in the mainstream.

Here he isn’t pushed to the side because he has learning difficulties. Before, although the school was very close, he would complain of headaches and not attend regularly. By contrast, he has to catch two buses to get to The Bridge Academy, and his attendance is good.

He is so much more confident now, he doesn’t have people on his back all the time and his reading level has gone up. He was not even at Level 3 and is now at Level 4/5 after eight months. The support of The Academy has made all the difference to him.

4The Bridge Academy Online with a computer at home has been fantastic.

When he couldn’t do his homework before, he wouldn’t let me help him, he would tear it up. On the first day we had the kit we worked for five hours together working things out.

Now he wants to know everything, how to do this, how to do that, and it stops him going out on the street.

Emerging Characteristics of Emerging Characteristics of Personalised SchoolsPersonalised Schools Assessment

- New forms of ‘just in time’ assessment- Personalised feedback- Link with mentoring

Pupils taking ownership

- Guidance – participation standards

- Observing learning and student lesson observers

- Students as a resource

Engaging parents- Home access to ICT- Redefining ‘homework’ and ‘school work- Redefining role of teachers and how they work with parents supporting disadvantaged groups through home access to ICT, family - learning, diagnosing learning needs and mentoring

Leading change-Training for teachers on 1:1 relationships, enquiry based learning, collapsing curriculum boundaries observing learning, personalised timetabling for students and staff to enable stage not age and extending learning opportunities in school, students as a resource for learning

Skills for personalising learning

-21st century skills – 5Rs

Emerging Learning – 2020 VisionEmerging Learning – 2020 Vision

In partnership withIn partnership with

Field Trial SitesField Trial Sites

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Systemic innovation- Developing and making use of virtual worlds, national system of practitioners communicating with each other and innovating together- Supporting young people excluded or in danger of exclusion- Delivering ECM

Focus on progress for every pupil- Diagnosing learning needs and learner characteristics- Motivational interviewing- Assessment for learning and personal goals

Entitlement to personalising learning- Vision and characteristics of personalised schools

- Tackling disadvantage - Bridging the gap

Research- Personalising KS3 using freed time- Getting a flying start to KS3 through personalising KS2 and linking- Early start to KS4- Learner characteristics

Designing schools

- How to personalise schools – enquiry bases, learning plazas, small group spaces – home like environments

… investigates how schools might deploy their resources more effectively to support educational provision that meets the needs of all learners. Teachers and students are working together to design and use a range of resources to personalise learning and schools are radically changing the nature of their business from teacher led ‘delivery’ models of education to personalised learner led models.

The project explores the challenges and opportunities for schools in personalising

learning – practitioner led innovation informing thinking on re-shaping education and

resources around the needs of children and young people.

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DRAFT

Characteristics of a Personalised School

21st C Skills

Skills development as a declared and transparent part of

the curriculum

Diagnosing Learner DNA

Diagnosing pupil learning characteristics

Assessing Personalised

Learning

Assessment is personalised ??

Place, Space, Place, Space, Time and PaceTime and Pace

Flexible use of time, Flexible use of time, place, pace and place, pace and

spacespace

Learner Support

ethos of support, congeniality &

cooperation

Student Participation

Student voice responsibility,

participation and in learning

Leading Personalisation

Vision and leading change

personalisation means transforming business of

the school

Personalised Curriculum

Personalised learning and flexible

curriculum

Workforce Reform and Development

Changing roles required to support

personalisation and workforce development

Resourcing Personalisation

Innovative use of money, space, time,

teachers, support staff, children, parents, ICT,

environment