Develop collaborative Key 2 to 3 links to inform curriculum delivery pedagogy and student participation
- Teacher meets.
- Shared curriculum plans/overview of curriculum maps.
- Joined up curriculum planning.
- Collaborative materials shared.
- Cross-over projects.
- Collation of samples of students work.
- Hosting remote and live lessons between schools.
- Questionnaires/student voice.
- Running student events.
- Running student projects.
- Joint CPD sessions between schools.
- Students confident sharing ideas but could see that language was an issue. Students couldn’t articulate what a “factor” or “multiple” was.
- Students had difficulty applying knowledge of Factors and Multiples into other problems.
- Students were given short tasks too complete at different levels of challenge, so they had the steps to build up to higher challenge.
- Identified student weaknesses, gaps in knowledge with Shakespeare, difficulty understanding language.
- Student gaps in knowledge, lacking skills of reading diverse authors.
- Lack of students using techniques in creative writing was an EBI.
- Students didn’t have opportunity to read non-fiction texts
- Students only learn Shakespeare units in a very basic way/ simple overview.
- Students did not have strong knowledge of rigours of assessment.
- Successful interventions they do – Debate Mate.
- Delivered KS2 French Schemes of work for years 3, 4, 5 and 6 (including Assessments, Key vocabulary and Teacher support)
- Provided CPD / Training to non-specialist teachers in primary school
- Modelled MFL teaching at Manor School
- Lesson observations at BA (sharing ideas/good practice)
- We use examples and non-examples in our teaching to aid understanding
- Taught Factors and Multiples as our first topic.
- Added more discussion, challenge activities in Year 7 curriculum, especially work on number strategies.
- Used ICCAMS as starting point in first few lessons to give teachers an insight to how the students think Mathematic.
- Amended and modified Shakespeare units – Romeo and Juliet/ A Midsummer Night’s Dream consider more work on close language/ and quote analysis. Examples of scaffolding to model strong examples to stretch/ challenge More Able. Beginning year with Shakespeare which brings KS3 in line with KS4 and KS5.
- Teach more historical key figures, embedded the importance of BEST habits into ppts. Added a Black History Month unit for Y8. Added authors from BAME backgrounds into short units throughout Y7/Y8 LTPs, s that.
- Created ‘Reconnection unit’. Taught main skills needed in terms of techniques/ understanding.
- Developed students’ understanding of the play through close textual analysis. We have referenced GCSE texts to prepare students of what to expect in KS4.
- Changed sequencing of lessons – A Midsummer Night’s Dream now taught as the first unit in Year 7 instead of the last text.
- Simplified the assessment criteria and streamlined the way work is marked.
- Continued with popular Debate Mate club.
- Curriculum content linkage between KS2 and KS3
- Differentiated lessons based on prior knowledge of KS2 work completed
- Created a ‘closing the gap’ document that shared KS2 success strategies with BA staff, to apply into KS3 teaching and learning.
- Uploaded borough primary TAGs onto teacher markbooks to ascertain Year 6 ability levels
- Implementing internal reading tests and CATs tests for Year 7 & 8
- Created a transition link film for year 7 parents
- Linked up pastoral leads between the two schools.
- BA Pastoral leads visit or meets with MJ students.
- Effective pastoral practices in primary/secondary discussed and imbedded into each other’s transition program.
- Collation of student information to inform planning, student profiles.
- Questionnaires/student voice gaging opinions on learning, worries, aspirations for incoming Year 7 students.
- Virtual resources developed.
- Buddy system.
- Transition drama workshop about BA.
- Visits to the school prior to transition day.
- Q&A session for Year 6 about BA led by BA students.
- Ran physical transition workshops for vulnerable students, summer term.
- Distributed out 4 parental transition newsletters.
- Distributed out 5 student newsletters.
- Created virtual tours film for both campuses on website.
- Created a ‘meet your teachers’ film on school website.
- Run a 5-day, summer school in August.
- Created a transition task booklet to complete by students over the holiday.
- Created a transition capture spreadsheet , documenting primary students’ profile to enable cluster, form class dynamics.