Extra case study

Keisha has just graduated from her local university with a 2:1 in Social Sciences. Her favourite subject was psychology but she also liked sociology and did her final dissertation on patterns of immigration in South East London. She always had an interest in teaching young people but she is not sure which type of training she should undertake and whether she should eventually teach in a standard secondary school, an academy, a sixth form or a FE college. She is also unsure of which subjects she could teach in these institutions.

Given the above information and what you have learnt from the readings you have completed in Chapter 1, prepare some bullet points advising Keisha about her teaching career.

You can also consult the Training Development Agency (TDA) http://www.tda.gov.uk/ and http://www.ifl.ac.uk for further information on teacher training in the compulsory and post compulsory sectors. You could also check universities’ websites to find teacher training programmes which may cover both sectors in one qualification.

Extra case study

Aidan has been teaching A Level Maths in the Sixth Form of Greenhill secondary school since he graduated in 2009. Aidan is the only full-time teacher within the sixth form and feels rather isolated. He is also interested in developing links with other local schools and colleges to promote his subject and learn about pedagogical approaches to teaching Maths within the 14-19 education context.

Using the knowledge you have gathered from Chapter 2 consider activities or projects that Aidan could get involved in to create a community of practice.

Extra case study

Protection for all individuals against discrimination is one of the fundamental underpinning values of modern multi-cultural Britain.

The promotion of equality and diversity to support pupil attainment and progression is a key feature of England’s academic systems. This is enshrined in law and embodied in a variety of quality assurance and quality improvement procedures. Equality and diversity are a ‘limiting judgment’ in Ofsted inspections, for example:

Equality Act Guidance 2010 – Protected Characteristics: Schools and Further and Higher Education

• Disability
• Gender reassignment
• Pregnancy and maternity
• Race
• Religion or belief
• Sex
• Sexual orientation

Under section 1.6 of the schools guidance, unlawful discrimination is defined as:

• “Direct discrimination (including discrimination based on perception or association);
• Indirect discrimination;
• Discrimination arising from disability;
• Failure to make reasonable adjustments (for disabled people)”.

Equality Act 2010 ‘guidance for Schools’ and 'guidance for Further and Higher education’ is available at: http://www.equalityhumanrights.com/advice-and-guidance/new-equality-act-guidance/equality-act-2010-guidance/.

1. John’s parents live in the catchment area of an all girls school. They applied for John to be admitted but he was turned down because he is male and the school is a single sex female school.

   Has he been discriminated against?

2. A pupil with ADHD is finding it difficult to concentrate in class and is exhibiting challenging behaviour; this includes being disruptive, shouting and non compliance with instructions. The teacher refuses to make ‘special allowances’ for this pupil as she does not recognise ADHD as a disability. As a consequence she has gone through most stages of the disciplinary process and is in danger of being permanently excluded.

   Is she being discriminated against?

Extra case study

The Supreme Court in America ruled in May 2010 that Juveniles (generally defined as being under 18 when the act was committed), “are less culpable than adults for their crimes because they are less able to control their behaviour, and have a better chance of being rehabilitated, means that a life without parole sentence improperly denies the juvenile offender a chance to demonstrate growth and maturity,” wrote Justice Anthony Kennedy for the majority in Graham v. Florida ( http://www.fairsentencingforyouth.org/2010/10/judges-forced-to-revisit-juveniles-life-sentences/).

“Joseph Ligon, 73, a Pennsylvania inmate who has been in prison about 57 years, is challenging the life-without-parole sentence he received for his role in two murders committed when he was 15. Mr. Ligon "has learned and grown," said his attorney Bradley Bridge. "The child who went to prison in 1953 no longer exists."

Wall Street Journal, Online 29th October 2010 http://online.wsj.com/article/SB10001424052702303443904575578444151929822.html#articleTabs%3Darticle

Using your knowledge about typical characteristics of adolescence, decide whether Mr. Ligon should be eligible for parole. Justify your answer and include theoretical concepts.

Extra case study

Hassan is an A level student in a sixth form college who is very concerned that he will not be able to achieve the results he needs in order to start a social work career in the future. He comes to speak to you about his study difficulties and also discloses some family opposition to his aspirations.

1. What steps would you take first in this case?
2. What kind of personalised teaching and learning approaches would support him in the future?
3. How might his concern have been identified/prevented prior to this request for help?

Extra case study

Every year the City School identifies around 40 KS 4 students for additional activity and support in out of school residential settings in order to improve their projected GCSE grades – typically from D or less to C and above but for some it may be a stretch to A or personalised targets below.

The main subject areas are English and Maths but this is not exclusive and much consultation is undertaken to ensure best fit. Group sizes are not that small, typically around 20 in each though the centres.

These students are then given a grant/foundation funded opportunity to participate in one of several out of school learning programmes. These include team building, outward bound, outdoor environment learning and revision weeks and weekends with specialist providers.

The school gets to collaborate in the design of the activities, e.g. the school has used Revision weeks with shared games, challenges and learning new outdoor based skills at a centre in a beautiful mountain setting undertaken a month before examinations.

The results have been very good with high levels of pupil commitment, enjoyment and much improved grades. Staff and pupils participating also report better relationships and raised aspirations. In some cases the exposure to (in this case) outdoor activities inspired individual students to go on to pursue careers in this area.

1. Why do you think this kind of activity has been so effective?
2. How do you think the school might draw on the success of this kind of project to bring it into the wider school life of all student from an early stage?

Extra case study

A statement is issued from a local authority following a statutory assessment. Statements include general information about the individual, a description of their needs, a description of all the specialist support required, details of the school, a description of additional non-educational needs information, such as travel or social care needs, and help for meeting these non-educational needs.

Sarah is 14, she is very impulsive, can be verbally challenging and has been assessed as having emotional and behavioural difficulties. She has a statement of Special Educational Needs, which was issued two years ago.

The statement specified that Sarah should have additional support during taught sessions to help her maintain focus and keep on task.

The teaching assistant assigned to Sarah left employment at the school 3 months ago. Sarah has had a series of help on an ad hoc basis, but no permanent member of staff has been identified to support Sarah during her taught sessions on a regular basis.

Sarah’s number of time outs and detentions have increased. She has also had a five day fixed term exclusion. Sarah’s carer is feeling very anxious about the escalation in Sarah’s behaviour but does not know who to ask for help.

1. Find out how a pupil is formally assessed and produce a timeline of the process.
2. How often should Statement of SEN be reviewed?
   1. 6 month basis
   2. 12 month basis
   3. 3 year basis or,
   4. Never
3. Identify one web based source of support for the carer.
4. Identify a local network of support, for example partnership with parents, and obtain leaflets, guidance and contact details for the carer.

Extra case study

Fiona is 16 years old and has recently left secondary school. She had a very troubled start in her early life which resulted in a very erratic pattern of attendance. During her school years she had difficulty making and keeping friends. She was very quiet and never voluntarily responded to questions or engaged in conversations. She rarely made eye contact with her peers although her interactions with staff, particularly female staff, were better.

She was not entered for any formal examinations.

Fiona wants to apply to college for a level 1 small animal care programme but as part of this process Fiona has been asked to complete some functional skills assessments to enable the college to place her on a course appropriate to her level.

Fiona has refused to do these as she is ‘stupid and will fail them’.

1. Why do you think Fiona has refused to participate?
2. Identify three ways in which you can support Fiona and encourage her to participate in the assessment.
3. Identify three advantages for Fiona in terms of how this could help her.
4. Identify three strategies within your own teaching area, which could help make your assessment processes less frightening or daunting.

Extra case study

Lauren teaches Health and Social care within an Academy in North London. The attendance on the BTEC level 2 is rather low. The tutorial system does not seem to be very effective. She has discussed this with her head of school and has been asked to revise the tutorial procedures to improve attendance. Lauren thinks she needs to find out first why some of her students do not attend regularly before applying any new procedures.

Consider the following:

1. How can Lauren find out about her students non-attendance?
2. What can she do with the information?
3. What can she ensure that any new tutorial procedures are improving attendance?
4. Any ethical issues she needs to take into account?

Extra case study

The following areas of collaboration for learning are among many which have proved to be successful:

• Online shared teaching.
• Teacher and student networks based on specialist subject/interest areas.
• Work with community and voluntary organisations and employers off and on-site.
• Cross institution learning through personalised learning plans (students and teachers travelling to take advantage of specialised accommodation, expertise and facilities).

In many cases the experience has been positive but there are barriers. The article below relating to aspects of collaborative work in Wales, illustrates the difficulties that can be experienced in a changing economic and political landscape.

Published in TES Cymru on 6 August, 2010 | By: Darren Evans

‘Schools with sixth forms are refusing to work with neighbouring secondaries and colleges because of concerns that they will lose pupils and funding, a new report has warned.

The Assembly government’s much vaunted 14-19 learning pathways policy was designed as a way of increasing pupil choice in schools and colleges and increasing collaboration between post-16 institutions.

But Estyn inspectors found that although a wider choice of vocational courses is having a positive impact on student achievement, attendance and behaviour, very few colleges and schools are working together effectively.

No schools and colleges have yet set up formal arrangements, and those that are working together are not doing enough to track learner progress or evaluate the impact of their provision, the report says.

It says some schools are resisting efforts to collaborate, and some are actively discouraging their pupils from choosing courses offered by other sixth forms, concerned it will lead to a drop in their pupil numbers.

Their headteachers fear that this will affect their per-capita funding and reduce their capacity to retain teachers.

A leading 14-19 expert told TES Cymru the situation will only change when funding mechanisms are reformed.

Professor Gareth Rees of Cardiff University’s school of social sciences and one of the authors of the Nuffield review of 14-19 education said: “Collaboration is crucial, but the fact is that school funding remains on a per-capita basis and encourages competition between institutions.

“It’s ironic that this policy is collaborative while the system is still competitive. Until we change the basis of funding so it becomes dependent on collaboration then we are going to have these tensions.”

But Welsh headteacher Brian Lightman, general secretary-elect of the Association of School and College Leaders, urged patience.

He said: “School and college leaders are very supportive of this agenda, but you can’t expect it to happen overnight; it’s incredibly ambitious, isn’t cheap and takes time.

“Further collaborative links will develop with careful planning and more certainty of funding.”

However, he dismissed the finding that heads were discouraging their pupils from studying elsewhere.

“Heads want students to follow the most appropriate courses for them wherever they happen to be based,” he said.’

Outline your own views on the benefits and drawbacks of collaboration with reference to wider reading and to your own practice experience.

Extra case study

Elseve School developed existing library facilities into a customised Independent Learning Centre (ILP) and at the same time embarked on extensive school changes to shift the whole school approach to one which promoted the development of independent learning strategies.

A key element of this was the joint work of teachers and library/information professionals in planning approaches and developing resources. Supervision curriculum coordination and time/workload factors were all considered and after many compromises and creative adjustments some very successful piloting took place.

The outcomes enhanced school and pupils’ wider lives in many respects. Employability and community skills were developed and more shared projects were generated by students. Students reported improved social experience and support for learning from their peers.

Teachers found that very significant investment was needed in terms of production of appropriate materials, design for relevance to increase the appeal of independent work plans and extensive liaison with other staff and the ILP in order to implement this new work.

The group work in the ILP with customised materials for independent learning was given the highest appreciation score as it was seen to help motivate all the learners through the acclimatisation to a mature independent learning profile.

• What aspects of this kind of case could you incorporate into your own setting?
• Where there are barriers, how might you overcome these and what case would you put to support such work?
• Can you identify a learner of your own who would benefit significantly from, this kind of approach right now? Say why and perhaps take something forward?

Extra case study

Elseve School developed existing library facilities into a customised Independent Learning Centre (ILP) and at the same time embarked on extensive school changes to shift the whole school approach to one which promoted the development of independent learning strategies.

A key element of this was the joint work of teachers and library/information professionals in planning approaches and developing resources. Supervision curriculum coordination and time/workload factors were all considered and after many compromises and creative adjustments some very successful piloting took place.

The outcomes enhanced school and pupils’ wider lives in many respects. Employability and community skills were developed and more shared projects were generated by students. Students reported improved social experience and support for learning from their peers.

Teachers found that very significant investment was needed in terms of production of appropriate materials, design for relevance to increase the appeal of independent work plans and extensive liaison with other staff and the ILP in order to implement this new work.

The group work in the ILP with customised materials for independent learning was given the highest appreciation score as it was seen to help motivate all the learners through the acclimatisation to a mature independent learning profile.

• What aspects of this kind of case could you incorporate into your own setting?
• Where there are barriers, how might you overcome these and what case would you put to support such work?
• Can you identify a learner of your own who would benefit significantly from, this kind of approach right now? Say why and perhaps take something forward?

Extra case study

Students and staff from Torbay schools and colleges have had access to the Torbay Learning Partnership Moodle site from September 2008 as part of the new 14-19 Diploma programme. The Torbay Learning Partnership is one of the first consortiums in the country to have been approved to run the Creative and Media Diploma and the virtual learning environment (VLE) provides students with easy access to learning material wherever they were studying. The system itself has been developed by the Partnership, led by Brixham Community College, St Cuthbert Mayne School and South Devon College, to meet the needs of learners and the diploma curriculum.

Each participating learner has a login to their home school Moodle, which will give them access to the collaborative VLE. The VLE is populated with learning materials by all teachers delivering on the programme. Learners and staff can also use the VLE to communicate and contribute to collaborative projects - no matter which institution they are working in. It is vital that the students and the staff identify with this shared online community, even though they will be from different establishments. They will also be installing a multimedia capability - particularly important for the Creative and Media diploma.

As a new member of staff suggest three activities or resources which you might contribute to such a cross centre VLE. Give a rationale for your choice in each case.

If you would like to see further detail on the partnership work illustrated in this case you can access this at: http://www.excellencegateway.org.uk.

Extra case study

The best partnerships require vision, leadership, careful planning and sustained resourcing. Many have evolved as a result of dedicated work over years in response to local or regional issues.

The Learning for Life (LfL) 14-19 Partnership, Sheffield City Council is a nationally recognised example of achievement in this area and its reach goes far beyond one qualification initiative.

Read the case description at: http://www.commissioningsupport.org.uk/idoc9982.pdf?docid=d3c2fd6e-f019-4750-b35d-584183e4e261&version=-1

• This partnership is extensive and long established what lessons from the case can you find which may apply to a new or smaller partnership?
• In a rapidly changing environment do you believe that there is value in this kind of wider working or should individual schools, colleges and learner focused organisations and employers work more independently?
• Justify your views from other reading or experience.

Extra case study

“The curriculum for all maintained schools should promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepare pupils at the school for the opportunities, responsibilities and experiences of later life” (Education Act 2002, section 78).

Schools have a duty to eliminate unlawful racial discrimination and to promote equality of opportunity and good relations between people of different groups” (Race Relations Amendment Act 2000).

The mix of pupils and students in different types of school, college or education organisations will vary from community to community. The need for community cohesion is equally important in all of these institutions. Some will have high levels of ethnic minority pupils/students; some will be predominantly mono-cultural. The Education and Inspections Act 2006 placed a duty on the governing bodies of maintained schools to promote community cohesion.

The term ‘community’ has several aspects, that of:

• the school;
• the local community within which the school is located;
• the UK community and;
• the global or international community.

Guru Nanak Secondary School is judged to be an outstanding school. This includes all areas of community cohesion.

Read the case study which is available at: http://www.docstoc.com/docs/9076811/CASE-STUDY---The-Case-of-Small-Sixth-Forms.

1. Describe the advantages of community cohesion for your organisation in six sentences.
2. Identify three features of good practice within the Guru Nanak case study.
3. Identify how your organisation could contribute to community cohesion in a:
   • school;
   • local community;
   • the UK, and;
   • global or international level.