At Smart Learning, we believe that the proof of the pudding is definitely in the eating. Therefore we work closely with schools to ensure our products really do prove themselves in the classroom.
Teaching staff at Arnold Hill School in Nottingham are currently using Smart Learning's Progress in AFs series to support their use of Assessing Pupil Progress (APP) with Key Stage 3 English students.
This APP diary is written by Chris Gillespie, Advanced Skills Teacher in English - with a little help from his colleagues and of course, the students too.
Chris Gillespie,
Advanced Skills
Teacher in English
Since agreeing to implement this trial with Smart Learning, Kevin Ferguson (our KS3 coordinator) has introduced 'Learning Books' in Years 7 and 8 for pupils to draft assessable pieces of work that target specific Assessment Focuses.
Tracking pupils' progress through quick, short, AF-specific tasks within schemes of learning (as opposed to just at the end) will enable us to secure learning and identify areas for intervention in a more meaningful way for pupils. The new Learning Books will run alongside the standard 'drafting' exercise book.
The Progress in AFs resources will slot nicely into this plan. We envisage using them to initially reinforce teaching of specific reading and writing skills within schemes of learning, and then to adopt them as one-off 'masterclass' resources at the end of units, improving weaker areas which have been diagnosed along the way.
Classes are taught in mixed abilities at Key Stage 3, so the structured approach of Progress in AFs catering for different levels will assist in planning for differentiation and, therefore, personalising learning. Initial responses from pupils have been very positive and they like the idea of having the Learning Books for 'best' work.
The Progress in AFs resources will enhance this ethos of pupils taking pride in their work, as well as appreciating high-quality learning resources. I also expect them to have a clear impact on pupils' awareness of their strengths and weaknesses within English.
The Progress in AFs Student's Book is attractive and easy to use for pupils. Above all, it is crammed with engaging text extracts.
We're looking forward to enjoying them!
Implementing the Progress in AFs resources has gathered momentum. They are enhancing current schemes of work and all targeted classes in the trial have responded well. We have added to the resources by creating PowerPoint slides and I feel that has certainly enabled me to tailor the activities and pitch lessons to suit the learning styles of my classes. I've also added and incorporated on board starters using pictures, puzzles or moving image stimuli. Electronic resourcing clearly has scope for development.
A big plus is the clarity and accessibility of the Progress in AFs worksheets. Pupils are able to carry out AfL tasks by following skills checklists to achieve their target grades.
Here is a selection of responses:
Year 7 student: The pupil book contains some really good texts. The 'King Kong' lesson helped me to structure my review writing. I now feel more confident when I review a film because I know what I need to include. I enjoyed the 'Cat's Meow' film from YouTube.
Year 8 student: The 'Thailand' lesson was challenging. Working in groups helped us to find the persuasive techniques in the article. I enjoyed trying to write a parody postcard because I can add it to my learning book as non-fiction assessment for AF2.
Year 9 student: Enjoyable. I found the 'Tall Guy' text interesting because it gave me new knowledge. The texts layout aided my understanding of the content: the pictures helped me to understand the text. I liked the worksheets because of the guidance but found it more interesting when placed into a PowerPoint slide because it was visually more interesting. Overall I thought the resources were helpful and interesting.
Kevin Ferguson (KS3 coordinator): The resources offer interesting texts and well-structured lesson plans. The most effective resources have been those that have engaged the students. 'Tall Guy' was particularly successful as the students wanted to read the text as well as develop specific reading skills. The lessons offer variety, clear structure and pace.
Lucy Wellings (English teacher): They are very useful both as a resource for the students (they like the format of the work-book) and for me. The focus on a particular AF is great and the lesson plans are very detailed. The topics chosen are suitable for low-ability groups. Perhaps an electronic resource with PowerPoints on would be good. But that is me being lazy! They do really focus on skills too, which is good. Nothing bad to say ... I would buy into it if I moved schools. It is definitely worth having as a KS3 resource.
The Progress in AFs materials are now a regular component of Key Stage 3 provision. We've been dipping into them within schemes of learning to reinforce pupils' understanding of individual AFs, following the Learning Book assessments. The whole department has now used them and we are steadily building a catalogue of electronic resources to share via the Managed Learning Environment (MLE).
Furthermore, the resources have been used in One-to-One provision and both pupils and mentors have commented on how easy and effective they are. We have also been able to target individual weaknesses, in particular AFs with small groups of children. Our department assistants readily turn to them to enhance cover lessons because the lesson plans are straight forward, the pupil books rich in variety and they feel that lessons are purposeful and, therefore, well received by pupils.
A sample of the reading materials were also recently used as an additional tool to engage gifted and talented children in supporting their transition from Primary school to Year 7.
Here is a sample of alternative perceptions from colleagues in a supporting role:
Parisa Murray (Trainee Teacher): I have found the Progress in AFs books very useful, as they not only provide you with a detailed lesson plan but also with ready-made resources. In general, my classes have found the Progress in AFs lessons engaging and useful. The fact that Smart Learning uses shorter texts for study means that classes get to read a greater variety of writing and a wider range of skills can be developed in a short space of time.
Lyndsay Alleyne (Department Assistant): Using Progress in AFs is proving to be beneficial for both myself and my pupils; I believe the main reason is because the majority of information used is something the pupils can relate to. For example, we have used both the Stargirl and Barack Obama speech activities and because the students knew about the content of both, it was easier for them to get their answers down. We are currently using the King Kong film review which they are enjoying. Being able to relate to the work is a great tool for pupils who are hoping to show progression in their work. The lesson plans are easy to follow, allowing me to be more confident in what I am delivering to the pupils. They also give me the opportunity to adapt aspects of the lessons to make them suitable for each class.
Kevin Ferguson (our KS3 coordinator) has created a blueprint for revising Key Stage 3 planning which includes using the Progress in AFs resources. All schemes of learning in Years 7 and 8 include opportunities to return to individual AFs following the learning book assessments. This is where we envisage utilising the Progress in AFs to best effect. The beauty of the resources is that we can tailor a differentiated lesson on a single AF to a whole class, or revisit a few AFs using collaborative group work within a lesson.
We are considering incorporating the resources as part of an intervention strategy with small groups in Years 7 and 8, looking at supporting low ability students, as well as stretching our G&T cohort.
We will also look to develop them further in relation to Key Stage 2 transition.
If you have any queries or comments about the Progress in AFs trial at Arnold Hill School, please feel free to send me an email at c.gillespie@arnold-hill.notts.sch.uk.
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