Report on the Survey of StaffCross-Curricular Learning DaysCross-Curricular Themes at Key Stage 3

Thomas Tallis SchoolSurvey Completed July 2010 Report Completed September-December 2010

Douglas Greig dgreig@thomastallis.org.uk

Context and Background

• The concept of the cross-curricular learning days was drawn up by a group of middle leaders from across the curriculum in the Spring of 2008. They were part of the thinking that took place as part

of the review of the Secondary Curriculum that was taking place at this time. They were also part of the agreement reached across the staff about a themed approach to learning in Key Stage 3.

• The framework for the days has been based around the PLTS and Cross-Curricular Dimensions

as laid out in the National Curriculum which was introduced from September 2008. The days were seen by the group of middle leaders as an excellent opportunity to promote and reflect on

these skills and themes in a different way and to take a step outside the ‘norm’ to emphasise their development explicitly.

• To achieve this goal the days were organised around open ended challenges that allowed

students to work in teams to collaborate around a common goal. Organising students into vertical groups was done so as to promote a strong sense of community and to allow teams to compete

on an even playing field.• The first day was planned for Year 7 in Spring 2009 around Healthy Lifestyles, and while

successful in many ways was problematic because spaces and activities were difficult to organise

and staff while the rest of the school ran as ‘normal’. Student choice was at the centre of this, but this was very hard to manage and supervise across a year of 240.

• The Olympic and Fair Trade themes were drawn up as issues that are cross-curricular in nature, reach out to local and global issues and allow a celebration of cultural and economic diversity.

They are also linked to the termly themes of Connections in the Spring, and Perspectives in the

Summer Term.• To run days for the full complement of students at Thomas Tallis stretches our ability to staff and

room activities based on groups of 25 students working with at least 2 staff to the maximum.• LSAs and support staff have been deployed on the days to try and ensure that support is provided

for students who need as far as is possible.

• The days were organised by a cross-curricular group of staff, not by a particular curriculum area. The intention was to support staff in realising a way of learning that had been suggested by a

wider group of staff. It was not intended as framework to hand down from ‘on high’ for other staff to deliver. Any staff were welcome to join this group and the way the group operated and

designed the days was based on the premise that staff across the school had many different

priorities that they were working on, and designing and delivering such days is a considerable undertaking.

• This is a model of learning that has been adopted by many schools locally and nationally, and in

many cases the events are organised across several days, reaching up to a week long series of

activities.• The feedback about the first Olympic Cross-Curricular Days in July 2009 was very positive from

both staff and students, and this informed the decision to roll them out using a similar model in 2009-2010.

Do you think the Olympic Day on 22nd July 2010 can work?

All staff were invited to feedback their

opinions and experiences of the first

day in July 2010, and to advise whether the second day should go ahead or not.

There were 116 surveys completed.

46% (53) indicated that they believed

that the second day could work, whereas 54% (63) felt that it could not.

ActionThe planned second day on 22nd July 2010 was cancelled because the majority of staff advised

against it.

It was agreed by the planning committee that staff and students needed to be more involved with

the planning and delivery of future cross-curricular learning.

A report was drawn up to inform the future evolution and development of cross-curricular learning.

What skills have you seen students developing during the cross-curricular days?

OverviewThe purpose of the cross-curricular days is to promote skills that students can transfer across the curriculum, and to promote collaboration around more open-ended learning experiences. We have used the PLTS contained in the National Curriculum as a framework to guide this, as well as a others. This model of learning is not based on the content alone, and often the content of the learning is left open to the learners themselves to determine - a key aspect of personalisation. The content is important and the days have been designed around the cross-curricular dimensions such as Identity and Cultural Diversity, Healthy Lifestyles, Enterprise, Global Dimension, Technology and Media, Creativity and Critical Thinking.

Key Trends/PatternsStaff observed a wide range of skills being used - in particular those related to collaborating and working in teams and groups.

Digest of Responses

What Worked Well? What did not work so well?

“These days provide a focus for collaborative learning across the whole school. They therefore give this kind of learning status and encourage young people (and staff members) to develop the necessary skills for success. It is appropriate that there is a high level of challenge on these days and crucial that the adults in the room help to ensure that all students are engaged and motivated to contribute.”

“Working with students with S & L difficulties - they were able to work at their own level, but ended up going far beyond what they thought they could do.”

“Not everything was straightforward and teachers didn't present them with prescriptive learning activities - instead students had to shape their learning.”

“Working with students they don’t know, exploring ideas and accepting others.”

“Drawing from ideas across subject areas to solve a task together. They use their imaginations to develop and form their ideas. They learn to work with others some of whom they have only just met, they support and develop ideas together.”

“Students really struggle with self motivation ...”

“Most students didn't know how to create a blog and didn't use the ICT equipment effectively. A number of students complained that they were ICT illiterate.”

“Year 10, in particular, were roaming the school, interfering with other groups, being rude to staff and using the opportunity to be disruptive. Not enough evidence of senior staff around the site to deal with this.”

“It's very evident that some students are much more capable and those that aren't need constant guidance. I'm not sure how skills were developed for some as others in the group dominated specific aspects of the tasks.”

“Students tended to stay with what they felt 'safe' with.”

“I think some students used the skills above but the attitude of some meant they were disengaged from the activities.”

“Many find it hard to work productively and independently. Some also find it quite hard to work with abstract concepts.”

What do you believe is the most valuable aspect of the cross-curricular days for students?

OverviewThe purpose of the cross-curricular days is to promote skills that students can transfer across the curriculum, and to promote collaboration around more open-ended learning experiences. We have used the PLTS contained in the National Curriculum as a framework to guide this, as well as other broader skills. This model of learning is not based on the content alone, and often the content of the learning is left open to the learners themselves to determine - a key aspect of personalisation. A significant aspect of the day has been to group students and staff in different ways, most significantly in teams made up from students in all year groups - that is in vertical groupings.

Key Trends/Patterns

It is clear that staff felt that working in vertical groups was of particular worth, followed closely by collaborating in groups and being challenged in an open-ended task. This is a product of the design of the days around skill-based learning where the content is determined by the learners and is a vehicle for wider skills.

Digest of Responses

What Worked Well? What did not work so well?

“Working with others in other year groups, helping each other complete a planned task, explaining their views to the whole group - prompted by questions from the teacher, thinking creatively by coming up with an idea on how to approach the presentation.”

“All students seeing socialization and understanding of others from ASD students who wouldn't otherwise do so. Some SEN students with tech skills had a chance to have a pivotal role.”

“Lots of role modelling skills for the older years ...”

“Students through the vertical nature of the days have had to work with people from others years they do not know. This has involved getting to know each other to work cohesively as a team.“

“The pupils were very tolerant and supportive of each other. They came up with some good ideas and worked well independently.”

“The vertical grouping is effective and allows students to work with people they have not met before in a creative space. I have seen students shine and become involved who would not necessarily do this in lessons.”

“There was a strong counter-culture feeling amongst many of the 50% of our country that attended that threatened to undermine the hard work of others.”

“Some G&T students keeping their heads well down and not interacting.”

“...role modelling skills for the older years, shame some of the Sixth Form don’t see this as their responsibility as well.”

“I think the year 7 students found it intimidating to work with the older students in the class.”

“Those that are disaffected become bored and gain little from being together in a group as the day is long.”

How much impact do you think the cross-curricular days have on learning?

OverviewThe purpose of the cross-curricular days is to promote skills that students can transfer across the curriculum, and to promote collaboration around more open-ended learning experiences. We have used the PLTS contained in the National Curriculum as a framework to guide this, as well as other broader skills. This model of learning is not based on the content alone, and often the content of the learning is left open to the learners themselves to determine - a key aspect of personalisation. The intention is to provide students and staff opportunities to broaden their sense of what learning is, to develop higher order collaborative and creative skills, as well as deeper thinking in synthesising information in working towards a common goal.

Key Trends/PatternsIt is clear that the majority of staff felt that the cross-curricular learning days are having little or very little impact on learning at the moment. This is a very serious concern given the time, energy and thought across the community that has gone into them.

Digest of Responses

What Worked Well? What did not work so well?

“I think they have the potential to have a huge impact on learning as long as the majority of colleagues support them. If learners are given mixed messages about the value of this kind of learning and are not given further opportunities to practice the necessary skills in lessons, then this impact will be negligible.”

“A huge impact. Without the confines of the lesson and the demands of the teacher, students push themselves to try things that they wouldn't otherwise attempt. It gives them courage and confidence because they know that they can't be wrong.

“I think many of the softer skills which the outside world are most interested in,really come into their own on these days.

“I have noticed from all of the cross curricular days, that these days change the usual learning and classroom dynamics. The students that can be normally vocal, challenging and sometimes disruptive, integrate very well and do not display their normal negative behaviour. It also gives the younger year 7 and 8 students confidence to apply their knowledge and help some of the older students, using the new technologies eg. weebly etc.

“If you make it fun then I think it has value.”

“I don't think there is enough for each student to do. Consequently some students produce meaningful work, but many do not. About 20% of my students were not present...so many students are voting with their feet.”

“The tasks are too large and open ended; they become unfocused unless directed by staff and they need should be doing tasks over a shorter time period.”

“They [the students] are not ready to take ownership of the challenge yet and it should be introduced slowly with earlier group workshops focused on the use of new technologies and presentation of successful examples.

“I think a lot of the students do not enjoy open ended learning. They are used to structured lessons, which are easier because the teacher has done the planning for them.”

“Students and staff are very much in need of more specific, short manageable tasks to ensure learning is continuous.”

“Students do not link the learning of the day and their lessons.”

“Very little impact, with such open end tasks pupils have been unable to set themselves realistic goals and work out how they will work towards reaching it by cooperating. They understand the general idea but often don't manage their time well without prompting.”

“I feel they could have a huge impact and give opportunity for a range of pilot activities and creative risky events...but in the current climate the lack of communal buy in is impeding this.”

How valuable do you think the cross-curricular days are?

OverviewThe purpose of the cross-curricular days is to promote skills that students can transfer across the curriculum, and to promote collaboration around more open-ended learning experiences. We have used the PLTS contained in the National Curriculum as a framework to guide this, as well as a others. This model of learning is not based on the content alone, and often the content of the learning is left open to the learners themselves to determine - a key aspect of personalisation. The intention is to provide students and staff opportunities to broaden their sense of what learning is, to develop higher order collaborative and creative skills, as well as deeper thinking in synthesising information in working towards a common goal.

Key Trends/PatternsIt is clear that the majority of staff felt that the cross-curricular learning days are of medium to low value. This is a very serious concern given the time, energy and thought across the community that has gone into them.

Digest of Responses

What Worked Well? What did not work so well?

“I do enjoy the high status of the events and the inclusion of the whole community. I also like the focus on huge topics that aren't subject specific. They have a real world quality.

“They give students a chance to take risks and take responsibility for their learning. Staff have a role in ensuring that students respond to the challenge positively and appropriately.

“I think they are a very valuable experience but it does depend on the commitment and confidence of the staff in the way they coordinate the day.

“I do however like the vertical groupings and think this helps to bind the school community.”

“They are very valuable they give students more opportunity to discover something that they are good at; like leadership, that may not necessary happen in all or any of their other classes in a regular timetabled day, as it can depend on what teachers they have, some staff are better at this than others, but with projects like these staff and students get the chance to try something in a different way to usual and more often this way of learning is more effective.”

“They make a positive contribution to learning because the students have a unique day working with students from other year groups.”

“There is a slight danger that, by putting them in special days, students and staff will continue to see this kind of learning as a one-off and not integrate it into the mainstream diet of learning opportunities.”

“I think the concept is spot on but in practice staff fail to execute. Staff in general are not comfortable trying something new and pushing them selves.”

“I feel that although the days are intended to target some extremely valuable skills and aspects of learning, the lack of structure, and the poor motivation of many students, limits their effectiveness.”

“They are of no value to me. In fact I resent them as they tend to fall on days when either I have lots of teaching (and as such my students miss out on valuable teacher input) or days when I have very few contact time and as such I am forced to engaged with students when I could be planning, marking, organising guest speakers or trips.”

“There is so much negative feeling about the days from the students and staff alike that it is difficult motivate the students, Consequently any value is diminished before you start.”

“These days need to be planned out by involving staff rather than giving instructions which were too complicated and incomprehensible to be understood. equipment did not work or had not been tested properly.”

How could the provision of these cross-curricular events be improved?

Digest of Responses

Improving the Cross Curricular Days in the FutureImproving the Cross Curricular Days in the Future

“More staff members from across the school should be involved in and responsible for the planning of these events.”

“What could improve: letter home to parents/carers explaining our thinking behind the days and then the actual detail of each day. Invite parents in to work in our groups - maybe not with their child though. Now that will challenge us all but could end up being a really good piece of inclusivity and way of engaging our parents. Work through to 1 then have spaces for shared picnic/packed lunch with music then dismissal.”

“As above, a clear goal and more idea of how much should be done and in what time frame. A joining together at the end or an exhibition of the work done by all up on display where all can visit and see (maybe including parents).”

“Only for KS3 but that's probably not possible. Also, not a whole day in one room. Also, more content…

“Have lunch P5 so there are not 2 hours in the afternoon where students run around the school. More structured outcomes and objectives for the day, in language that students can understand. Themes for the day should come from student forums, for example the school council, rather than dictated by SLT. Teacher pairings should vary each time.

“A change of emphasis/theme. Off-site trips/visits built in to model - the big day out? Staff/student voice must be listened to. 5 hours in a classroom based day with students wandering around needs to be looked at. A heavy weight on new technologies left some students (and staff) behind. It wasn't always things not being done as couldn't be accessed.”

“Allow much more autonomy for staff and students to be involved in their own decision making, does the whole school have to do the same thing on the same day...can we be different?”

“Students need a better idea of why we do these days and what skills they can use and how this will help them- assemblies are not the best way to this as they are not personal to each year group and too many switch off.”

“Perhaps each department could contribute a lesson each that all groups must complete? That way you can counter some of the negative comments from staff that have rubbed off on the students. Negativity from the students was one of the hardest things to deal with.”

“Specific tasks - task sheets with learning objectives and short tasks rather than one open-ended task.”

“The days could link specifically with a series of lessons across all subjects in the preceding and following weeks of the event, tying the issues and learning styles back into the curriculum.”

“Teachers and students should be involved in organising and structuring the events.”

“We need to engage subject areas and middle leaders in the planning and preparation so that they have ownership of the process. We also need to consult students; if we explain what outcomes we would like I am sure they would come up with some innovative suggestions about how the days could be improved.”

“I think the suggestion of student involvement is a valuable one. As a school community we need to be better at assessing and celebrating process and skills.”

“Allow faculty areas to have an input.”

“More e learning equipment, greater consultation with regard to the nature of the task, involvement of CL and students choice.Attendance is to low and it is not valued by KS4 and KS5 students in large numbers who could have e learning activities related to their option choices.

“The project should involve the whole school community in the conception and development stages to ensure full benefit to the whole school community. There should be a staff briefing before the event to ensure that ALL staff are confident and comfortable with the tasks/activities/concepts and allow time for questions to answered. The needs of SEN students also need to be fully taken into account with the vast majority of pupils needing continual stimulation and motivation to keep them focused.”

“Staff do some of the tasks themselves as training. The twilight training was insufficient. More tasks surrounding the actual content required.”

“Effort and motivation to make them succeed by a much much large group of people. There are too many people who have actively sought to destroy the potential of these days.”

Key Areas for Development and Action based on this feedback• Increase the level of ownership by staff and students in the whole enterprise of cross-curricular days.• More clarity around the aims and goals for the events.• A greater link between learning in the ‘normal’ curriculum (lessons) and the events that take place on the

cross-curricular days.• More provision for students who have specific needs and who require specialist support.• More time for preparation with staff running events in order to enhance their understanding and skills in

delivering this kind of open-ended learning.• Consider the impact on staff and students preparing for external examinations even more so than we do

currently.• Enhance the value the whole community places on the intrinsic value of learning, compared to the extrinsic

measurement of its value through examinations. They are of equal value and success in one is directly related to success in the other.

• Deepen the understanding among staff and students of the link between cross-curricular learning and the ‘soft’ and holistic skills that many employers say they want from their future employees - and that many new entrants from school and college lack.

“Employers are more interested in

how rounded an individual you are

and how you will fit into the

workplace than by the fact you got

great marks in modules that do not

have any bearing on their work.”

“We look for individuals with drive,

commercial awareness and

outstanding interpersonal skills;

people who can think strategically

and will excel and add value to our

businesses throughout their career.”

“When selecting engineering

graduates, the engineering degree

subject and to some extent the

predicted grade is not so critical. It is

their experience, skills and

personality that is important.”

Digby Jones, Director CBI - advice to

undergraduates.

Director HR at ICI Director of Graduate Recruitment at

Toyota.

• Improve the quality of activities on the day so that the intrinsic value of learning is explicit, and the development of soft skills is made explicit.

• Ensure that the days are broken up so that there is a change of scene and environment built into each day at some point, to overcome the problem of students being in one room for the whole day.

Key ‘First’ Actions• Reduce the number of cross-curricular days from four to two for 2010-2011. July 2010• Publish the report and survey results to all staff. January 2011.• Consider a different model of cross-curricular learning that could see the model based around days being

abandoned. February 2011.• Create a broader group of cross-curricular staff to help develop the next event and a template for future

events, with an emphasis on giving autonomy to staff working in ‘interdisciplinary’ pairs to design and deliver two days of events to develop cross curricular learning. February/March 2011.

• Consider models of these days from other contexts for example: High Tech High Schools Admiral Lord Nelson School Portsmouth Overview of Project Based Learning Heathcote School Brookvale High School Science Gets Fruity Australian New Basics Project

• Take into account the provision for the needs of all learners in how we develop and deliver cross-curricular learning. This report is excellent for considering the needs of less able students, but also gives an insight into the evolutionary process that takes place when considering such a change:

http://www.tes.co.uk/article.aspx?storycode=6065701http://www.engageforeducation.org/2010/11/making-sense-of-learning/

• Engage the School and Year Councils in developing the next days and in building understanding and support from the student community. February/March 2011.

• Engage parents directly in considering the organisation and delivery of these days. February/March 2011.

Potential Criteria for Future Cross-Curricular Days or Learning• It is based on an interdisciplinary issue with a cross-curricular theme (or Dimension from the National

Curriculum).• Staff from different departments collaborate to deliver events - we will need at least 8 teams in each Year

Group and so at least 16 staff to ensure 2 staff can run each team.• Year groups spend a day or part of a day within a department, eg Y7 English > PA Y8 Geography > WB >

Social Science > MfL Y9 Maths > VMA Y10 Technology > Business & ICT > PE Y12 Science/History/H&SC

• There is an International Dimension to the day - learning about, learning from, or learning with people in another part of the world.

• There is a Learning to Learn element to the content of the day - developing skills in learning and revision.• Students communicate their learning using a range of media - but each area will focus on one particular

genre of ‘communication’.• The students will need to evaluate the development of PLTS across the day. We could expand this to

encompass Functional Skills and SEAL.• Departments will be supported if they want to link and engage with outside organisations to support the

delivery and provision of the events.

How often do you use the termly themes in Key Stage 3 with students you work with?

OverviewAs part of the review of the National Curriculum in Spring 2008 the whole staff agreed three themes to support the development and transfer of skills across the curriculum at Key Stage 3. The themes were not designed as drivers of content. Rather they were a support that students and staff could refer to in order to draw out common skills and ideas from across the curriculum. The themes are: Discovery and Play (Autumn); Connections (Spring); Perspectives (Summer). The goal was to infuse them into the curriculum, support them with assemblies to highlight them with students and to use them as a framework for the cross-curricular days.

Key Trends/PatternsFrom this response it is clear that the themes are being used somewhat by the majority of staff and curriculum areas. However there are significant number of staff who are not using the themes with students and this poses serious questions about why, and how the framework is succeed if such a large number of staff are not using them.

How embedded are the termly themes in Key Stage 3 within the area you work in?

Key Trends/PatternsFrom this response it is clear that the themes are being used and are somewhat embedded in different areas of the school by about half the staff. However there are significant number of areas who have either not addressed the themes or have not done so consistently. This is of serious concern as this was a framework agreed by all staff, and is supposed to underpin the thinking across the curriculum. If half of the staff surveyed did not feel the themes were embedded within the area they work, this raises serious questions about the way in which the new curriculum is being planned and delivered coherently and consistently around the vision agreed with all staff in 2008.

What barriers need to be overcome to extend the use of the termly themes?

Digest of Responses

What barriers need to be overcome to extend the use of the termly themes?What barriers need to be overcome to extend the use of the termly themes?

“Termly themes do not fit well with the hierarchy of learning in my subject.”

“They were a good idea in a way but somehow still felt artificial and imposed from outside even though we were part of that.”

“...so much to keep up with, e.g. new APP levels, cross curricular projects within the faculty etc.

“Greater consultation with staff.

“Time time time time- too much of our time is used on developing new GCSE and AS courses and KS3 fell to the back burner.

“Specific time allocated in Dept. meetings to discuss how, where, when the themes can be included.”

“People thinking they are not of any value at all.”

“Its totally irrelevant to the work we need to do-it provides barriers in completing the work we need to do already. Has faded into obscurity tbh.

“I don't think they work - anything can fall under these headings.

“The termly themes seem to bear no relevance to what is being taught. Schemes are mish-mashed to fit a prescribed formula rather than the other way around. Overall there seems to be a lack of awareness from staff and students as to the point of this.”

“Needs to be relaunched regularly to remind staff the theme of that term. Perhaps Autumn 'play' Term as a title. I would do more play based tasks for example if it was bought to the forefront of my mind on a regular basis”

“Am unaware of any termly themes!”

“They need to be embedded in the work in all curriculum areas...we need to look upon learning as contributing to a whole rather than being a means to an exam result.”

“A belief that it is of benefit to the students.”

“I have seen little evidence of students tracking their development over time and reference by subjects is minimal. Perhaps each area should have a day to focus on developing these themes through alternative curriculum days delivered by all staff which would also challenge us to develop other skills and subject knowledge.

“Pupils need to constantly be encouraged to be responsible for their own education and not need prompting to begin work (sometimes its a struggle just to write the date and title in a lesson!) they also need to be better at respecting each other and being focused on a task during group work.

“Greater consultation with staff.”

“They need to have them introduced to them at a specific point at the beginning of each term and teachers need to be asked to include a reflective or formative assessment of them in their SOW.”

“I would like to see Yr7 turned over to thematic skills based learning Yr8 could have more subject-based learning & Yr9 start GCSEs & alternate accreditation programmes.”

“ The need to be embedded in the work in all curr areas...we need to look upon learning as contributing to a whole rather than being a means to an exam result.”

Key Areas for DevelopmentIt is clear from these responses and others within the spreadsheet that the themes are not as prevalent within learning at Key Stage 3 as the group of middle leaders who set out this framework intended. It is also clear that through turnover of staff and other factors many staff do not know or have forgotten that there was very close consultation about the selection of themes that involved the whole staff in 2008.

The themes have been launched with 2 year groups, and staff have been reminded through bulletins, staff meetings and INSET time. The themes have also been part of the three termly ‘whole school’ cross-curricular events that have taken place.

These barriers cannot be overcome unless the curriculum and subject leaders themselves are going to own the development of a theme and skills-based approach to learning in the curriculum, working in close collaboration with the leadership team in the school.

It is important that we examine the purpose and importance of transfer of skills and understanding across the curriculum, and that we agree how to overcome these serious barriers as a community. If we cannot establish this consensus then there will be two choices:

- major structural changes to the nature of subject disciplines at Key Stage 3 to cement interdisciplinary learning.- abandon the goal of deeper learning and higher levels of independent thinking where students transfer knowledge,

understanding and skills across the curriculum.

Key Areas for DevelopmentIt is clear from these responses and others within the spreadsheet that the themes are not as prevalent within learning at Key Stage 3 as the group of middle leaders who set out this framework intended. It is also clear that through turnover of staff and other factors many staff do not know or have forgotten that there was very close consultation about the selection of themes that involved the whole staff in 2008.

The themes have been launched with 2 year groups, and staff have been reminded through bulletins, staff meetings and INSET time. The themes have also been part of the three termly ‘whole school’ cross-curricular events that have taken place.

These barriers cannot be overcome unless the curriculum and subject leaders themselves are going to own the development of a theme and skills-based approach to learning in the curriculum, working in close collaboration with the leadership team in the school.

It is important that we examine the purpose and importance of transfer of skills and understanding across the curriculum, and that we agree how to overcome these serious barriers as a community. If we cannot establish this consensus then there will be two choices:

- major structural changes to the nature of subject disciplines at Key Stage 3 to cement interdisciplinary learning.- abandon the goal of deeper learning and higher levels of independent thinking where students transfer knowledge,

understanding and skills across the curriculum.

Can you suggest any alternatives to the existing thematic model that would support and develop the transfer of knowledge, skills and understanding across the curriculum?

Digest of Responses

Alternatives to the Thematic ModelAlternatives to the Thematic Model

“I think we have much to learn from best practice at KS2 - the use of extended topics, the integration of ICT, the focus on PLTS - and it would be good to consult with primary colleagues. I'd like to see an exploration of the potential for mixing up modes of communication across the curriculum - poetry in science, music in maths, cooking in English, film-making in French etc. I think we should also find a way of explicitly teaching students how to present and communicate effectively using a wide range of tools.”

“Instead of Tallis Lab, have cross-curricular project time, based on themes with work that can be done in other lessons.”

“A really really big idea would be teaching in termly thematic modules and not as discrete subjects for at least start of yr 7 I believe some schools have moved to this for KS3. We could do it for yr 7 & 8 and then have 9 as the preparing for and early start in some areas for GCSE. A lot of work probably but there would be model schools to turn to.”

“Member of staff within each faculty to take specific responsibility for this.”

“Project work across a year group - maybe the 1st half-term of the academic year - this would encourage and inform the students to use skills learnt in different subject areas.”

“Is it really necessary?perhaps just better cooperation between faculties-more understanding of when/what years topics are covered and how this could be shifted to improve kid's abilities to link subjects (esp if we know that we can emphasise links etc).”

“No.”

“I just think this is all a work in progress and shouldn't be abandoned too quickly.”

“One option would be to consider a thematic curriculum or enquiry based curriculum. I think that the learning in Year 7 risks being atomized - does teaching separate subjects in year 7 benefit the students or suit the teachers? I would advocate a curriculum that is thematic, taught in longer blocks of time, and requires staff to collaborate in planning and delivering a cross-curricular experience of learning.”

“I think the move into discrete subjects at KS3 can have the effect of discouraging young people to transfer the skills they have into different contexts and to unpick their sense that learning is joined up.”

“Publish a list of knowledge, skills and understanding that should be developed in a cross curricular context and ask curriculum leaders to find ways of delivering that list. Track the delivery of that list.”

“By setting abstract educational themes many people will shy away or worse pay them lip service. By having real situations to respond to the staff can be abstract in their interpretation if they wish . Others could respond as they wish. Let’s use London as a theme? Staff knowing that this was the theme could write new SoW that focus on different aspects of the capital. All departments could come up with interesting and challenging work that all focussed on the capital. Everyone would be linked as we all work there.”

“Teachers teaching other subjects in an informal way to experience other curriculums. Team teaching a concept with teachers from different subject areas.”

“A project week which gets all faculties to take initiative to negotiate with other areas and come up with exciting projects for certain size groups, using specific technology. Students could be encouraged to sign up for 3 projects and we could put them into one of the 3 projects depending on mixing Years. For example, History could do a project on Astronomy with Physics or Maths and get Art/Media as well. If each subject had to take ownership they couldn't then complain about the activities ...”

Do you have any other comments?

Digest of Responses

Other Comments?Other Comments?

“It’s good to challenge staff and students, we do need to keep evaluating what we are doing so that it doesn't become stagnant.”

“I have found the cross curricular days very difficult due to the attitudes of other members of staff.”

“Great day, thoroughly enjoyed. Thank you.”

“For events to be successful, those taking part need to be onboard. It is quite clear that the staff,as a whole, are not.

“No more Olympic, Fair Trade days! I’m a teacher and just want to teach!

“I don't think you can continue with these days in the present format. The kids and staff really don't like them. it's not working.”

“Let’s do more traditional stuff - school sports days, fairs, events days of music etc.. give them something each can get involved in and lets dump the idea that just because its blogged, its great. An actual event gives something to get into.”

“There is a huge amount of work involved in putting these days on, and it is a shame that the motives, effort and integrity of those involved are questioned and lost. The days need to change that is for sure. Ownership by all staff, and by the students being the keys to future success. I am sure that they were never designed or intended to disenfranchise anyone.”

“I think there is a tendency for dissenting voices to be the loudest. I really enjoyed my day and I think a significant number of the students left with important skills enhanced or developed. I saw the day as an exciting opportunity and I think my enthusiasm encouraged students to respond positively. The resources and tasks were creative and engaging, and the opportunities to explore new technologies were extensive. The organisers should be immensely proud of the opportunity that they presented to staff and students.”

“It could be a good way to keep a community feel and for pupils to see different teachers working together is a good example to the pupils also, but things do need to change for this to work and get everyone on board.

“I really value the cross-curricular days as I do believe they are very valuable to the students as well as great fun. Perhaps they should be included in the school calendar both for students and for staff so that they become routine.”

“Whole day is totally exhausting! lose free time and ppa. Far toooooo much work to do anyway, just hard to justify my priority which is my subject which i get criticised for if i don’t produce results/ new curricula/mark books/assess in at least 2 different ways per year group etc etc. too many things interfere with this process already.”

“Revolution NOT evolution - we don't have time to 'catch-up' - China has more G&T students than UK has people!.”

“Just let us teach - maybe have vertical groups within faculties?”