Building Schools For the Future

Chris Buckley

Transforming Learning Environments for School, the SSP & the Wider Community

Chris Buckley

Assistant Head Teacher

Director of Specialism

Advanced Skills Teacher

Outcomes for the presentation

• Identify the context for this development

• Identify the challenges for this & similar case studies

• Impact of this strategy

• Future transformation & community development at Oakbank

• Examine some of the tasks/activities from the Multi skills & Maths Zone

Shaping Future Community of Practice Through PE & Sport Four sub-themes:

Health

Multi Skills & Play

Building Schools for the Future

Communities of Practice in Practice

National Context: Transforming Facilities Through BSF

• Largest capital investment programme for schools & one of the most ambitious

• BSF will help deliver the ECM agenda & should help transform education by providing facilities & opportunities that communities deserve

• PE & Sport has been identified as having a major role to play in facilitating community & extended services provision

•  Provision must include community access based on local need

afPE vision of flexible spaces for physical learners

• Suggest that there is access to quality PE environments that enable learners to become successful ,confident independent, & responsible citizens

• Curricular environments that are SAFE ENJOYABLE CREATIVE COMPETITIVE & socially interactive& also support active learning for PE & wider provision

KEY Message: QUALITY learning environment that offers excellent opportunities for students /SSP/Clubs & wider community, that encourages life long active learning

afPE vision of flexible spaces for physical learners

Principles:

Every space is a learning space!

Critical to the successful transformation & meeting the 21st Century PE, Sport & Community agenda is:

• Create

• Collaborate

• Coordinate

Case Study Context / Background : Educational Setting of Oakbank

Strengths of the school • Strengths of PE Dept

• Strengths of Maths Dept

• Strengths of Community Provision

Issues to improve • Behaviour

• Attendance

• Core subject results KS3 /GCSE

• Extend access to wider community

The challenge: The Vision

• What we had

• What we wanted

• The processes involved

• The timescale

• Key principles : Who involved ?

• Create

• Collaborate

• Coordinate

The idea!

• In conjunction with ESP

• BSF without the BSF!

• Using students from an Enterprise & architecture workshop

• Discussions with Headteacher/finance

• And maths dept

• Discussions with PE

• Discussions with PDM/Competition manager

• Recreation manager & Community

The process • Planning & design by ESP • Planning by students • Project outline & deadlines • Involvement with governors • From March ~~ August • MADE Zone CPD staff & community • Minister for Sport launch Jan 09

According to Ofsted 2008 a major component of maths development is being able to apply their learning to real world contexts. They also state that well organised outside activities contribute significantly to the quality & depth of students learning going beyond subject specific K & U , but including personal, social & emotional development.

The outdoors present us with unlimited contexts for maths practical. It can be stimulating,challenging & exciting for students however it can often be seen as challenging ( for staff) difficult to manage ( behaviour & movement of students) & coordinate & a one off event

How to enable maths staff to cope with the outdoor experience >> • Clear objectives • Clear expectations • Clear meaningful tasks • Divide groups up ~ circuit type activities~ Time/Order of activities • Clear roles & structures : Captain /data collection/video • Connect the learning • Use the students in the whole process

What we have developed

How do we use the Maths Zone

Impact on : • T & L • Behaviour • Attitudes • Student attitudes • Community Use

Practicalities : • Use /CPD /planning • Timetabling in lessons • Leadership & maths leaders training • Lunchtime • Oasis use • Primary school use • Transition day use • Holiday & Festival use

The Outdoor hard court area transformed from :

The vision :

The process :

The impact

The future :

What has gone well: • All Year 7 students have had lessons • Research showed : Attitudes • Lunchtime use : average 30 students •  each lunchtime • Transition days • Multi Skills training • Multi Skills Use by Clubs • Multi skills Clubs • Use by other subjects • Training What still needs to be done : • T Additional raining for staff • Clear tasks • Development across key stages • Use of Multi skills Zone for maths

Getting it right : • Pe does present additional challenges to create the right learning environment & we have in the past tended to be so versatile that anything would do ! • Ensure that the environment fits the needs of the users • Students are key ~ they need to be included in planning • Use/upgrade spaces ~~ be innovative • Use & upgrade those smokers corners ; inspire & excite learners • Engage the whole community in the project • Recognise what your students need, what the community needs • Involve suppliers at an early stage

Considerations :

• What do you want the experiences to involve ? • What learning outcomes do you want to achieve ? • Where can we develop learning spaces ? • Who will use the spaces & when ?

• What training do they need? • How will the space be used across different

departments? • How will the space be used with different

groups of the Community? • How will the spaces be used as Extended

services provision? • How will they be used by the SSP ?

•  Think what PE was like 20 years ago •  Think what facilities were used •  Think what we want for future students &

community groups

Example of ESP CPD Available for schools/Clubs/Community

Multi-skills Training Award (Level 1) • Understand the key ingredients of effective Multi-skills activities • Be able to develop practical ideas using the Multi-skills zones • Understand the relationship between the playground and the development of movement competencies • Be able to identify the key people who can make this approach work Multi-skills Training Award (Level 2) • Understand the key ingredients of effective Multi-skills activities for different age groups • Be able to develop practical ideas using the Multi-skills zones • Consider the rationale for the assessment of Multi-skills • Understand the criteria for the assessment of Multi-skills • Be able to apply the assessment criteria in a practical setting • Be able to identify the key people who can make this approach work

Examples of tasks /resources

In 2,s look at the Maths Zone equipment or MADE diagrams

Think of some ideas as to how you could use this in a maths lesson Eg Ladders ~~ relay & time the relay

Think of ideas to use in other subjects