Creating a culture for personalising learning at Cramlington Community High School

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• Creating a culture for personalising learning at
  Cramlington Community High School
• Derek Wise
• Cramlington Community High School

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1995 - 2000

• What does good teaching and learning look like? A
  consistent model for teaching and learning
  (Cramlington cycle)
• Using ICT to underpin Teaching and Learning
• Reorganise staffing to support the new
  developments e.g. Web designers/co-ordinators of
  Teaching and Learning/Co-ordinator of ICT
• Thinking big but starting small. 1997 - 2000

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New Millennium New Impetus 2000-2003/04

• EAZ Experience
• Support with CPD e.g. Wednesday afternoons
• Getting the right people on the bus and the right
  seats. Getting the wrong people off the bus
• Learning done with you not done to you Learning
  to Learn

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Permission to take risks within a supportive
environment
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• Changing the Time Variable
• Intensive Study Weeks
• Investigations Week
• Impact on relationships, attitudes to school
• Possible to much more easily integrate key
  skills/transferable skills
• Changing the time variable
• eases the way to change
• the place variable.

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Independent Learning in the 6th form
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From Dependence to Independence
Dependent Learner
Independent Learner
Learn More
Learning Better
Better Learner
Metacognition strategies skills 5Rs
Direct explicit instruction, defining,
explaining, directing chunking the work
Metacognition Strategies
Project based assignment, individual inquiry
research, self-directed and self-paced
Co-operative learning, collaborative learning,
assignment based learning, scaffolding learning
Group work, learning styles, class inquiry
learning
Learning tools (ICT, Inspiration, Reasonable,
Planning Strategies, Research Skills)
. Thinking Learning Skills Direct
Infusion Assessment for Learning
Dispositions, Attitudes, Skills
(5Rs) . Revision Memory
.
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Independent Learning

• Independent learning personalises the learning
  experience allowing students to process
  information in a way and at a speed that makes
  sense to them. In essence, students are making
  choices, taking control over their learning and
  are becoming motivated to learn more about the
  topic in the process.
• At Cramlington, 20 of students(Y12 13)
  learning time is accounted for in this way and is
  housed in a purpose built Independent Learning
  Centre.

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• Building confidence that what we were
• doing was of interest to others
• Training/Conference/Books

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New Management Structures
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2004-2008 The Transformation Agenda

• A new Learning to Learn course in
• customised surroundings
• The Use of Space
• Reorganisation
• Personalisation
• A new Leadership Team Structure

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The Use of Space
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From Formalised Learning to Personalised Learning

• Five structures dominate the linguistic-mathematic
  al model of formalised learning
• Time Place Space Power Pace
• Knowledge is centred on both the teacher and the
  curriculum. The learner is dependent on others
  in terms of what should be learnt, how it should
  be learnt, where it should be learnt and the pace
  and conditions of learning

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• DEEP LEADERSHIP
• Ensuring that the redesigned structures and
  organisation of the school together with its
  workforce are aligned with priorities and aims.
• Driven by SPT and broader management structure
  (see Appendix 2)
• Responsibility Derek Wise

• DEEP LEARNING
• Teaching and Learning
• Learning to Learn
• Assessment for Learning
• Student Voice
• New Technologies
• Responsibility Mark Lovatt with Julie Mosley and
  Mark Simpson

• DEEP SUPPORT
• Student Progress
• Pastoral
• Extended Schools
• Advice and Guidance
• Parents
• Inclusion
• Well Being Every Child Matters
• Responsibility Wendy Heslop with Doug Pettitt

• DEEP EXPERIENCE
• Curriculum KS3/4/5
• Specialisms Science, Leading Edge, Vocational
• Use of Time, Place, Space
• Responsibility Andy Reeman with Vocational
  Co-ordinator and Chris Harle

DEEP LEARNERS At classroom level meeting high
standards Responsibility All the above with
Leaders of Learning Karen Blackburn, John Crowe,
Ian Nelson, Graham Macphail
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September 2008 and Beyond
Elongating Improving what we do
2007/2008
2008
Strategic leap to a new way of operating
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Visual Mission Statement (1)
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Visual Mission Statement (2)
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• 3 Parts One Whole
• The Junior Learning Village

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• New Framework Characteristics of Personalised
  Schooling
• They diagnose pupil learning characteristics and
  support or intervene appropriately because they
  believe all pupils can be successful learners
• Their pupils actively participate and take
  increasing responsibility for their learning and
  school experience
• They make flexible use of time, place, pace and
  space because pupils learn in a variety of ways
  and at different rates
• They have an ethos of support, congeniality and
  co-operation embracing all who work in the
  school, parents and carers and the local community

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• They organise themselves in such a way that
  pupils have a sense of belonging and can learn
  both individually and collaboratively
• They make innovative use of staff and pupils by
  creating new roles and responsibilities
• They have a flexible curriculum which helps
  pupils connect their education to their future
• Assessment is personalised