Leaving Learners in the Dust

12th June 2023Website Admin

Leaving Learners in the Dust

Authored from the outcomes of a Critical Friendship Group discussion on Assessment, November 2022

Assessment, neurodiversity and some ideas for how schools can do better

For the team at Gesher School, who are committed to personalised, project-based and real-world learning for students with neurodiversity, finding appropriate, reliable and motivational ways to assess learning and to provide the feedback and recognition of learning that learners need to progress is an ongoing and very practical challenge.

Joshua, a recent graduate from sixth form college, explained his experience with assessment – on this occasion his A-Levels – like this:

“The big problem with existing assessments is that they are the be-all and end-all. You either fit the mould or you don’t and, if you don’t, you really are kind of left in the dust. Most people don’t fit the mould – and especially neurodiverse people don’t – so that does lead to problems.”

Unfortunately, Joshua’s experience is far from unique. Too many learners find themselves left in the dust by assessments that test the wrong things, at the wrong time, using the wrong measures.

And the cost of getting assessment wrong can be very high indeed, as Joshua points out:

“So often the pressures of the school system can break a student easily and quickly. And it becomes really difficult to come out the other side and still be a strong candidate when the only important thing is what grade you got.”

So what is so wrong with assessment? And why are these failings especially problematic and potentially harmful for neurodiverse learners?

 

Five Things Wrong with Assessment in Schools

1. Schools assess all learners at the same time

Partly because of the way the school year is constructed and partly driven by the drop-deadlines of national standardised testing at 16 and 18, assessments in schools follow a rhythm that is largely dictated by how much of the curriculum it is possible to cram into any given period. Learners study skills and knowledge through the curriculum and then teachers (or exam boards) use assessments, usually tests, to measure how skilled or knowledgeable learners have become after an allotted time has expired.

This model is so familiar that it feels like the only sensible way to approach the timing of assessment. It isn’t. In most other aspects of their lives where learning features, learners choose, with the help of their teacher or mentor, when is the right moment to complete an assessment. From gymnastics badges to music grades; the Duke of Edinburgh’s Award to driving tests, learners and teachers work together to agree the best moment to assess progress. By assessing all learners at the same time, schools ignore everything we know about how learning happens, specifically that different learners learn different things at a different pace and that the right moment for assessment – the moment that is optimal for learning – will therefore be different too.

What if… individual learners and their teachers could decide together when to begin a formal assessment, at a time when each learner feels ready and confident to “take the test”?

2. Schools only assess what’s taught in school and/or by teachers

“I can make a video game using languages that the curriculum doesn’t even know exist, but none of them get recognition. I can do all this stuff and it doesn’t matter because it wasn’t what I was told I had to do. I didn’t fit that specific guideline and therefore it’s not good enough.” Joshua

Curriculum so dominates in schools that not only does it dictate the pace of learning, it can also constrain the scope of learning too. This may be an unintended (but not unnoticed) consequence, amplified by assessment, which concentrates on learning that is delivered in school and by teachers and ignores learning that happens at home, in sports clubs, dance or music schools, or anywhere where it is unseen by teachers.

What if… schools could recognise learning that takes place in these other settings and celebrate the full range of knowledge and skills that learners have acquired?

3. Schools assess everything that is taught in schools and/or by teachers

In the interests of leaving as many doors open as possible for learners’ futures, schools crowd their timetables with curriculum and assessments, some of which are, for the vast majority, irrelevant to where learners want to go next. This squeezes out other learning opportunities that might actually engage and inspire learners to choose and follow a path they can feel passionate about. Schools waste so much time deciding what learners should care about and what help they might need to get there when, with a little more trust, curiosity and empathy, they could simply ask them. And many learners are exhausted by cramming for tests across a much wider range of subjects than they could ever possibly need.

What if… individual learners could choose to be assessed in specific areas of their learning only where a standardised recognition or qualification is helpful?

4. Schools (mostly) assess learning when learning is ‘finished’

There is no question that many teachers skillfully incorporate formative assessment into their practice, for example, in how they ask questions in class and the assignments that they set. However, it is also the case that most formal assessment of the kind that makes it onto report cards and transcripts happens at the end of modules or units of learning when they are summative and final, often pass or fail, and always too late to act upon.

What if… learners could practise assessments numerous times and get the feedback they need to achieve mastery, before deciding to “take the test”?

5. School prioritises assessments that schools and teachers are judged on, not assessments of most value for learners

In our highly regulated education system, it is unsurprising that the people who lead schools are anxious to demonstrate that their school and their staff can deliver the results that the system demands. Reputations and livelihoods depend on it. Unfortunately, the system, comprising around 24,000 schools serving just under nine million learners in England, also requires those results to be demonstrated with a high degree of standardisation to facilitate judgments about quality, consistency, value for public money and so on. Standardisation also helps keep costs down and makes moderation possible (although not inevitable, as is demonstrated by the removal of several education ministers shortly after results day).

This is all very understandable and has really very little to do with learners and their individual or personal needs, now and for their futures. Worse, it produces assessments and a related culture which, as we have seen, are arguably not in any learner’s best interests and, for some learners, can be horribly damaging.

“Assessments led me into a very unhealthy revision cycle. Assessment as it is now is not actually really a test of knowledge, but more a test of memory, so you end up sitting in a Costa drinking more coffee in one hour than I would in a week normally, just to stay awake, then sleeping three hours a night, cramming knowledge just to end up being tired on the day and messing up the exam.” Joshua

What if… schools were empowered to assess and celebrate learning that was of the highest value to the learners and communities they serve?

 

Professional Prompt Questions

  • Which two of these five “What if…” statements most resonate with you?  What would you need to do to introduce practices that were consistent with them?

  • How might you assess and recognise young people’s achievements outside the classroom and at home?

  • How might the agency of young people feature more strongly in the assessment approaches at your school?

What is Crew? We are Crew? Kvutzah at Gesher

12th June 2023Website Admin

What is Crew? We are Crew? Kvutzah at Gesher

Sarah Sultman and Bradley Conway

Valerie Hannon and Julie Temperley (both of whom have been good friends of Gesher School) recently published the book “FutureSchool”, which involved the identification and study of around 50 schools across the world that are doing exceptional things in the education of their young people.

There were a few features of note in common, and three are highly relevant for this piece. They are:

  1. Building a “team” culture of mutual support and ambition amongst and between learners.
  2. Creating a relational climate that promotes motivation and wellbeing.
  3. Knowing learners profoundly well, such that engaging learning can be personalised to their interests and passions.

These are foundational features of Crew, which is what this article is about.

What is Crew?

As parents, we know and value the relational qualities of primary education. Our children are taught largely by a class teacher who knows them really well – and they know that they are known. Parents know it, too.

Rod Allen, who co-hosts the podcast Free Range Humans: how can we make schools fit for human consumption? recently cited an experience from his daughter’s primary-class years. Her teacher loved photography and committed to taking a photograph of each child in her class illustrating who she felt each child really was. At parents’ consultation he and his wife were shown a photograph of their daughter in the playground with other children, which caused him to say: “I didn’t need to hear any more. It was obvious that this teacher understood our child and valued in her what we valued – Maths and English and love of learning – she was in good hands.”

Contrast this with the dominant model of secondary schools where a student is likely to be taught by between eight and 10 teachers a week (or more) for, at most, three one-hour lessons. Few youngsters will feel well known; many won’t even have their names known by all their teachers. Crew is an antidote to this.

Crew is a secondary (and primary) school approach that enables youngsters to feel profoundly secure and well-known by their Crew Leader. It occupies perhaps one hour or more each day, and there are three key features:

  1. It prioritises relationships and wellbeing.

  2. Knowing learners really well enables learning support to be personalised to student interests and passions.

  3. It generates within the “crew” a community of mutually supportive learners. It is not a teacher and 25 students, but 26 learners and teachers working together with their different knowledge, experience and capabilities.

Put another way, Crew is two things. “It is a school-wide culture that supports social and emotional wellness, character development, and academic and life success for students and staff. It is also a unique and transformational meeting structure for secondary school advisories, elementary school morning and closing circles, and for staff collaboration.” Ron Berger, CEO of Expeditionary Learning Schools is considered to be the architect of Crew, and EL schools have been practising it for 25 years. The quote above is taken from the introduction to his book “We Are Crew”.

Ron Berger’s insight into the alchemy of Crew goes something like this: “If you are a member of a climbing team trying to get to the top of the mountain, that is only possible if the whole team makes it to the top. So, your job is to support every other member of the team to make it – and they in turn will be supporting you.” This is it in essence – a mutually supportive community that cares enough to support all members to success.

That is Crew. We are all crew, not passengers. This is Crew.

Crew in the UK

Crew is not part of secondary school culture in the UK. Traditionally, UK schools have short “form tutor” periods involving registration, administration and occasionally some personal and social education. This is nothing like the Crew model, which is at the heart of EL schools and a range of other US school designs. There, it is both a structural component and the foundation of school culture. It “serves as an ethos of inclusion: students strive to reach ambitious goals together as a community. They are responsible for their own wellbeing and their classmates’ wellbeing.”

One UK school that has made Crew foundational is XP School in Doncaster, for which the school maxim is “Above all, compassion”. XP is an Ofsted outstanding school, where inspectors remarked on features that relate to Crew: “Leaders are driven by the conviction that everyone can and should do well. Pupils are kind, generous-spirited and aware of the needs of others, both at school and beyond…..personal development and wellbeing are very well supported and pupils are taught to be considerate, kind and confident.”

Crew at XP is foundational. Students are aware of its impact: “At XP we are not just a school, we are a family,” and “It’s basically a metaphor for us all achieving our goals and we all do it together, so if someone falls behind we don’t just leave them,” and “We don’t just remember facts. We create memories.”

If you are not yet inspired, watch this video. As Andy Sprake (XP’s Executive Principal) says in it: “If you are going to make any difference to young people’s lives, you’ve got to know who they are.”

Crew or Kvutzah at Gesher – Its Origins

Gesher uses the term “kvutzah” instead of the word “crew”. As a faith school, this embodies the ethos, as Judaism is an insistently communal faith. Our sages tell us “do not separate yourself from community” and this notion of living our lives supported, enmeshed and emboldened by others defines our existence. The original meaning of the word kvutzah is “a Jewish communal and co-operative farm or settlement” but over the decades this has evolved into meaning the group you are a part of, or belong to. Urban Dictionary quite wonderfully describes its meaning as “a tight-knit group of crazy kids who spend summers together but will stay close no matter the distance”. And that is the purpose of kvutzah or crew at Gesher – to create a trusted community of people, a social collective where all voices are valued, bonds are created and everyone feels supported and understood.

There is a wealth of literature spreading across several disciplines that shows how important it is to wellbeing, to be surrounded by friends. Having people to talk to makes a difference. We speak of “unburdening” ourselves to others, and the metaphor is exact. There is something about human nature that makes troubles or concerns shared easier to bear. We are, as Aristotle and Maimonides said, social animals. What distinguishes homo sapiens from other life-forms is the extent and complexity of our sociality. Kvutzah encourages and champions this notion of respectfully sharing thought and feelings which in turn creates bonds between teachers and students; student to student, which in turn creates a culture of community at the school. (Adapted from Rabbi Sacks’ Community of Faith.)

The two statements below are taken from the “day in the life” created as a practicalisation of the school and community’s Blueprint vision for the school.

“At the beginning of every day we spend time together. Kvutzah is our secure base. The name provides the clue to how it works – we care about one another and pull together to help each other to succeed. We check in; have learning circles; plan our day, etc. Above all we focus on mindfulness, wellbeing and motivation. We focus our mind and collectively start our day, using tefillah/prayer to help us.

“School day also ends with Kvutzah when we are not out doing community projects. There is check-in and sharing and planning for extended and home learning. There is fun, too.”

It is no stretch of the imagination to understand that the diversity of need and talent amongst SEND learners makes something like Crew or Kvutzah essential. Autistic and neurodiverse young people need to be known; need to have their profile of behaviours understood and accommodated; need to feel valued and respected within a supportive community of peers; need to feel that they belong. This is even more important in a context where many young learners have had damaging prior experiences in mainstream schools.

Crew at Gesher in Practice

In practice, Crew time is an opportunity for the students to focus on, and enhance, any, and all, of the three key relationships in their life – their relationship with G-d; their relationship with other people; and their relationship with themselves. Through prayer, a daily review or quiet contemplation/meditation, the students work individually, and together, to enhance their own mental, emotional and spiritual wellbeing. They learn to care, share and be aware of their own needs as well as each other’s, which enables them to develop their compassion, collaborative skills and resilience – key attributes of life.

However, crew time at Gesher is not restricted to the students. Staff have their own form of crew time. Every week, a staff member chooses a key theme which permeates through three morning briefings and enables all staff to be aware, involved and connected with key aspects and events within Judaism, other faiths or none; within SEND or therapy; within education or their environment; and within the UK or beyond. Regularly enhancing our staff’s personal and professional development has had a profoundly positive effect on the camaraderie, cohesion and teaching within the school and ensures that everyone’s inspiration and passion is valued and shared.

Who is wise?

One who learns from everyone!

(Ethics of the Fathers 4:1)

 

Professional Prompt Questions

  • Where Crew (or Advisory, or Kvutzah) is practised, there is a school-wide body of practice that supports it. Is that true of tutor time in your school?
  • Watch the XP video as a staff or as a year team. What can we take from that to influence our own practice? What might be easy to do tomorrow?
  • Do your staff “have their own crew time”? Should they? Could they?

Why Gesher is Now an All-Through School

12th June 2023Website Admin

Why Gesher is Now an All-Through School

Sarah Sultman and Sam Dexter

In early 2018, when Gesher was a newly opened primary school, we were focused on primary education and growing the pupil population at the school. Having recently opened in 2017 with just seven pupils, whose parents bravely took a leap of faith in sending their children to a brand new, untried and untested school with no track record, we had not thought about what might happen to our students when they reached 11 and would need to leave to find appropriate secondary schools.

In a meeting with a donor, he suggested that we consider becoming “an all-through school”, a term we weren’t familiar with. It felt like too big a leap, too big a dream to entertain; we were too busy navigating Ofsted and determining our primary curriculum to even imagine that this might be a consideration. But the seed was planted nonetheless.

In the early stages of the creation of Gesher, we had been inspired by the advice and counsel of James Wetz, author of Urban Village Schools (see The Bridge 1). His research was strongly influenced by the small-school movement in the US which provides a fertile environment for authentic peer-to-peer and student-teacher relationships, safety, learner-centred empowerment, and community involvement.

It was not, though, until early 2020, during Covid, that the plans for Gesher to become an all-through school really developed with speed. By then we were fast approaching 40 pupils and were growing out of our space on the temporary site that we were renting. We became increasingly mindful that our oldest learners were approaching year six and that we would have to signpost them to their next school. Yet, the choices were few and the demand for good secondary provision for pupils with special educational needs and disabilities (SEND) far exceeded the supply in our area and in our community. Our learners were thriving with us, too. And so, the next stage of the Gesher story began in earnest.

All-through schools are not a new idea. There are many of them, particularly in the private and SEND sectors. Private schools often have primary, middle, and upper schools that share a campus, or a private secondary will have affiliated and well-known feeder schools. What this provides, for pupils and their families, crucially is continuity; providing stability and creating a community with long-lasting relationships. The independent SEND sector mirrors this. Over the years we have visited over 50 schools around the country to learn from others, to seek out best practice, to establish which models work and why, and to harness what we have gleaned so that we can implement and incorporate those things that work uniquely well at Gesher.

There is little research on the comparisons between all-through schools versus the standard model of a separate primary, secondary, and sixth form. It is interesting, though, that the private and independent SEND education sector has developed this model as a way to recognise the value of growing and developing their students all the way through. The state sector, conversely, has been driven instead to create huge economies of scale in large secondary schools. The overriding impression we gained from all our visits was that, for children with SEND, all-through schools provide a long-term stable environment where the pupils are well known to all the staff – and where they understand and respect each other, too. Peer relationships are celebrated at Gesher and benefit all of the pupils. Our older students mentor the younger ones; they become role models, giving them a sense of responsibility. As one parent said:

“It’s great for my child to be around older kids who are also neurodiverse. It creates a real community.”

When we sought to expand the school, the views and perspectives of the parents were important to us. We know that transitions are a particularly challenging time for autistic young people and for their parents. In addition, we were aware that for our young people, new environments and their spiky profiles mean that it takes time for staff to know and understand their needs. As two parents at Gesher articulated so well:

“Especially for neurodivergent children who prefer familiarity and routine, having primary and secondary school in the same place makes it a safe space and one they can rely on. Additionally, they won’t ‘lose’ time getting to know a new environment and people and likewise a new set of teachers and peers getting to know them.”

“(We value) knowing all the good work that has been put in during the primary years can be built on and not having to worry about the transition to secondary”.

Thus far, all the families that have attended Gesher primary have chosen to remain at the school, where they feel supported and understood, into the secondary phase. Another parent, whose child is now in the secondary phase at Gesher, felt the continuation of the same curriculum ideas was really important for their son:

“Now Gesher’s an all-through school it is wonderful, especially with the new Life Skills provision that the school now offers. It means that our son will be able to continue to thrive and be happy in an environment that can support his needs.”

Gesher is a learning community, one which puts relationships at the heart of its organisation and design. Attachments and relationships are key to our pupils being stable and happy learners, comfortable in their environment, with their self-esteem enhanced, and confident in their sense of place and space. For our parents, too, it provides security and stability:

“One of the big reasons we chose Gesher is that it is currently a through school. We need a school that will teach kids the skills they need as they become adults, and there’s not really any school like that, especially a Jewish faith one, apart from Gesher.”

__________________________________________________________________________

In designing their secondary provision, the Gesher team has cast their net wide for examples of schools that make being small in size part of their success story.

Since 1991, the New American Schools Initiative has opened 2,600 new small high schools in 45 states across the USA. Two of the most globally influential school models have arisen as a result:

  1. Big Picture schools, founded by Dennis Littky and Elliot Washor (now 65+ Big Picture high schools in 18 states and more around the world). These small, personalised schools, started for drop-out learners and graduate 92% of their students on time, compared to a national average of 84%.

  2. High Tech High (HTH) is a community of 16 elementary and high schools in the San Diego area creating an all-through local school system. Some 98% of HTH’s graduates have been admitted to college or university. About 35% of HTH graduates are first-generation college students and 85% of their free-school-meals students complete degrees.

With their focus on the centrality of relationships and the personalisation of learning that arises from knowing students well, young people in these schools thrive and consistently outperform teenagers in conventionally sized, conventionally structured high schools with comparable demographics.

 

Professional Prompt Questions

All-through schooling is not an easily available option for most schools.

However, some of the features that professionals and parents value in all-through schools – relationships, deep knowledge of learners, security, and personalisation of approaches – can be adapted for more familiar models of schooling.

The professional prompts that follow respond to the question: “How could we help different phases of schooling to incorporate some of the virtues of all-through provision?”

  • Is knowledge transfer about students primarily documented or also face-to-face? How is the more subtle knowledge of children and families communicated?
  • When there are concerns about a student in their first year after transfer, is the relevant feeder school teacher consulted and involved?
  • Does your school have any teacher exchanges with your feeder school to build empathy and to forge relationships?
  • Are feeder school staff invited to events and productions and activities involving their former learners?
  • When achievements are celebrated, is the contribution of the feeder school recognised?
  • On graduation from your school are feeder schools notified of results and destinations – can they share in the successes?

Reimagining Schools By Design: Assessment, Pedagogy and Curriculum

12th June 2023Website Admin

Reimagining Schools By Design: Assessment, Pedagogy and Curriculum

David Jackson

Teaching: the design and facilitation of great learning through relationships

This short article is about the second phase of the process Gesher School undertook to design the curriculum, pedagogy and assessment they knew they would need to do a brilliant job for children who learn differently, as they moved from primary into their secondary education; from childhood into adolescence, from primary to all-through.

The ‘school design lab’ process – eight workshops involving about 100 stakeholders, completed in March 2021 – resulted in a blueprint for this new school ambition. You can see the final version of the Gesher School Blueprint here: https://gesherschool.com/about-us/blueprint/.

It is worth looking at – for its comprehensiveness, its ambition, its philosophical coherence and the obvious seriousness of intent. Beyond that, there is much to recommend in the evident way it unites a school community (internal and external) around a shared mission and sets out the practical requirements needed to achieve this.

The process to develop the blueprint began by asking “What outcomes do we want all our learners to achieve?” We started with a pie chart (six slices), one of which already had “good exam results” filled in, as a given. The task then is to populate the other five slices. (It could be six slices saying “good exam results” if that’s the only outcome that matters – but in a decade of doing this activity, exams have never featured more than once.) The result? Agreement about the purpose of the school and the outcomes for all learners that matter to the school community.

Standing on the shoulders of giants

Having agreed purpose and outcomes, the next stage in the process was the development of a set of design principles to achieve these, which form the values and practice architecture – the “laws with leeway” – for the school. In that process the Gesher team engaged with the designs of highly successful schools around the world, in a process known as horizon scanning, to find inspiration and ideas that would help them to learn from the very best that exists and has evidence of success.

You will find more on the Gesher school design process in The Bridge Issue 2.

Having the purpose, outcomes and design principles agreed upon, the next couple of workshops focused on assessment, pedagogy and curriculum.

Assessment

The Gesher Blueprint, then, sets out the school’s desired outcomes. They include: skilled for the future workplace; confident in their sense of self; builders of meaningful relationships; and ethical and responsible citizens. Finding meaningful ways to assess, recognise, accredit and value these – to validate them – is the next stage in the design challenge.

Another desired outcome is qualified for the next stage, and while existing accreditation pathways can obviously fit that bill to an extent, they don’t get close to assessing “meaningful relationships” or “confidence in sense of self”.

Fortunately, there is a different audience for some of these outcomes – the students themselves, their parents, peers, community members, etc – and there are known ways of doing it. There are exhibitions, digital badges, portfolios (real or digital), records of achievement, transcripts or even a unique, composite and personalised School Diploma owned and endorsed by all stakeholders, incorporating a range of such validation methods.

Professionals generally agree that schools should be free to assess what they value, rather than driven to value what is assessed. Gesher’s Blueprint states that it will generate unique profiles… affirm talents… recognise unconventionally expressed achievements… and work of relevance to the community and the world. This ambition is shared by many schools and there are, as we have seen, a range of possible ways of assessing what is valued. However, few schools do. Gesher, in this respect – as in many others – aspires to be a “beautiful exception”.

Pedagogy

Ask secondary teachers about their professional knowledge-base and most will probably talk about subject expertise. This is not their professional knowledge-base: it is what they bring in service of their professional knowledge-base. Lots of geographers or scientists or linguists don’t teach.

Teachers’ professional knowledge-base is the design and facilitation of great learning through relationships. It is the creation of apt pedagogy combined with personalised knowledge and understanding of learners. In other words, teachers are designers. They create great pedagogical designs together.

Only, in most schools, they don’t.

To do this requires scope for interdisciplinary planning; it involves real-world relevant tasks (to make learning matter); it will deploy a repertoire of assessment methods (appropriate to the task, relevant for each person); and it requires time deployment that allows on-site and community learning. This is different from 25 one-hour lessons. It also requires that teachers have time together (to design together).

For Gesher, and for most of the astonishing schools around the world that were studied in the horizon scanning, Project-Based Learning (PBL) provided at least part of the pedagogical solution. Real links have been made with the professional PBL knowledge-base from High Tech High and Expeditionary Learning Schools as international examples and with XP and School 21 as domestic ones. Additionally, Gesher commissioned the support of Imagine If to help facilitate its journey.

Gesher, together with a number of other schools of course, deploys time and space flexibly (the subject of a future article); combines a core of subject teaching with flexible interdisciplinary learning opportunities (PBL); deploys a range of assessment approaches relevant to the task; and, because it is a SEND school (although all schools are SEND schools), integrates into learning designs therapeutic approaches and support.

And these rich approaches, whilst great for students, are also fulfilling for the professional lives of teachers.

Curriculum

If pedagogy is how we teach stuff and how learners learn it, and assessment, broadly speaking, is the range of ways we let students and other stakeholders know how well they are doing, then curriculum is simply the range of material – the content – we want students to learn.

For most secondary schools the curriculum is pretty straightforward: divide what we teach into “subjects” and have specialist subject teachers deliver it in lessons lasting about an hour. The learning week, for learners, is therefore a jigsaw puzzle of disconnected hour-long subject lessons (French, then PE, then English, then Science, then Maths….) and fragmented relationships.

There is another way.

Gesher’s curriculum statement emphasises “the application of knowledge through real-world assignments and projects… rooted in Jewish values… highly personalised and responsive to individual interests, aptitudes and needs”. Much is packed into those 24 words:

  • Application
  • Real-world uses
  • Projects and assignments
  • Overt values components
  • Highly personalised

What all this means practically at Gesher is that the curriculum contains all the subject knowledge required, some of it taught as it has always been taught, but much of it designed into projects, with real-world relevance (perhaps real-world need) within which students express agency, personalise their contributions and also integrate or enact the values from relevant parts of their culture. They might be assessed in a range of ways, singly or in combination – tests, exhibitions, vivas, presentations, peer evaluation, portfolios, or whatever.

Endnote

The Blueprint design shows graphically that desired outcomes (purposes) frame everything and lead to school design principles facilitative of those outcomes. In other words, “Here are the things we want all learners to achieve and to do and so we need our school to be designed with features like this.”

The heart, the driver, the energy source to achieve this is the integrated and interrelated core of assessment, pedagogy and curriculum. Beyond that, there is a range of further features related to technology, time and space; culture, leadership and professional development; parental partnerships and community relationships.

More of that next time, perhaps.

 

Professional Prompt Questions

  • If your school was to do the pie chart activity – the six outcome areas that really matter to you – what would be included? (You could try it as a staff workshop activity.)
  • What scope is there in your school for teachers from different subject disciplines to plan learning together? What could there be?
  • Do you agree with the definition of teaching at the start of this piece? If so, what implications might that have for your teaching or your school?

All Around The World Project

16th May 2023Website Admin

In this project, EYFS and Key Stage 1 were tasked with answering the big question ‘How are countries around the world different?’ They began the project using their Geography and Expressive Art skills to learn more about the UK and a range of other countries around the world, in particular, they focused on India, South Africa, Japan and Israel.

To conclude the project they hosted a travel show-style exhibition for the rest of the school.

Teacher’s Reflections

  • The initial food tasting was a challenge, however, by the end of the project lots of the children were happily eating the sushi we learnt to make in our Life Skills sessions.
  • The children found the examples of the travel videos we made hilarious and were so engaged with creating their own videos.

Students’ Reflections

My highlight of the project was making the video because I could watch all my friends on TV.

This project taught me all about different foods and country facts.

View all project cards

The Stone Age Project

16th May 2023Website Admin

In this project, Year 3 and 4 looked at different aspects of life during the Stone Age. This involved the students exploring what people wore during this era as well as visiting the Chiltern Open Air museum. The project finished with students showing their Stone Age costumes in a fashion show for the rest of the school.

During the project, students also learnt about the role of an archaeologist and the famous stone site of Skara Brae in Scotland.

Teacher’s Reflections

  • I really enjoyed this project as it was such a fun and interactive project!
  • The fashion show was a great success as it was a different way for our children to present their work.

Students’ Reflections

My favourite part of the fashion show!

My favourite part was the trip to the museum!

View all project cards

Modern Day Heroes Project

16th May 2023Website Admin

For this project, Year 6 explored their modern-day heroes. This included digital artists, video game designers, fundraisers and music producers. The students also investigated the importance of diversity by researching the lives of Marcus Rashford, Mary Anning and Greta Thurnberg.

The project also extended into their Jewish Studies lessons where they learnt about Jewish Heroes, including Avarham and Judah Maccabee.

They concluded their project by hosting a cake sale to raise money for local charities.

Teacher’s Reflections

  • I am proud of the work the students produced and it was great to see how their research skills developed.
  • Next time, I would use more creative and interesting forms to present the biographies (e.g., portraits and digital tools).

Students’ Reflections

My highlight of the project was a visit from an England International Athletics sprinter, Aiden Syers, we all had a race and even got his autograph.

I thought the project went well and good because there were lots of interesting things to do.

View all project cards

Saving The Animals Project

16th May 2023Website Admin

In this Project, Year 8 were tasked with answering the big question, ‘How can we increase awareness about animal cruelty?’ This involved them conducting extensive research into the mistreatment of animals and presenting their findings at a symposium on animal cruelty for their peers.

As part of the project the students also developed their graphic design skills on Canva, visited Champions Wharf Play Beach and read extracts from Animal Farm.

Teacher’s Reflections

  • Students were fully captivated by the topic and excited to expand on their knowledge.
  • I am so proud of what Gevurah has accomplished with their analysis of Animal Farm.

Students’ Reflections

I thought the project was very good because the big question is very important to the world.

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Journeys Project

16th May 2023Website Admin

In this project, Years 3 and 4 worked on an extended project which explored the themes of journeys. This involved them studying the exhibitions of famous explorers like Ernest Shackleton and journeys to Ancient Egypt.

The students also completed their own ‘sponsored journey’ from the old site of Gesher in Kilburn to our new site in Pinner, for which they were tasked with using as many different types of public transport as possible.

Teacher’s Reflections

  • The students were able to acquire an extensive knowledge about Egypt, including what the country is like now and how that differs from how it was in the past.
  • The project was well-rounded and covered various curriculum areas such as geography, history, art and music.

Students’ Reflections

My favourite part of the project was the transport museum

I learnt how to wrap a Mummy with linen

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