THE ECCLESBOURNE SCHOOL

2007 – 2008

2

Contents

Introduction p 3

Leading Edge Projects 2007-08

Use of KS3 levelled materials for short, medium and long term progress monitoring, prediction and target setting for individual pupils in Science p 4 - 7

Able in English p 8 - 10 Monitoring Progress and Target Setting p 11- 17

Study Skills p 18 - 25

International Schools Award p 26 - 27

Virtual Learning Environment p 28 Other Activities

National Mock Trial Competition p 29 Mashirika – issues connected with prejudice,

discrimination, race and genocide p 30 - 31

3

Introduction

Background The Ecclesbourne School has been a Leading Edge School since 2003. Initially the school worked closely in partnership with Kirk Hallam Community Technology College and the SEDSSIP (South East Derbyshire Secondary Schools Improvement Partnership) cluster of schools. Since September 2007 Ecclesbourne has been working more closely on a range of projects and initiatives with John Flamsteed School, Denby and the RHLC (Ripley and Heanor Learning Community). The Ecclesbourne School remains wholly committed to the 5 principles of the Leading Edge Partnership Programme:

1. To support collaboration and significantly raise student achievement 2. To develop future practice and raise achievement in the longer term

3. To create system-wide capacity for change through enhancing teaching

professionalism and knowledge

4. To raise the bar and narrow the gap(s) across the system

5. To build models of system-led leadership through which schools can lead the future development of the system

Leading Edge Projects 2007-08 Leading Edge work at The Ecclesbourne School has continued to provide an exciting and challenging platform for our staff to become involved in a range of different innovative and collaborative projects. This booklet outlines the inspiring range of projects carried out during the 2007-08 academic year. If you would like more information about the school‟s Leading Edge work, please contact the school‟s Leading Edge Coordinator. Rachel Tordoff Leading Edge Coordinator Email: rtordoff@ecclesbourne.derbyshire.sch.uk Tel. no: 01332 840645 (ex. 210)

4

Project

Leader(s) Marian Kemp (MK) & Frazer Smillie (FIS)

Subject

Science

Key Stage

KS3

Overview After a promising pilot mini-project in 2005/6, our current full

project began last academic year with the development of

hyperlinked summary documents of four years of SAT questions, answers and linked level boundaries for each individual question,

derived from published facilities data. These has been used to develop tests and homework tasks, calibrated to SAT levels, and

integrated throughout the KS3 Science scheme of work. Last

year, all relevant objectives were achieved and there was a very significant improvement in final SAT levels attained by pupils at

the end of the academic year (χ2 test, p<<0.001). It seems highly probable that the dramatic improvement in academic

performance that was observed was attributable to this project (no other variables identified).

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Summary Report

Aim Progress

Testing of pilot spreadsheet, developed for

processing of data collected from use of levelled

materials embedded into KS3 scheme of work last

year, using data collected across the faculty

Updated, successfully tested

in faculty & improved in

response to feedback

Communicate use to other schools eg collaborating

Leading Edge schools and Derbyshire Heads of Science at Science Leaders Development Meetings

Progressing

Modify levelled testing materials to reflect major

changes to KS3 curriculum 2008

Progressing

Begin integration into new scheme of work for use

in 2008/9

Progressing

Improvement in SAT results were repeated, although not so dramatically (χ2 test both 07 and

08, p<<0.001; χ2 test 08 verses 06 and before, p<0.01). Reduced improvements this year may reflect the proportion of year 9 taught by less experienced teachers or possibly national

marking problems with SAT marking.

A prototype spreadsheet, used by MK/FIS to interpret the data from last year, was developed

further this year to the point where it was in a format that could be used by all staff to interpret their teaching group data for the purposes of supporting report writing, parents‟

evenings, tracking and target setting.

The Ecclesbourne School

Case Study Title

Use of KS3 Levelled materials for short, medium and long term progress monitoring, prediction and target

setting for individual pupils in Science.

Duration

01.12.07-30.11.08

5

Comparison of 2007 SAT scores with previous years

0

50

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200

250

300

2003 2004 2005 2006 2007 2008

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Proportion of students attaining SAT levels over the past 5

years

<3

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5

6

7

2008 2003

The Ecclesbourne School

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Briefly the spreadsheet featured:-

Ability to switch (toggle) between predictions and progress charts calculated from CAT and from FFT predictors.

Dynamic calculation of short, medium and long progress indicators, changing with each test that is inputted, colour coded to highlight whether students are performing

above (blue), at (green) or below (red) calculated expectations for relevant point in term.

Calculation of assessment levels in individual tests, colour coded as above.

Dynamic calculation of Sc 1, 2, 3 & 4 skill levels, changing with each test inputted and colour coded as above.

Dynamic longitudinal summary graphs for each individual student, showing o global annual progress to date in relation to predicted progress

o Sc1, 2, 3 & 4 skills as assessed by test results inputted to date

o Synoptic and block results in test results inputted to date, showing progression with time over the year

o Indication of areas of weakness and strength, relevant to pupil/class to inform pupil/class/teacher, by specifically highlighting abnormal scores.

Levelled breakdown of individual marks on a question-by-question basis, so that areas of poor performance can be identified in order to aid realistic target setting for

individual pupils.

Floating comment boxes describing question details. Summary of source questions, boundaries etc, with questions clearly flagged so

individuals can identify questions and set their own additional test questions (hyperlinked question and answer sheets would greatly aid this endeavour).

Spreadsheets were tested across the faculty and feedback used to make improvements to the accessibility of the spreadsheets. These improvements included:-

The generation of separate worksheets for data entry and simple analysis for the

majority of staff who appreciated the system but found the amount of analysed information unnecessarily confusing.

Modification of colour scheme and column layout to facilitate printing on black

and white printers. Use of decimal grade descriptors for greater tracking precision.

Calculation of progress indicator moderated predictions to facilitate aspirational

target selection.

A copy of these spreadsheets and a copy of a summary document describing in detail use of these spreadsheets are available, on request, from MK/FIS.

The complete package of tests, tasks and spreadsheets is being integrated into our

scheme of work in 2008/9 as changes to KS3 curriculum come on line. The current

Ecclesbourne scheme of work format is being revised to fall more in line with the QCA scheme, enabling the levelled materials to be adapted to this format so that they are

directly transferable for use by other schools. This work began in Summer, 2008, as did trials to verify spreadsheet modification, and was a relatively easy task thanks to the open

structure and comment support incorporated into the updated spreadsheet.

Subject to collection of sufficient data, it is our long term aim to be able to improve the

predictive element of data interpretation, to support even more realistic prior performance-based target setting for individual pupils throughout KS3 and KS4 education

at The Ecclesbourne School.

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Case Study Title

Collaboration

Science KS3 teachers are all involved in the ongoing delivery of the materials developed

by the project and the KS3 team have already integrated the newly modified levelled

materials and tests into the new Y7 scheme of work. This process is ongoing and will continue through development and integration into the Y8 and Y9 schemes of work

during 2008-9.

The tracking spreadsheet has been used by all KS3 science teachers, with MK taking

responsibility for input of test scores this year to reduce workload for teaching staff until they are more familiar with the spreadsheet. Feedback from KS3 staff to Science faculty

meetings has been positive, with recognition that the objective levelled information output, together with professional judgement, is valuable in tracking pupil progress. The

data provided by the spreadsheet has been used to inform progress grades throughout

the year.

All reports and materials used have been made available to staff from all faculties through the IT network, with MK/FIS available to discuss. MK/FIS also gave a presentation in June

jointly to SLT and CLT explaining the nature of the project and indicating the potential for use of a similar system in other faculties.

We have collaborated with D. Laughlin from John Flamsteed and A. McDuff from Belper School on this project. We have shared and discussed findings and materials with them,

but hope to extend this as materials become more useable to them once we have adjusted them more in line with the new QCA scheme.

We also welcomed the opportunity to share the package that we are developing with Science Leaders, by giving a presentation at their development meeting with the

Derbyshire Science Advisors in Matlock Bath in July. This was well received, with Heads of Science from several schools requesting further information.

MK was also delighted to have the opportunity to present at the National Leading Edge

conference at the Emirates Stadium in July, in the Outstanding Departments Category.

Once again, interest was shown in how the materials could be adapted for use by other schools.

MK/FIS have greatly appreciated the support given to develop the project to the current

format. With the considerable interest shown by other schools and agencies, we are very

keen to complete the development to bring the materials in line with the new QCA curriculum, since this would facilitate dissemination, enabling direct transfer of our

materials to interested parties. We are part way through this process and aim to be fully integrated into the Ecclesbourne scheme of work, have spreadsheets tested by faculty

staff and the complete package available for use by other schools by the end of 2008/9

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Project Leader(s)

Emma Hawksworth

(EH)

Subject

English

Key Stage

KS3

Overview Ten Year 8 pupils were selected each term by their English teachers as being „Able in English‟.

The sessions were held after school on a Tuesday and were designed to further enhance aspects of the English curriculum by

stretching the more able Year 8 pupils.

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Summary Report Background

This project began with the criteria recommended by the Gifted and Talented National Academy at Warwick University. They advised selecting pupils with CAT scores of 126 and

above. However, over the past two years it has been seen that high scores do not often

correlate with the ability to debate issues with an open mind or to respond in a thoughtful way in group discussion. Therefore, pupils were recommended by their English teacher and

this seems to have worked very well.

Aims and objectives of the course

To stretch and stimulate able pupils in all aspects of English, including comprehension

skills, oral fluency and writing skills.

To encourage wide reading, personal responses and research, within a challenging

and exciting atmosphere.

I took over the project in September 2006 and followed a similar format to Anna Knight, the previous member of staff in charge of the project. The groups were composed of 10 pupils, a

mixture of males and females, and ran after school on a Tuesday between 4:00 and 5:00pm,

for a period of 10 weeks. The sessions ran three times over the year and were largely discussion based with a different topic focus each week.

Organisation and structure of project

The sessions always began with pupils or the teacher introducing a newspaper article of their choice. This has worked well, resulting in lively group discussion of the issues raised in the

article. Furthermore, given that the task is news-based, it has encouraged pupils to read the

newspapers or go online to look for news stories which are of interest to them.

The Ecclesbourne School

Case Study Title

„Able in English‟ course for Year 8

Duration

01.12.07-30.11.08

9

Some of the topics discussed this year have included bullying in schools, the 2012 Olympics, the G8 summit, climate change, celebrity culture, surveillance society and the

role of the monarchy in the twenty-first century.

The main part of each lesson has been focussed on stimulus material, followed by pupils being given the chance to have a go themselves. The tasks undertaken so far have

included:

Reading and discussion of the novel „Jacob‟s Ladder‟.

A sequencing task where pupils have to decide on the order of the lines in

the final verse of a poem.

Reading a selection of poems based on famous paintings then writing a poem

of their own. Entering a national writing competition.

Analysis of poetry and short stories which have been published in the

„Wordsmith‟ magazine.

Examining the importance of narrative perspective and writing from the point

of view of different narrators. Re-writing a piece of prose as a poem.

„Sustain, develop or contrast‟ – following on from a paragraph by sustaining,

developing or contrasting the style / tone / plot.

A debate on whether technology will soon replace books.

Writing a „mini-saga‟ – an entire story in exactly 50 words.

Changing a well-known nursery rhyme into a „politically correct‟ version.

„Pick a card‟ writing task.

Pupils have also been given the opportunity to be part of an audience with the authors Berlie Doherty, Nigel Hinton and Alan Gibbons. They asked the authors many searching

questions and were able to get advice for their own writing.

The sessions often ended with a word game to encourage verbal dexterity and lateral

thinking. The pupils particularly enjoyed this type of challenge, since it involved quick thinking and competing against others. Competition was particularly fierce when it was

girls versus boys!

The sessions have been extremely successful. The pupils have turned up every week without fail. Each group has had a slightly different dynamic but I have been very

impressed with the way pupils have got on with each other, listening to and respecting

the views of others. Pupils have obviously benefited from being part of a small group who are on a par intellectually and many remarked upon this on their review form at the end

of the final session. Ecclesbourne pupils welcomed the five pupils from John Flamsteed School in Ripley during the second term and having pupils from a visiting school added an

extra dimension to the sessions.

The pupils have been keen to get to grips with each task and have impressed me with

their original ideas and creative minds - even when faced with one particular task that a Year 11 pupil may have found challenging! The diversity of material offered to them

seemed to keep them interested and helped to spark their imaginations!

I have felt it important that there should be an element of fun to the sessions. A number

of the boys, in particular, were rather wary as to what they could expect from an „Able in English‟ session after school so, whilst the sessions were suitably challenging, they were

also designed to be enjoyable. I feel that this has been achieved and the positive feedback from both pupils and parents, along with the odd „Thank you‟ card I received,

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confirms this for me!

I was given the chance to attend the SSAT‟s „Achievement Day‟ at the Emirates Stadium in June 2008 which allowed me to see what other schools are doing in order to stretch

their most gifted pupils. This was very interesting and confirmed to me the importance of

the „Able in English‟ sessions.

The overwhelming feedback from pupils has been very positive. Pupils said they enjoyed engaging in discussion with like-minded individuals and found the activities to be

challenging, interesting and varied. All in all, a great success!

I have enjoyed running the sessions and am glad that Leading Edge has seen the value of

the sessions as an enrichment activity and has felt able to support them for the past three years.

Collaboration

In the second term (January to March) five pupils from John Flamsteed joined five of our

own pupils.

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Project Leader(s)

Rachel Tordoff (SRT) & Ted

Baker (ERB)

Subject

Cross-curricular

Key Stage

KS3 & KS4

Summary Report 1. Throughout the year all stakeholders have been supported with the introduction of the

new strategy. Student assemblies were used to inform the students of their role in the

process and the importance of their organiser as a vehicle for tracking their progress. Tutor meetings were attended in order to support Form Tutors in their role helping the

students to use their organiser effectively and set SMART targets at appropriate stages

during the year. All faculties were given the opportunity to explore the role of subject staff in the process and a presentation was made to SLT and the „Students and

Curriculum‟ Governors‟ committee. 2. Throughout the year at each assessment week, staff and students have been offered

advice and support as to what is required by the new strategy. 3. A format for the data available on SIMS for KS3 and KS4 students was agreed and

guidance has been provided to all staff to ensure that they understand the available data

(Appendix 1). 4. Faculties and CLT were given advice and support on the use of data, in particular FFT D

data at KS4, to help monitor the progress of the students and evaluate their performance. Analysis of GCSE results in June 2007 and June 2008 has been provided to HoF/HoD to

support their use of data to improve performance and progress (Appendix 2).

5. Training for staff on target setting has taken place through tutor and faculty meetings, whilst students were guided through assemblies.

6. Training for staff on SMART targets has taken place through tutor and faculty meetings, whilst students were guided through assemblies.

7. At all stages, staff have been encouraged to carry out individual discussions with their

students as part of the target setting process to ensure that the students are aware what is required to achieve the next level.

8. Student planners have been an essential part of the process, providing the vehicle for the students to track their progress and allowing their parents to review their child‟s effort

and progress grades and support the students. Form Tutors & HoY have effectively monitored their use throughout the year (Appendix 3).

Overview To support the introduction of the new „Progress Monitoring‟ strategy at KS3 and KS4, as well as supporting faculties in their

use of data. The new strategy focuses on the importance of the role of students in monitoring their own progress and setting

their own targets, with the support of staff, i.e. a pupil centred

model as opposed to a teacher led strategy.

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Case Study Title

Monitoring Progress& & Target Setting

Duration

01.12.07-30.11.08

12

9. The effectiveness of the target setting process has been evaluated through student

and staff evaluation forms. Students are overwhelming in support of the student

centred model and seem to appreciate the central role that they have to play in the process. Staff evaluations have been analysed, it would seem that, whilst staff who

responded are supportive of the new strategy, there are a number of concerns that

need to be addressed about the process, mainly related to the time required to make it work effectively.

10. Standardised effort and progress grade descriptors have been provided across all subjects, following faculty consultation, in order to ensure that the giving of effort

and progress grades is more consistent both within and across subjects. Students

have been given the new descriptors in Sept 2008 (Appendix 4). 11. With the support of HoY, the role of the tutor in the process has been recognised and

reinforced through tutor meetings. 12. To date, dissemination with other partnership schools had not taken place, since the

strategy was in its pilot year, however, links are to be explored early in the 2008-09 academic year. Similarly, possible links to other target setting methods offered by,

eg, „Fast Tomato‟ will be identified. Following a recent Ofsted, target setting and use

of data in the school was found to be exemplary.

Collaboration

To date, dissemination with other partnership schools has not taken place, since the strategy was in its pilot year, however, links are to be explored early in the 2008-09

academic year.

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Interpreting data on your SIMS marksheets for KS3 and 4 – What does it all mean?

Verbal &

Quantitative

reasoning are

often

considered to

reflect

‘academic

ability’.

CAT Data – CAT

Quantitative Ability to understand

quantitative concepts.

Result Date:

Yr 10 Geog : 10P/Gy1

07/08

Export Date:18/09/2007

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BALL Eliot 009264 5 6 A/B A 6 8 7 120 108 133 119

BODDY David 009272 5 7 A + M 7 7 123 124 120 124

BOWERS Harriet 009273 4 5 B M 6 5 106 114 104 100

BRAILSFORD Christina 009277 4 5 E D M 5 5 85 86 79 91

BURN Kate 009286 5 7 C/D A M 7 6 102 111 96 99

CARR Robert 009290 4 6 B/C + 7 7 7 107 120 93 109

COLEMAN Charlotte 009297 5 6 B + 7 8 7 113 115 108 117

DAGLEY Mitchell 009303 5 6 D C 6 6 6 94 94 98 90

FARNSWORTH Beck 009318 5 7 B + 7 7 6 112 115 113 108

HAMMERSLEY Hazel 009339 4 5 D/E D 5 5 4 91 88 92 93

HAYWOOD Becky 009345 4 6 B/C A 6 7 7 107 109 120 91

HILL Emily 009351 4 5 E/F D 5 5 4 82 83 80 83

HUGHES David 009521 5 6 6 8 7 117 100 130 121

JOHNSON Ollie 009369 5 7 B + 6 7 7 113 115 107 118

MERRY Joel 009395 5 7 C C 6 8 7 105 103 104 109

NEWTON Richard 009404 4 7 A + 7 8 7 124 125 122 125

PAYNE Joseph 009410 4 6 A/B + 7 7 7 117 119 121 112

RADFORD Clare 009420 4 6 D C 6 6 5 96 106 94 88

SAHU Kiran 009435 4 5 C/D C 6 6 5 99 95 95 108

STARTIN Beth 009485 4 6 C + 6 8 7 106 108 103 108

STEWART Dan 009448 4 5 D/E D 5 6 6 92 84 103 89

STOKOE Zoe 009493 5 8 + 7 8 7 133 131 141 127

THOMPSON Josh 009457 4 7 A/B + 6 8 7 121 112 130 122

Prior School Data The last effort and subject

level recorded during the

previous academic year.

Present School Data Data to be recorded by teaching staff

during the present academic year.

CAT GCSE Prediction GCSE subject prediction using an individual student’s CAT

scores. (NB: some subjects predict using mean scores, whilst

others use one of the individual battery scores. Tables used to

predict scores available at j:/data and target setting leading

edge/nfer subject predictors)

FFT D GCSE Estimate FFT D Estimate made using an individual

student’s KS2 SAT scores. (NB: Type D

estimates are made based upon the

progress of students in schools in the top

25% of value added scores nationally.

Use is recommended by Government. KS3

SAT scores are not validated in time for

whole school target setting. FFT data

files are available at j:/data and target

setting leading edge/FFT2006)

CAT Data – Mean CAT score An average score based on the

individual battery scores.

Standard age score is 100.

KS2/3 SATs results Most recent SATs results

attained by the individual in

English, Maths and Science.

CAT Data – CAT Verbal Ability to read with accuracy

and understanding.

CAT Data – CAT Non-Verbal Measures ‘fluid intelligence’ and

may suggest potential not yet

reached.

Appendix 1

SUMMARY VALUE ADDED ANALYSIS GCSE 2007

SUBJECT OVERALL MALE FEMALE

CAT VA

FFT VA

CAT VA

FFT VA

CAT VA

FFT VA

MATHS 4.89 1.82 4.49 1.55 5.35 2.13

STATS 3.19 -2.13 1.86 -3.43 5.35 2.13

ENG 2.83 0.62 2.09 1.50 3.65 -0.38

ENG LIT 3.65 1.18 2.47 1.69 4.98 0.60

DBL SC 4.54 0.40 4.76 0.66 4.32 0.14

S SCI 2.00 0.29 1.89 -0.79 2.18 2.00

FRENCH 2.95 -4.27 4.86 -2.93 -0.86 -7.14

GERMAN 2.84 -4.74 4.33 -6.00 1.50 -3.60

SPANISH 8.32 -0.56 8.29 -2.00 8.36 1.29

GEOG 5.18 0.66 4.92 0.22 5.57 1.30

RS 10.17 2.14 8.00 4.88 11.42 0.46

HIST 0.32 -4.08 -1.66 -4.37 3.13 -3.67

H&S 4.56 2.22 1.50 7.50 5.09 1.30

ART 5.06 2.03 4.00 2.89 5.61 1.53

ART (SHORT) -9.00 -12.00 -9.00 -12.00

PHOTO 6.00 6.00 6.00 6.00

MUSIC 2.87 -0.78 2.65 -0.35 3.50 -2.00

DRAMA 0.94 0.54 -1.25 -0.50 2.70 1.31

PE 5.16 -0.67 5.56 0.44 4.50 -2.33

PE (SHORT) 6.00 6.00 6.00 6.00

BUS 7.95 0.80 6.82 0.38 9.79 1.43

BUS & C 6.59 -0.28 5.05 -1.03 9.16 0.86

IT 2.52 -2.63 1.38 -2.44 8.40 -3.60

IT (SHORT) 1.50 -4.67 -4.50 -8.25 6.30 -1.80

FOOD 7.20 3.29 2.57 3.00 8.61 3.39

TEXTILES 6.88 0.71 6.88 0.71

RES MAT 6.26 1.00 6.39 1.64 5.00 -6.00

SYSTEMS 3.00 -4.00 3.00 -4.00

GRAPHICS -1.03 -7.24 -1.38 -7.00 0.60 -8.40

ENGINE -9.56 -14.47 -9.80 -14.63 -6.00 -12.00

KEY

CAT +3 CAT -3 1 grade = 6

FFT +3 FFT -3

Appendix 2

15

Summary of Effort Grade Criteria Normal type – descriptors for individual pieces and units of work Italics – additional descriptors for Assessment Manager and Report Grades

Effort Grade

Description Definition

5

Outstanding

Work is completed to the very best of student’s ability

Works at the task with a high level of interest and enthusiasm

A high level of concentration

Prepared to go that extra step e.g. does independent work, spends time correcting work, asks for advice, exceeds the task set

Active involvement in all activities with valuable contributions made

Behaviour always impeccable

Cooperates very effectively with other students & staff

High levels of organisation and presentation in all tasks

4

Good

Work is completed fully and to a good standard

Works at the task with interest and enthusiasm

A good level of concentration

Prepared to act on instructions and take on board advice as to how to improve

Active involvement in most activities with regular contributions made

Behaviour always good

Cooperates effectively with other students & staff

Good organisation and presentation in all tasks

3

Satisfactory

Work is completed fully and competently

Works at the task with some interest

Concentrates most of the time

Will respond to advice as to how to improve

Involvement in most activities with contributions made when prompted

Behaviour is acceptable

Can work with other students at tasks

Usually organised and acceptable presentation in tasks

2

Cause for Concern

Work is not fully completed &/or deadline missed

Inconsistent effort and concentration completing the task

Reluctant to respond to advice as to how to improve

Involvement in activities is limited, with few contributions

Behaviour is often unacceptable

Finds cooperating with other students challenging

Can be disorganised, with inconsistent presentation in tasks

1

Cause for Serious Concern

Work is not completed & deadline missed

Works only when closely supervised by a member of staff

No attempt to respond to advice as to how to improve

Involvement in activities is very limited, with no/irrelevant contributions

Behaviour is unacceptable

Unable to cooperate with other students on tasks

Disorganised, with poor presentation in all tasks

Appendix 3

16

LOWER SCHOOL – YEAR 8* or YEAR 9*

STUDENT PROGRESS CHART

Subject Year

7/8*

October

December February Main Report

[Summer]

Targets for end of

Year 9

NC

level Effort

Effort Prog

ress

Effort Effort TA/

SAT

Effort TA/

SAT

English

Maths

Science

ICT

Technology

French

German*/

Spanish*

No

level

Geography

History

Art

Music

PE

Drama No

level

R.S

No

level

Citizenship

* Delete as necessary

Appendix 4

17

My SMART Targets for Year 8* or Year 9*

September:

Make a copy of your

SMART target set with

your form tutor at the end

of last year.

SMART Target and how I intend to achieve it [Agreed with Form Tutor during July R.A.T.]

Review of target:

Write down how

successful you think you

have been.

Review of target [before I have my Jan. R.A.T.]

January:

You will have a R.A.T.

meeting with your Form

Tutor to discuss your

progress so far.

SMART Target and how I intend to achieve it [Agreed with Form Tutor during the January R.A.T.]

Review of target:

Write down how

successful you think you

have been.

Review of target [when I get my report]

Summer:

Major School Report Consider your progress in

each subject and agree

one target with you

parent/carer.

SMART Target and how I intend to achieve it [Agreed with parent/carer after Major School Report]

Review of target:

Write down how

successful you think you

have been.

Review of target [before I have my final R.A.T.]

July:

Final R.A.T.

Write down the target you

have agreed with your

form tutor and how you

intend to achieve it.

SMART Target for next year [Agreed with Form Tutor during July R.A.T.]

* Delete as necessary

Project Leader(s)

Lin Smith (LMS)

Subject

Cross-curricular

Key Stage

KS3

Overview Original aim was to revisit specific Programmes of Study to ascertain when/how certain skills teaching was delivered. After

consultation with CLT/SLT this developed into the notion of a specific day when a set of transferable skills could be delivered.

It would be piloted with Year 7 pupils. A cross-Faculty working

party met and created the format of the day which is scheduled for the first week of the Spring Term.

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Summary Report Ecclesbourne is proud of the fact that its teaching staff have a modicum of choice in planning

their teaching. Some teachers work best with highly documented Schemes of Work which may be itemised almost lesson by lesson. Other prefer to have Programmes of Study which

they broadly follow bringing their students to the level of learning which is required of them

depending on the Key Stage. There are many colleagues who operate somewhere between the two.

The initial audit year of this project identified that, although many of our regular lessons

encompassed explicit skills teaching, there was no specific system for this. There was a feeling among staff that certain pupils missed out on certain learning strategies and the audit

did identify that colleagues varied enormously in how they might, for example, structure an

information gathering lesson. Some would provide sources to use and scaffolds for recording the information. For others, the research element would be broadly covered by the words „use

a computer‟!

This variation was brought to the attention of colleagues on CLT and the idea of a specific

skills based day was mooted. This coincided with consultation about the shape of the whole of Key Stage 3 teaching when staff were in favour of keeping the three years devoted to this

Key Stage as they were.

Decision was taken that a Drop-Down Day for all Year 7 students would take place in January

2009. A working party was convened where the possible shape of such a day was discussed. Faculties which were unable to send a representative on the day were consulted afterwards

for feedback by email.

Following on from discussions here it was also decided to produce a skills booklet for both

students and staff. It is hoped that teachers will revisit the skills covered from time to time as the students progress through the rest of the academic year. In the meantime the Librarian

has re-introduced scanning and skimming practice within the skills lessons held in the library.

The Ecclesbourne School

Case Study Title

Study Skills – towards information literacy

Duration

01.12.07-28.02.09

She has also introduced the „Get a hand up with research‟ programme to assist these students in planning and reflection.

Although, there is commitment across all departments that should make the day work

well, final staffing and rooming arrangements will be planned during the next three weeks

and has not been included here. Meetings are scheduled with a variety of staff including Enhanced Learning department. This is to ensure that the work undertaken during the

Day will be sufficiently accessible to all the students and/or may be suitably differentiated in some special cases. Recently, a briefing meeting was held for Year 7 tutors so that

they could be advised of their projected role in the delivery of part of the Skills Day.

There has been some interest in the audit process and our responses to it amongst other

School Librarians. In April, details of how the audit was conducted and the follow up work was presented to a meeting of Nottingham and Nottinghamshire librarians held at

Bilborough Sixth Form College.

Through the School Librarians Network (an informal listserv) the Librarian has

disseminated details about the project and has had favourable feedback. Knowledge of the approach we took have been useful to others in deciding if they need to tackle this

aspect in a similar way. Latterly, using the ADLIBS group (Association of Derbyshire/Derby City Librarians in School), the librarian has been finding out about new

Schemes of Work undertaken in some local schools (Appendix 5).

As with last year, students in Years 12 and 13 were surveyed using the same survey as

before. The report on this Survey appears as Appendix 6. Finally, due to the weight of material being published on the whole subject of Information Literacy the need for a short

reading list was identified. This appears as Appendix 7.

The project has been extended by three months to enable a thorough evaluation of the

Drop-Down Day. All staff will be surveyed for their opinions as to the merit of the Event and its influence, if any, on student learning behaviour and strategies. Student feedback,

particularly on their awareness of learning transferable skills will also be sought. Findings will go to SLT and CLT for consideration as to whether the Drop Down Day served to

improve Year 7 students abilities. This will help us decide whether to repeat or even to

extend the exercise.

Enquiries came from librarians from the following schools. Following the Nottingham presentation - Retford Oaks, Ellis Guildford, Bramcote Hills.

Via the School librarians network (an online listserv) – Pocklington Independent School,

Nicholas Breakspear Catholic School, St Albans, Nicholas Chamberlaine, Bedworth and Venerable Bede C of E Secondary School, Sunderland.

These schools have been provided with details of the audit and how it was conducted, PowerPoint presentations and other information specific to their particular enquiry.

Collaboration

Involvement of Curriculum Leadership Team. Creation of Working party with remit to form first Drop Down day to focus on Year 7 skills.

Timing of Skills day chosen in tandem with Pastoral team in Key Stage 3. Information gathering from local schools. Bibliographic research in the information

community. Several librarians around the country have received presentations/information

on the project to help inform work being undertaken in their own schools.

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The Ecclesbourne School

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Changes in delivery of ‘study skills’ in other schools - Update on local practice - November 2008

In order to inform what could develop at Ecclesbourne and also to watch out for any particularly good practice which we

might adopt I have made enquires about how this subject is being approached in other schools. Once again it seems that

this subject attracts new words and phrases, possibly in an effort to make it appear a new topic. I have heard both of the

terms ‘Opening Minds’ and ‘Learning to Learn’ (often abbreviated to L squared). Specifically Learning to Learn is

promoted by the Campaign For Learning (previously the RSA). There are extensive details on the Campaign for

Learning website at

http://www.campaign-for-learning.org.uk/cfl/learninginschools/l2l/index.asp

In Derby City one Deputy Head was seconded for one year to introduce the topic of Opening Minds to introduce the

concept. Schools were then left to implement the ideas to suit themselves.

For example, at Bemrose Community School work on this began in the academic year 2007/8. Year 7 students were

split into two cohorts. For the first cohort things remained as before with a simple transition to traditional ‘secondary

type’ lessons. These students acted as a control group. The second cohort, however, were taught differently. These

students were taught ‘The Bemrose Way’ which meant that they were taught by a volunteer group of subject tutors who

planned and created a different, more holistic approach to the curriculum. This meant that the children did not experience

the full range of tutors that the control group did. Now that this Year Group has moved to Year 8 it has been observed

that the pilot group (Bemrose Way) are more adept at learning skills and are better able to apply themselves than the

control group. In this academic year 2008/9, all Year 7 students are being taught in the Bemrose Way format. However,

not all teaching staff are especially supportive of the method and there are now too many students for them all to be

taught by the volunteer group.

A varying picture emerges around the County. In the South at William Allitt School, Year 7 students now spend ten

hours per week with their Form Tutors as part of their Opening Minds initiative. Lots of Heads of Dept are involved.

New topic-based Schemes of Work have been introduced. In the North, At Newbold Community School, Chesterfield,

the approach has been different again. Here, the Year 7 timetable was suspended for two weeks for a majority of

subjects. All lessons were based on the question ‘What is the best fruit in the world?’ Lessons were constructed to

include and complement this topic. The whole essence of this approach was that students should concentrate on Group

work and get to know one another. (Presumably in an effort to introduce the concept of collaborative learning very early

in the students’ school career).

Ref QCA guidelines, ‘effective participators, team workers.

http://curriculum.qca.org.uk/key-stages-3-and-4/skills/plts/index.aspx?return=/key-stages-3-and-4/skills/index.aspx

This work will be supplemented by a further two Drop Down days in the Spring Term. All the lessons during this time

will stem from the painting of The Raft of the Medusa by the French painter Géricault, For example, the Librarian is

working co-operatively with the History dept on the topic of Fact and Opinion in regards to the Trial of the Captain.

These two days will commence with a drama performance by a professional group from Sheffield

Two schools in our local cluster are taking different steps. At Ilkeston School Year 7 students have six timetabled lessons

with an L2 teacher. Lessons plans have been written by a specialist and staff have had new training on creative teaching.

The lessons also involve Brain Gym.

At Heanor Gate Science College the Programme of Study has centred upon the local area. All departments were involved

over diverse topics e.g the science dept measured the ph of the air in the town. One of the pitfalls of this approach has

been providing resources suitable for the students ability level. They have involved members of the wider community

which has been successful. The School will repeat this POS but they will re-write much of it, especially the Learning

Skills. At this same school a new booklet has been written and is being widely used in Key Stage 5 in an attempt to cover

the many aspects of study required at this level.

Appendix 5

21

Second Sixth Form Survey conducted Spring 08

Respondents were selected at random from our Year 12 and 13 populations. Steps were taken to ensure that the

respondents were not necessarily library users. Forms were distributed via registration groups and returned by

tutors. The sample was slightly larger (133 surveys returned) than last year with a deliberate move to include

more Year 12 students. This was partly to alleviate the possible problem that some Year 13 students would

have completed this survey the previous year. The same survey was used as in 2007, which had been

constructed taking advice from Sixth Form Office (SFO) covering some questions SFO staff wished to include.

Technological Items you own personally

02468

10121416182022242628303234363840424446

Mo

bile

DV

D

Pla

ye

r

Te

levis

ion

MP

3

Pla

ye

r

Ga

me

s

Co

nso

le

IPO

D

Technological Product

Nu

mb

er

of

Ind

ivid

ua

ls

Year 12 Boys

Year 12 Girls

Year 13 Boys

Year 13 Girls

From these graphs we can see that the trend for using technology continues. All students had some computer

access at home with many having their own laptops or work stations. Once again the dominance of PC’c over

Apple Mac computers was evident as only three students own an Apple Mac (not shown in graph form).

Do you have shared access to a computer at home?

02468

10121416182022242628303234363840

Year 12 Boys Year 12 Girls Year 13 Boys Year 13 Girls

Year/Sex

Nu

mb

er

of

Ind

ivid

uals

Yes

No

The main aims of this survey in relation to the Leading Edge project was to make an assessment of students’

perceptions of themselves as learners. Additional questions regarding the use of the School library were

included in the survey form to fit in with the School Librarian’s self evaluation documentation and to inform

the staff of any improvements necessary.

Appendix 6

22

The initial question, „Are you an independent learner?‟ drew some interesting responses. Perceptions of

themselves as very independent learners did not automatically mean that respondents did not rush before

deadlines or were adept in time management.

Are you an Independent Learner?

02468

10121416182022242628303234

Year 12 Boys Year 12 Girls Year 13 Boys Year 13 Girls

Year/Sex

Nu

mb

er

of

Ind

ivid

uals

Very Independent

Fairly Independent

Working tow ards this

Very Dependent

The graph shows that there is still a small but significant minority of students who are looking to their subject

tutors for guidance – even when they are appreciably advanced into a two-year course. This may be something

to be further addressed by teachers working with students at this level. Students who may be planning to move

on to university should be aware that study in this higher tier must be self–motivated. Concerns that

undergraduates are presenting themselves at university unable to work without tutor guidance appears

frequently in articles listed within the bibliography.

This question asks the student to make a subjective judgement of their learning capabilities. Students’

perceptions of themselves as effective learners may be unrealistic. We cannot know if their subject tutors

would agree with the students’ assessments of themselves.

Do you manage your time effectively?

02468

101214161820222426

Year 12 Boys Year 12 Girls Year 13 Boys Year 13 Girls

Year/Sex

Nu

mb

er

of

Ind

ivid

uals

Plan

Rush things

Deadlines are

when I start

This table demonstrates that many students still have issues with effective time management. However, from

the chart below it can be seen that our students do make good attempts at workload planning. Some admit that

they are panicked by multiple demands on their time and for some the response is ‘to lose sleep’. Out of all the

respondents only two said they would seek extensions to their deadlines. One Year 13 girl said she would

organise less shifts at work as part of her planning. Evidence that most of the students either plan or apportion

their time out between subjects is encouraging.

23

0123456789

101112131415161718192021222324

Year 12 Boys Year 12 Girls Year 13 Boys Year 13 Girls

Number of Individuals

Yea r/Sex

How would you approach multiple deadlines in the same week for projects of equal importance?

Split time/prioritise

P lan

Last minute rush/Badly

Favourite/easiest f irst

Nearest deadline first

Unsure/nil response

Do the ones worth m ost f irst

Miss school/don’t do them

Different days for each project

S tart early

Miss out of school/social activities

Work really hard/late

The vast majority of students commence work on projects by reviewing notes taken in class. (see below) This

indicates confidence in their own skills in note-making and of course may include handouts and other material

provided by their subject tutor. Nearly half of Year 13 males surveyed state that they commence project work

by using the Internet. The Survey did not ask respondents to appraise how effective their starting point was, so

we are unable to judge whether these students appreciate that they could be missing out on a reflective process.

Finally, students were asked to consider whereabouts they are most likely to commence extended project work.

As can be seen by the graph below, the most popular choice in all groups was ‘at home’. This is probably an

indication of the facilities offered in most of our students’ homes. In that they have rooms of their

own and are able to work successfully within them.

Where would you start extended coursework?

02468

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Year 12 Boys Year 12 Gir ls Year 13 Boys Year 13 Gir ls

Y ear/ Sex

Nu

mb

er

of

Ind

ivid

ua

ls

At home

Form room

Sixth Form

centreSchool Library

Other (subject

tutor room)

24

Information Literacy in the Secondary School and beyond

An annotated bibliography of sources consulted during the Leading Edge project at Ecclesbourne 2006-8.

Information Literacy is a topic of great concern amongst both educators and information specialists. Early

methods from the 1980’s such as Marland’s Steps for Research1 are still being quoted today as one strategy to

help students process information and prepare what they find for presentation in the form demanded by their

tutors for assessment. However, recent survey evidence illustrates that teachers/lecturers/librarians should

become increasingly aware that hypertext learners do not fashion their thoughts in a linear structure as the pre-

Google generation were taught to do.2 Awareness of such a shift in information processing will be of

importance when educating future students who need to be prepared to tackle the demands of both Functional

Skills examinations, Vocational Diplomas with extended studies elements and the new optional Extended

Project at A level.

IL curriculum, research and debate

2008 Rowlands, Ian .Information behaviour of the researcher of the future.

Ciber Briefing Paper. UCL.

http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

Study commissioned by the British Library and JISC (Joint Information Systems Committee) to identify

how researchers of the future (those born after 1993 who are currently at school or pre-school) will

interact with digital resources in five to ten years time.

2008 Gilbert, Natasha. Intellectual literacy hour. Education Guardian. 15 Jan 08

Short summary article on the above.

2008 Brabazon, Tara Google is “white bread for the mind”

http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article3182091.ece

Professor Brabazon has been outspoken in her condemnation of students’ inability and/or lack of

inclination to critically appraise the references and information they gather

when searching web-based resources.

2007 Shenton, A.K. The information-seeking behaviour of teenagers in an English high

school. School Librarian Autumn 2007.

2007 Godwin, P. Information literacy and the Internet generation. CILIP Update Mar 2007

2006 Williams, D.A. & Wavell, C. Information literacy in the classroom: secondary school

teachers‟ conceptions – final report. Robert Gordon University, Aberdeen

Comprehensive research report on teaching staff conceptions of information literacy in

relation to classroom practice. Teachers believe that IL matters but frequently don’t feel able to support

its development due to an overloaded curriculum and examination pressure.

2006 Learning Resources Action Research Group. Developing student self-assessment of

information skills. CILIP Update .Dec 2006

2005 Armstrong, C. et al Defining information literacy in the UK. CILIP Update. Jan/Feb. 2005.

1 1981. Marland, M. Information skills in the secondary curriculum. 0423509101

2 2008. Information behaviour of the researcher of the future. Ciber Briefing paper (see above)

Appendix 7

25

2005 Dubber, G. Information matters: developing information literacy skills through the

secondary school LRC. SLA Guidelines Plus.1903446279

Sets the role of the LRC manager/librarian in Information Literacy, suggesting ways to work with

colleagues within the curriculum (with practical examples)

2005 DfES. Leading in Learning: developing Thinking Skills at Key Stage 3.

DfES 0034 2005G

School training manual for school leaders, handbook for teachers, guide for school leaders

2002, rep.2007 P.Ginnis. Teacher‟s toolkit. , (Sole search pp253-305)

Covers personal learning plans and ways to develop students’ approaches to adopting a learning strategy

to suit them.

An international issue

Anyone interested in this issue would find the Information Literacy website a goldmine of information. This website has been designed and developed by information professionals from key UK organisations actively involved in the field of information literacy. http://www.informationliteracy.org.uk/Information_literacy_publications/IL_reports.aspx

Similarly, a great deal of useful exemplar work can be viewed in the papers from Learning and Teaching

Scotland. Use the link below as a starting point for many useful ideas and lots of extra information

http://www.ltscotland.org.uk/studyskills/index.asp

Current guidelines for Personal Learning and Thinking Skills for English schools can be found at

http://www.qca.org.uk/libraryAssets/media/Big_Picture_2008.pdf

This graphic gives a useful summary of the new secondary curriculum. Individual subjects all have sections

devoted to PLTS within them.

2007 Standards for the 21st century learner. American Association of School Librarians

http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/learningstandards/AASL_Learning_Standards_2007.pdf

A useful overview of the skills and multiple intelligences needed by the learner in the

twenty-first century.

IL in the primary phase

2008 Dubber, G. Cultivating curiosity. Information Literacy skills and the primary school

Library. SLA Guidelines. 978-1903446423

2007 Claxton, G. Give learning a lift. ATL Magazine pp12-14 (Nov 07)

Techniques on building learning power ( BLP) in a primary school.

26

Summary Report Research has been carried out in to the requirements for entry in to the International schools

award. This highlighted the need for a designated international schools co-ordinator and a

policy within the school to support an international cross curricular audit to identify practice.

PJ, nominated by VLU, to undertake this role as part of the project to develop the audit and initial bid for inclusion in the ISA programme. Research on the job description and policies in

other schools is on-going.

Initial audit was carried out, with limited response from staff. This information was then

included in the initial application for registration for entry in to the ISA at full level. The Registration was unsuccessful but Ecclesbourne has achieved the intermediate ISA award at

its first entry.

At this level we did not need to collect evidence but have worked with partner schools to

identify good practice and joint working to collect evidence at the next round of submissions. Global gateway have offered suggestions how we can improve our entry documentation to

achieve registration for the full award in 2009, which will then involve evidence collection.

There is a second proposal to extend the project to its second year and achieve full ISA award

for the school and others in the partnership. This will involve developing the audit and the information which is entered in to the registration for the full award in the 2009 round of

entries.

Global gateway and British Council staff will be included in preparation of the entry which will mean Ecclesbourne achieves the initial registration and goes on to achieve the full award well

ahead of the government deadlines. The project will also include working closely with heads

of faculty and teachers to develop the portfolio of evidence required to meet the requirements of the full award.

Project Leader(s)

Paula Jackson

(PJ)

Subject

Cross-curricular

Key Stage

KS3 & KS4

Duration

01.12.07-31.05.09

Overview The major aims of the project are to develop an understanding of

how the school: Achieves the International Schools Award.

Registers for inclusion in the 2008 round of applications.

Prepares the initial audit required.

The aim is then go on to:

Develop a template for collecting the portfolio evidence.

Provide an effective template for staff which will support

Ecclesbourne and partner schools staff in the process of data

collection to provide the required evidence to achieve the award.

The project also aims to support joint good practice between Ecclesbourne and two other SEDSSIP partner schools to support

their achievement of the ISA.

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The Ecclesbourne School

Case Study Title

International Schools Award

27

Collaboration

PJ had presented ISA material at CLT to raise awareness across faculties of the ISA

and joint good practice within the school.

Audit submissions have been followed up to involve staff in the preparation for the

registration submission.

Information re funding opportunities and support has been shared across faculties to

support international projects. Knowledge and issues have been shared at Derbyshire County Council group

meetings

Knowledge and resources have been shared with other schools in our partnership.

British council, Global Gateway and E-languages have provided opportunities for

Ecclesbourne to share its practice with others through our profile on their web pages

International schools award is a new and developing area and many schools are not as advanced or at similar stages: i.e. carrying out an audit and drawing up policies. If we

continue to develop and achieve the full award with an effective policy to support all

teachers in the school we can then support our partnership schools as they move towards achieving the government‟s target.

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The Ecclesbourne School

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Project Leader(s)

Robert Nicoll

(RN)

Subject

Cross-curricular

Key Stage

All Key Stages

Summary Report Detailed investigation and analysis into 6 BECTA approved VLE‟s has taken place including taking part in the Derbyshire procurement process looking at 4 systems. Recommendations

were created on the best solution for Ecclesbourne and all its stake holders.

Recommendations have been presented to Senior Leadership on the suitability of systems

investigated for Ecclesbourne and a selection of an appropriate system was made. The justification for this selection was then taken to the school Governors who ratified the

selection.

A plan for implementation has been created and two key groups of staff have been identified

one to include the technical side of the project and the other to deal with the educational side of the project.

Collaboration

Initial training has taken place for both groups with our supplier and also a taster session delivered to all staff on an INSET day.

Faculties have now begun developing materials for the VLE in line with the whole school

development plan.

Overview To investigate the VLE (Virtual Learning Environment)

options for Ecclesbourne.

Make recommendations on the selection of a suitable VLE.

Implementation of a VLE trial.

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The Ecclesbourne School

Case Study Title

Virtual Learning Environment

Duration

01.12.07-30.11.08

29

Project Leader(s)

Gabrielle Beddows (GB)

Subject English & Citizenship

Key Stage

KS3 & KS5

Overview We enter both levels, ie a team of 15 students from Year 9 in the

Magistrates‟ Court Competition and a team of 13 Year12 students

in the Bar Mock Trial competition. The students prepare a given case and perform all the roles in court eg lawyers, witnesses,

defendant, ushers, magistrates etc.

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Summary Report

Our involvement in this competition has grown and developed. This year, we went through to

the regional final of the Magistrates trial, in which we came second and we lost the Bar Competition by one point. In that one, we won all three verdicts and two out of three trials.

This year, for the first time, we piloted a trial within school for the whole of Year 8. This is our Citizenship project for KS3 and it has been very successful. We will run it again next year,

with some amendments.

Another new feature this year was the involvement of a barrister who gave workshop sessions

for the Year 12 team. He was very generous with his time and his input was amazing. He has also offered work experience in his Chamber and at least one of the students is taking the

offer. He is a parent of a Year 7 student and he has also offered help with Law lessons and with any other relevant project work we do. We are looking into ways of taking his kind offer

(without exploiting him).

These trials remain a unique feature at school and they are incredibly popular with the

students. The opportunity to work in a team, in a real court, judged by real professionals and to work with magistrates and lawyers, is a wonderful opportunity. Although the preparations

are very time consuming, the benefits for the students cannot be overestimated.

Collaboration

We worked with magistrates and lawyers who visited school and we went on a court visit. We

also liaised with Swanwick hall school, to help their team prepare for the Bar Trial. On the day

of the competition, the students worked with a number of other students from other schools.

The Ecclesbourne School

Case Study Title

National Mock Trial Competition

Duration Prep. & competition

on 03.12.08

30

Project Leader(s)

Kevin James (KJ)

Subject

RS & Citizenship

Key Stage KS4 & open performance

Overview Following some staff INSET at the Aegis Trust (the modern

Genocide arm of Beth Shalom) on Saturday, September 27th

2008, we welcomed „Mashirika‟, a Rwandan Theatre group into school on Friday, October 3rd to complete a workshop with Year

10 students from Religious Studies and provide a performance of their stage show in the evening for our school and SEDSSIP

schools in the school Main Hall.

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Summary Report

For some time now, our Year 9 students have been visiting Beth Shalom Holocaust Centre in

North Nottinghamshire. They have all heard a survivor of the Holocaust speak, visited an exhibition and seen footage of the concentration and labour camps used during the Second

World War. The Aegis Trust was set up as another branch of Beth Shalom to focus on the on - going problems with race, prejudice and discrimination that still exist in our world and to

try and educate all people, but in particular, the younger generation about the issues surrounding genocide today.

On the back of this, the Rwandan Theatre and Dance group, Mashirika, all of whom had lost family in the Rwandan genocide, visited the UK on tour to try and offer some hope to the

world that there can be some positives that come out of such devastating atrocities as genocide but also to act as an awareness raising tour, to ensure that maybe, just maybe,

future generations will not judge each other and we can all help to put a stop to genocide

(„He who saves one life, saves the world entire‟ George Satayana‟).

We were very pleased indeed to secure Mashirika for not only a school based performance of their fantastic presentation, but also for some workshops on the themes mentioned above

with our Year 10 Religious Studies G.C.S.E. groups in the afternoon of their visit on Friday,

October 3rd. The sessions went very well indeed. Mashirika commented on how educated our students seemed anyway and how much they knew about the Rwandan genocide of the early

1990‟s. Our students responded so positively to the work that I firmly believe it would have taken more than a year‟s worth of lessons to deliver the sort of work completed on this

particular afternoon!

We invited other secondary schools in the partnership to come and join in with the

presentation on the Friday night and five schools were able to take us up on our offer. They all experienced a wonderful presentation and performance from Mashirika, and due to a

cancellation at the last minute, one school was able to book Mashirika for their own school for the following week. I hear it was a great success.

The Ecclesbourne School

Case Study Title

Mashirika – issues connected with prejudice, discrimination, race and genocide

Duration

03.10.08

31

The school was sent 6 complimentary tickets for the performance at the Royal Centre in Nottingham for one of the last two nights of the tour and all who went witnessed the

performance on a bigger stage which really served as a timely reminder of all they had

done as a group at our school. The 4 students who had assisted most with the visit to school were all keen on seeing it again at the Royal Centre and all commented on how

important it was for everybody to see this work.

We would and indeed have, recommended Mashirika on their next tour to other schools in

South East Derbyshire when they visit again, which is hoped to be within the next five years. The educational experience for our students, I believe was second to none and I

would gladly repeat the exercise for the next generation of Ecclesbourne students.

“ A life changing performance, making you look differently at the world. A truly wonderful performance making you experience a rollercoaster of emotions. The actors seemed to

literally reach out and touch your heart”

Holly James 10S

“ A really amazing performance that brought a tear to my eye. It all really played with your emotions because you could be crying one minute and then laughing the next with

the cast. I loved it all and would recommend it to everyone!”

Chloe Watkin 10F

“ I found it to be a powerful and emotional experience with amazing dances, drumming alongside the testimonies from people who actually survived this terrible genocide.

Everyone must see it” Hannah Jones 10S

Collaboration

Invitation to all SEDSSIP schools was made in September to see the performance. 5 schools and their students attended on the night and one school asked for our assistance

as they were able to make a late booking of Mashirika for themselves.

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The Ecclesbourne School