Woodhey High School

1. Woodhey High School Progress with internationalising learning and peer coaching so far… Sarah Hugo Jude Hides

2. Our Plan was… • To trial peer coaching • To audit current Schemes of Work for aspects of internationalised learning (global dimensions) • To adapt current Schemes of Work to make use of new resources and new approaches • To trial and develop further, new teaching and learning styles e.g. Philosophy for Children

3. Potential barriers to progression… • Time >mutual free lesson/ time after school >prioritising with reports writing, mock exam marking, coursework moderation etc • Budget >photocopying/ creating other new resources • Cover • Staff ‘buy-in’

4. Geography – Development Year 9 Aim: • To trial using Philosophy for Children with a variety of year 9 groups (set 1, 3 and 4). • To use the ‘Miniature Earth’ stimulus as an opening to the development topic

5. Starter: The Miniature Earth If the world was shrunk down to a village of just 100 people... Miniature Earth Now reflect on this video INDEPENDENTLY. Think of one question which you think would be interesting to ask based on this video. Write it onto the post-it note paper. Tip: It doesn’t have to be one which has a simple answer! It can be something it makes you think about as a ‘global citizen’.

6. Share your question as a group You will need to decide on the best question. Open ended questions which provoke thought are usually the best ones! We will share the favourite questions in 3 minutes. One of you will copy it onto the whiteboard, then hand the paper copy to me.

7. The best question related to the ‘miniature earth’ movie is...

8. Gapminder http://www.gapminder.org/world/ What is the ‘development gap’? Why do you think we are increasingly concerned about the ‘development gap’?

9. RE – Drug Abuse Year 10 Aim: • To trial using Philosophy for Children with a variety of year 10 groups (mixed ability and various sized classes). • To use the ‘Leah Betts’ video clip stimulus as an opening to this topic. • To develop further high order thinking skills

10. P4C http://videos.leasowes.dudley.sch.uk/play/Leah_Betts_Ecstasy Listen and watch the following clip carefully. It gives details about the story of Leah Betts. Drugs. Death. Effect on family. Assistance given. Facts and figures. Help needed. .

11. Thinkcarefully about what you have seen and heard. What comments do you want to make? Are there any questions you want to discuss? Are there any issues you think need to be addressed? Pair up and talk about these comments, questions and issues. Decide on one area that you would like to discuss as a whole class. It needs to be an open question or statement that will provoke a varied discussion. Share your question/ statement with the class. We will vote on one to use as a whole class. We must all agree to follow classroom expectations on discussion.

12. Discussion guidelines set by from Y10 Tue 31.1.12 >Listen to everyone >Be polite >Don’t interrupt others >Don’t laugh >Don’t be childish >Give clear reasons to support what you say >Try to give examples or evidence if you know it >Use full sentences Sentence starter suggestions set by Y10 Tue 31.1.12 I think_ _ _ because_ _ _ I agree/ disagree with ____ point because_ _ _ I think that idea is interesting because_ _ _ I think it is difficult to decide because_ _ _ I am worried about_ _ _ because_ _ _ Another reason to support that point/ idea is_ _ _ Some people might say_ _ _ because_ _ _

13. Questions set by Y10 Tue 31.1.12 • Why is ecstasy ‘bigged up’ by people when it kills? • How would you feel being Leah’s friend or the person who gave it to her? • Does it matter how much you know about a drug before you take it? Should you just avoid ALL illegal drugs? • The dealers are at fault, not the people who take it.

14. Geography – Environmental Issues Year 8 Aim: • To trial using peer coaching (observation by Jude Hides (RE)) for 1 hour. • To use the ‘types of future’ resource to get them to consider what they really think about the future after they have learned a whole topic about environmental issues and being ecofriendly– reflective learning (PLT) through group work. • To use the ‘reverse poem’ as a thought provoking plenary to the topic.

15. Peer Coaching • Pre observation agreement • When? • Monday 27.2.12 lesson 4 Y8 • What does teacher to be observed want to know? • how effective is the teaching style in providing students with the opportunity to reflect on the learning during this topic? • are the grouping appropriate for the task? And class? • plenary – is it an appropriate stimulus? • What does teacher being observed want to happen during observation? • Students work positively on reflection of topic • Purposeful group activities and clear roles • JHi to circulate - observe & listen • What will it look like if teacher successful in aims? • Positive and purposeful learning environment • Student reflection What obstacles might there be? Ineffective groupings Groundrules Student apathy/ lack of involvement What information can observer provide? Feedback on student participation and thinking Comparison with students in other subject areas What teaching and learning issues are relevant? Group work PLTS reflective learners What information about attitudes, activities, students etc does observer need prior to observation? New activity for teacher being observed ‘outside comfort zone’ Reflection on learning for students

16. Lesson Overview : Our Earth, Our Future • Pupils were seated randomly on entry into 4’s and asked to think of reasons why one particular view of the future WILL come true using their prior learning. • Ground rules highlighted. • Prompts provided and circulated the class on task. • Then pupils presented arguments to the class. • Then pupils decided independently: • What they would prefer to happen. • What they really thought would be likely to happen. • Pupils were polled and a real range of opinions revealed. • Pupils then watched the reverse poem and explained how it related to the lesson title ‘Our Earth, Our Future’ and reflected on if it changed their views.

17. Ground Rules for the group discussion You are thinking of reasons why your ‘future’ will come true. You need to listen to each other’s points. If you want to comment on what they said, try these... “That’s a good idea but...” “What about...” “That’s related to...” “Can you explain why you think that?” “Can you think of an example of that?” “How would you convince someone of that?” • Everyone in the group has the right to speak and be listened to • Take it in turns to speak, NOT SHOUT! • Everyone should do something • Take notes of ideas • Create ideas • Be a spokesperson

18. Things to consider in your argument FOR your group’s ‘future’ coming true Food Resources

19. 4 alternative views of the futureSource – based on James Robertson, ‘The Sane alternative: A Choice of Futures’, 1983

21. Feedback from the lesson Examples of ideas resulting from feedback: • To overcome the issue of some students really NOT agreeing with the view they were given, rotating the 4 views was suggested. • To apply this to a low ability group, you could use the ‘expert’ style of lesson where a pupil finds information and ideas on one view (provided in more detail by teacher) and presents this to their group.

22. Implications : The lesson was modified and taught to the other year 8 set 2 group • Pupils rotated the ‘future’ views the second time – made it easier for them to think of ideas as they could see what the last group wrote on the paper and add to it. • Pupils contributed on a ‘graffiti’ wall at the end of the lesson the gauge how they responded to this style of learning and topic. This replaced having the ‘peer coach’ in the room who had been able to talk to students about their views whilst on task.

25. Reflection on the value of peer coaching • Observation of students in a different subject setting. • Observing learning and teaching style as delivered by a different teacher. • Opportunity to share ideas, joint planning • Opportunity to talk to students as informal pupil voice in lesson • Informed future planning • Provides motivation for creativity and innovation

26. Geography – Industry Year 8 Aim: • To develop an existing lesson about where the profits from the sales of Nike trainers using inspiration from the ‘banana profits’ activity on the previous course. • To increase the pupils awareness of global citizenship, with a focus on ethical issues and inequality in the global fashion and sports industry using Nike as an example. • To LET PUPILS DECIDE what the different groups involved SHOULD get before telling them what they DO get – using the ‘team workers’ PLT.

27. Where does the money go? Sit in 5 groups Learning Objectives: To identify who should profit and who really profits from Nike sales.

28. Fair’s Fair?Where should the money go? Look at your ‘role’ card as a group. A pair of Nike trainers costs £50. How much of the £50 do you think you should receive? Decide on a value. Prepare an argument which outlines clearly why you should receive this amount. Ground Rules for the group discussion • Everyone in the group has the right to speak and be listened to • Take it in turns to speak, NOT SHOUT! • Everyone should do something • Take notes of ideas • Create ideas • Be a spokesperson

29. Role Card Example 1: (Provided along with sugar paper and markers for notes)

30. Role Card Example 2:

31. Differentiation Sets 1 and 2 were given fewer prompts on their role cards (than sets 3 and 4) to encourage them to think more independently about why they deserve that share of the £50. This has been very successfully trialled with a set 4 group with 3ASD sand 2 ADHD pupils – they loved being ‘roles’ and making an argument.

32. How much should you get out of the £50 cost of the trainers?

33. Mystery: Where does the money from a £50 pair of Nike trainers go? • Discuss what share you • think each will actually • receive: • Manufacturer (factory) • Shop • Factory worker • Nike brand • Transport companies Actual values: £25 £17.50 £5.50 £6.50 50p Factory worker Nike brand Transport Manufacturer Shop

34. RE – global citizenship • Audit of SoW revealed great variety of opportunities where internationalising learning can enhance the curriculum; also many units where global citizenship is already a focus • Y8 ‘Journey of Life’ – birth ceremonies in different religions > research and design a leaflet to inform about marriage ceremony in a different religion (Hinduism, Judaism or Islam) and explain how it is practiced in a different country. • Y9 World Poverty – religious organisation that works towards world development • Compare and contrast beliefs and practices in the UK with those in other countries/ religious beliefs practices in the UK with how the same beliefs are practiced in other countries. Y9 3 lesson unit led by MfL secondment • Thinking skills a priority – internationalising learning course has broadened ideas for resources and activities

35. http://www.islamic-relief.org.uk/ Islamic Relief Motto: “Making a world of difference” What does this mean? (Use keyterms e.g. long term relief)

36. Introduction to World Poverty L.O. to be able to show knowledge and understanding of the causes and effects of world poverty Is there an odd one out? Explain your answer.

37. What are your thoughts on this info?

38. Food – Water – Education – Healthcare – Shelter - Employment Each group should feedback to the class. 1) Write one of the basic needs in the middle of the paper 2) Write down 3 different reasons why people need it/ need access to it 3) Write down 3 ways help could be given to solve the problems caused by the lack of it 4) Think about how important the 6 basic needs are in terms of our survival? Write a list of the 6 basic needs in order of importance (1 = most important, 6 = least). 5) If you had unlimited money, which of the 6 basic needs would you focus on and why? What would you do?

39. Extension: *What causes poverty in LEDCs? *Why are some people rich in LEDCs? *What can we do to help? *What can a religious person do to help? Explain your answers clearly and in detail!! Remember: WHY????????!

40. RE - Associate Learner • Head of PSCHE – requested observation of JHi lesson with a focus on how JHi delivers lessons based on moral issues • Post observation > discussion of learning and teaching styles; internationalising learning course; aims of new PSCHE curriculum • Joint development of SoW based on Social Responsibility • Devised ‘Island’ activity to span 6 lessons • 6 groups • Each group a different form of government • Info pack to include details of what that form of government is, its aims, historical/ modern setting of that form of government • Groups to design the living, write rules, plan for leadership etc • Submit pros and cons of that form of government • Feedback to class • Vote about which each student would prefer to live under

41. Benefits of this course • Increased informal sharing of good practice between departments • Increased informal sharing within each department • Creation of new styles of lessons • Following internal audit, we recognised that we already cover a significant amount of global citizenship; the course helped by encouraging us to consider and trial new learning and teaching styles to enhance the way we teach these topics e.g. RE - Identity and Belonging; Geography - Development • Increased amount of groupwork activity fits in with both departmental improvement plans • Increase in student confidence and participation in group discussion

42. Our plans to develop things further • Complete the reciprocal peer coaching • Roll out peer coaching to associate learners • Develop further existing resources and create new resources that enhance the students’ understanding of and awareness of global citizenship • Maintain the renewed enthusiasm and excitement about the global dimension • Reinforce students’ understanding of the global dimension through use of vocabulary in lessons e.g. interdependence, inequality • INSET