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The internet and modern transport offer unprecedented opportunities for pupils to learn about - and even experience - faraway countries, their peoples and different cultures. As part of a study in global community cohesion, we heard from the international co-ordinator at George Abbot School, a state secondary in Guilford, about the benefits of its partnerships with schools in different parts of the world.
George Abbot, which has held the International School Award since 2003, has links with schools in France, Germany, Canada, Tanzania, China, India and South Africa. These partnerships have enabled its pupils to experience different cultures and engage in some truly inspiring programmes.
How can we audit special needs provision and create a provision map? This article describes provision maps and the stages and tools for auditing SEN provision.
A provision map is a management tool providing an 'at a glance' way of documenting and showing the range of provision, additional staffing and support that a school makes available to its pupils.
Provision maps enable schools to look strategically at the needs of all their pupils, including those in vulnerable groups, to clearly identify pupils’ strengths and needs. Provision can then be planned to meet those needs and track pupil progress so as to improve learning outcomes.
What do schools do to measure the impact of CPD? We link to guidance from the TDA, a Teaching Expertise article and to school policies with ideas on how schools can evaluate the impact of CPD. We also refer to a National College article on how schools can ensure that CPD is effective.
Guidance from the Training and Development Agency for Schools (TDA) on evaluating the impact of continuing professional development (CPD) explains that it can be difficult to find evidence that clearly shows the link between CPD and pupil achievement.
Therefore, it says that the crucial point to consider is what was intended to be achieved, and what impact could reasonably be expected, in any given time-frame.
What is a creative curriculum and how can we implement it? The National College report, Lifting the Lid, says that a creative curriculum makes creativity central rather than a bolt-on. We link to case studies from Leading Aspect Award, and programmes such as Creative Partnerships.
Lifting the Lid on the Creative Curriculum was a landmark 2007 report from the National College for School Leadership (NCSL). It focused on four primary schools, each of which emphasised the importance of a creative curriculum in a different way.
The report proposed that creativity should be seen as central to the curriculum, and to the process of delivering and absorbing the curriculum, rather than as a bolt-on.
How are schools using mobile phones to promote learning? We link to a Becta study into mobile phone use in the classroom. Hertfordshire Grid for Learning lists handheld devices and possible mLearning applications. Finally, we cite two blogs on MFL ideas and general classroom uses for mobiles.
How can staff evaluate INSET training and CPD courses? We link to proformas for evaluating different aspects of CPD, such as: taking practice back; Guskey’s ‘five levels of CPD evaluation’; and outcomes for pupils. We also link to an example INSET training policy.
Wirral Metropolitan Borough Council (MBC) has a continuing professional development (CPD) evaluation sheet for schools.
It includes spaces to set out four objectives for the activity. These can be graded as outstanding, good, satisfactory or inadequate.
How can we commission services better in our school? This article explains the commissioning cycle, passes on tips on effective commissioning, and links to the Commissioning Support Programme and DfE guidance.
The Commissioning Support Programme (CSP) defines strategic commissioning as follows:
Commissioning is the process for deciding how to use the total resource available for children, young people, parents and carers in order to improve outcomes in the most efficient, effective, equitable and sustainable way.
Do you have a policy on how teaching staff should present themselves online? This article includes an ICT code of conduct with rules about online communication for school staff. It also refers to official guidance and a clause in the GTCE code of conduct which covers teachers’ behaviour.
Hellingly Community Primary School in East Sussex has an ICT code of conduct for staff. It sets out the rules that all staff must comply with when using ICT facilities both within the school and away from the school.
The section covering online communication includes statements such as:
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