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KILPIN ROOM. Residential learning outside the classroom: Achieving significant breakthroughs in learner engagement, attainment in core subjects and teacher-student relationships... and all in just one week! .

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kilpin room

KILPIN ROOM

Residential learning outside the classroom: Achieving significant breakthroughs in learner engagement, attainment in core subjects and teacher-student relationships... and all in just one week!

professor sir tim brighouse paul hamlyn foundation

Residential learning outside the classroom: Achieving significant breakthroughs in learner engagement, attainment in core subjects and teacher-student relationships... and all in just one week!

Professor Sir Tim Brighouse

Paul Hamlyn Foundation

Peter Carne OBE

Paul Hamlyn Foundation

slide4

What is Learning Away?

A five year action research programme.

One of the Paul Hamlyn Foundation’s special initiatives.

Supporting schools to develop, pilot & evaluate the impact of innovative residential experiences as an integral part of the curriculum.

Aselected group of 50+ schools, clustered into 13 partnerships.

slide5

The key aim of Learning Way is to achieve significant shifts in schools’ commitment to high quality residential learning experiences for all their pupils.

  • How are we doing this?
  • We’re trying to discover exactly what it is that’s so powerful about residential learning.
  • We’re trying to develop exemplary & innovative practice.
  • We’re making the case for change (by finding compelling evidence of positive impact & sharing this evidence).
  • We’re developing a new website, resources, CPD materials & case studies.
slide6

Learning Away’s guiding principles

Entitlement for all (not enrichment).

Inclusivity i.e. accessible to all pupils.

Integration with the curriculum (not an added extra).

Progression i.e. a progressive programme with a sequence of coordinated residential experiences from age 4 to 18.

A wide range of residential experiences integrated with other learning outside the classroom, school grounds & in class activities.

Active teacher & pupil involvement in the planning, delivery & evaluation of the residentials.

Whole school change i.e. high quality residentials that lead to changes in curriculum organisation & new pedagogical approaches.

slide7

What are our Learning Away schools doing?

  • Residential models offered include:
  • Low cost camping (on school sites, locally & further afield)
  • Youth hostelling
  • Partneringwith outdoor education, field study & heritage providers (local authority, voluntary sector and commercial)
  • Family programmes (using holiday cottages)
  • School exchanges
slide8

Each partnership has a distinct identity & focuses on the challenges/themes relevant to their context including:

  • KS 2/3 transition
  • Knowledge, skills & understanding at KS2
  • GCSE attainment
  • Resilience, confidence & wellbeing
  • Community cohesion & cultural diversity
  • Student leadership
  • Co-construction
  • Raising aspiration
  • Family support
slide9

“Experiencing it made it all a lot easier. We could write what we saw, what we smelt, what it was like.”

Canterbury Academy, Kent – GCSE attainment residential

slide10

“When I was at Hampton Court there was just loads of stuff to inspire me. I probably did more hours of work in that one week than I did in the whole of this term, I just had so much inspiration from it.”

Canterbury Academy, Kent – GCSE attainment residential

slide11

High quality residential learning programmes can:

  • Boost progress & attainmentin core subjects
  • Improve student knowledge, understanding & skills in a range of curriculum areas
  • Improvestudents’ engagement with their learning … leading to improved school attendance& behaviour
  • Foster deeper student-teacher & student-student relationships
  • Enable teachers to widen & develop their pedagogical skills
  • Improve pupils’ transitionexperiences
  • Offer opportunities for student leadership & co-design of learning
  • Boost cohesion & sense of belonging
  • Improve students’ resilience, self-confidence & sense of wellbeing
slide12

Evaluation process

  • Pupil surveys x3
  • Staff surveys x3
  • Parent survey
  • Focus groups
  • Some quantitative data collection – attainment, behaviour & attendance
slide17

What are we finding out about why?

  • 1. Attainment
  • We are discovering that high quality residential learning does appear to boost attainment.
  • This seems to be the case because the teaching & learning approaches used on residentials are different to those experienced by pupils at school.
  • Practical, context-based, problem-solving & collaborative activities
  • More informal, equal relationships between staff & pupils that promote pupils’ ownership of their learning
slide18

2. Learner engagement

  • There are signs that residentials promote deep engagement & engage previously disaffected pupils & those with challenging behaviour.
  • There is also evidence that the engagement is sustained back at school & evidence of improved achievement as a result.
  • Pupils’ evaluation responses demonstrate that they also believe their attendance & behaviour improves as a result of the residential.
  • Enjoy the pupil-centred collaborative approaches (e.g. being involved in co-design & problem-solving tasks) & learning ‘by doing’
  • Are undertaking challenging activities that provide new opportunities to experience success
  • Feel supported by their teachers & peers, with whom they enjoy better relationships.
slide19

3. Relationships

  • Schools are succeeding in boosting relationships between staff & pupils & between pupils during their residentials.
  • The residentials have enabled staff to build bridges with some pupils & enabled some pupils to start to trust staff more.
  • Also evidence of improved peer relationships. Young people become more tolerant & caring & develop a wider circle of friends.
  • These improved relationships are being sustained post-residential.
  • Shared challenging, problem-solving & teamwork activities
  • Working with others outside of normal friendship groups
  • Extended time beyond the normal school day
  • Opportunities provided by informal ‘down’ & social time
  • Different places, dress, sleeping arrangements, food, etc.
slide20

Brilliant Residentials

Brilliant residentials are school visits with an overnight stay, which are led by teachers, co-designed with pupils and fully integrated into the curriculum.

They are like a ‘multi-tool’ for achieving vital educational outcomes, have a huge impact on pupils of all ages and can help to deliver whole school change.

slide22

Residential learning outside the classroom: Achieving significant breakthroughs in learner engagement, attainment in core subjects and teacher-student relationships... and all in just one week!