In 2006 with the support of the DFES, Innovation Unit and the Leading Edge National Collaborative (LENC) we attempted to identify whether the FFL model specifically supported the ‘harder to reach/teach' students. We were particularly interested in looking at students who appeared to perform amongst lowest 20th percentile of achievement who were studying for Key Stage 3 tests in the Dorchester Area Schools Partnership (DASP). During this project we also attempted measured the impact of FFL project on students' attitude to education, attendance at school and academic performance, with support from the Fischer Family Trust.
Thomas Hardye School worked with Year 8 students at Dorchester Middle School and St Osmund's Middle School. These schools and students were trialling a 2 year KS3 and sat their ‘SAT' during the summer of 2006 prior to moving to the Thomas Hardye School in September.
Teachers from each of the two schools received 2 days of training through a workshop led by Toolkit along with teachers from other Leading Edge National Collaborative Schools in the South. The other schools were St.Ives School in Cornwall, Woodroffe School in Lyme Regis and Davison High School in Worthing as well as THS.
THS subsequently provided support to the teachers from the two middle schools and ran a two 2 day workshop for the students from each school. Each day was broken with a two week gap where students were able to continue with their film with support in their own schools culminating in the last day being ‘post production' - editing back a THS.
Six strands:
Overall impact on pupil attainment:
This was to be measured by the FFT through their own Data Model. Indications from this data model were that students who participated in this project subsequently had a greater understanding of their subject.
Pupil engagement:
Both teachers and Students from both schools found the work exciting and motivating, Surveys conducted by ourselves with the participating students indicated this. The students enjoyed the relative freedom and responsibility that the project gave them. The groups were deliberately constructed as mixed ability. This enabled students who may not normally work together (as Science is a ‘Set by ability' subject) to be part of a creative team. In fact many students have commented on how being in a team outside of their normal peer groups was both challenging and rewarding.
Students who participated in these workshops were asked before the workshop started and after to complete the same survey. The questions asked appear below. In these workshops for the LENC in 2006 students did change their views and did grow in confidence throughout the FFL experience, however the responses of the boys was more significant than the girls. When studying the charts one should note that the smaller the point score the greater their agreement with the question.
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|
Questions |
Agree Strongly |
Agree |
Disagree |
Disagree Strongly |
|
1 |
I enjoy lessons in this subject |
1
|
2 |
3 |
4 |
|
2 |
I am good at this subject
|
1 |
2 |
3 |
4 |
|
3 |
Girls find this subject easy
|
1 |
2 |
3 |
4 |
|
4 |
Boys find this subject easy
|
1 |
2 |
3 |
4 |
|
5 |
I like finding out how this subject is used in industry and everyday situations
|
1 |
2 |
3 |
4 |
|
6 |
I learn best in this subject when we do practical work
|
1 |
2 |
3 |
4 |
|
7 |
Pictures and diagrams are easier to understand than works and sentences
|
1 |
2 |
3 |
4 |
|
8 |
I learn best when I work in a group
|
1 |
2 |
3 |
4 |
|
9 |
I learn best by reading
|
1 |
2 |
3 |
4 |
|
10 |
Learning is easiest when I work on my own
|
1 |
2 |
3 |
4 |
Girls tend to stick to views - boys appear more impressionable or more open to this approach to learning.
The films made by the students covered a number of areas however St Osmund's students all focussed their content on safety whilst Dorchester Middle made one safety film and three further films about Light, Photosynthesis and Reactive Metals. The choice of safety was not FFL's or THS's but that of St.Osmund's.
Safety in Science Film
Let There Be Light Film
Photosynthesis Film
Reactive Metals Film
Impact on school culture/ethos:
The Thomas Hardye School and our partner Middle Schools have always embraced new technologies and innovation. This project has enabled digital video to be used in a much more focussed manner which moves beyond the desire to only record happenings and events but to use video as a real communication and educational tool. Students using videos in the schools now use the equipment and software in challenging and purposeful ways.
Industry standard expertise:
This was provided by Toolkit who ran with THS the workshop held in November 2006. The teachers benefited by working/role playing as students and producing their own films for learning focusing on learning techniques. The Films were:
Time to Revise
It's All about Pens
Learning Styles
Challenges:
Film making always takes a great deal of time, which is a resource teachers have little of. By encouraging teachers to ‘let go' and enable students to learn ‘by doing' a more efficient, exciting and challenging working environment can be achieved. This requires change; this is not easily accepted by all. Newly qualified teachers would appear to be the most flexible and willing to embrace the FFL approach along with those who have confidence and an open approach to their teaching.