Research and Development

Ealing Teaching School Alliance (ETSA) Research and Development Project

Primary MFL Project

Outline of Project

We are developing a four year programme both in French and Latin for pupils of Year 3 to Year 6. Currently, when pupils arrive in Year 7, they have done hardly any languages and we still have to raise their levels from 0 to 5/6 in one year.

We will need to demonstrate impact of this project through carrying out a research project based on the data collection gathered throughout the two years.

Time scale

This is a two year project

Lead School(s)

Twyford to support:

Horsenden,

Oldfield and

Edward Betham

Aims & Objectives

To give pupils a structured programme, which enables them to progress in French and Latin so that they are prepared for secondary school

To support teachers in delivering this programme through training - no less than 7 training sessions in French (2 of which were twilights) will have been delivered by the end of the year

To involve more primaries in the future

Outcomes

Better teaching delivery of French through a structured syllabus, quality resources including, PowerPoints for each lesson as well as lesson plans, a time scaled overview, assessments and a calendar of assessments

Implementation of teaching of Latin in the curriculum

Quality teaching of Latin

Pupils reach secondary school with level three/ four in French and in Latin

Impact

Pupils will arrive in Year 7 having reached level 3/ 4.

They will have done Latin in Primary, which will give them a solid grounding in order to progress in other languages.

Dissemination

The project will be shared nationally in June at the National conference for Latin teachers.

The research project is being overseen by the project “Oracle” and the DGLA.

Sustainability

Many non-specialist teachers are being trained which will mean that teachers will then disseminate their learning to others.

For each chapter being taught, there are PowerPoints, lesson plans, overview and additional materials, which will ensure continuity.

Ealing Teaching School Alliance (ETSA) Research and Development Project

Outline of Project

New Music Curriculum built around learning about music through playing a musical instrument and singing. Music lessons take place on a Wednesday afternoon and students are split into two groups by gender for two 70-minute lessons.

In one of these sessions, they rehearse as a choir of 90 students (Boys then Girls) and have a focus on working towards a final performance. As they rehearse the repertoire, they are introduced to the key features of the music’s style and are required to use musical vocabulary to describe what they are performing.

In the other session, students are divided into groups of 15 and are taught by six instrumental coaches. 2x Clarinet; 2x Violin; 1x Trumpet; 1xTrombone. In these sessions, they are taught how to play their instrument whilst learning about key musical styles in each term (Jazz, Classical, World) through learning how to play short extracts of music and listening to key ‘set works’.

In addition, a similar curriculum has been designed focussing only on the instrumental curriculum within two primary schools in order to develop a curriculum which can provide coherent progression from Years 5 – 8.

Time scale

1 Year

Lead School(s)

William Perkin

Aims & Objectives

1. To develop a best practice curriculum which provides access to learning a musical instrument for all students (meeting one core role of National Music Plan for Music)
2. 2. To develop a best practice curriculum which teaches musical concepts through practical learning (meeting key criteria of best practice as identified in Ofsted Wider Still and Wider report)

Outcomes

1. 1. Student assessments demonstrate that they have made progress in the separate disciplines of Practical Skill and Conceptual Understanding
2. 2. The curriculum supports the development of one large musical ensemble which performs at least once during the year.

Impact

The school will be established as a local area of excellence for music education and will function as a hub for training of both instrumental and classroom teachers at primary and secondary level.

The school will significantly increase the number of students learning a classical orchestral musical instrument within the London Borough of Ealing and therefore increase ensemble music-making within the Borough.

The school will be part of the national Music in Secondary Schools and In Harmony networks.

Dissemination

- Through careful development and evaluation of the Music curriculum at both Twyford and William Perkin, aspects of the curriculum will be carried across into Twyford from September 2014.

- Liaison with the Assistant Head of Music Service will enable key instrumental tutors working in the primary sector to adopt the model when delivering WCIVT in a minimum of two additional schools.

- Liaison with Secondary Heads of Department will enable key members of staff to observe tuition and adopt the key principle of teaching through playing within small group tuition in their own institutions

Sustainability

- Instrumental tutor costs are lower than employing a qualified member of staff and I am looking to see if we have the capacity to run this project as part of a CME qualification in association with Trinity College and EMS

- Cost of instruments for the project were £6500 and it is anticipated that this would be a year-on-year ongoing minimum cost. This is cheaper than schools where their budget is used to provide 1:1 tuition for significant numbers of students

- Through connection with In Harmony and Music in Secondary Schools it is anticipated that this project will enable additional sponsorship.

Ealing Teaching School Alliance (ETSA) Research and Development Project

Outline of Project

To ensure all students joining a Trust school with a reading or spelling age below 10:00; a level 3 or below in English or a 4C in the writing strand of English at KS2 are supported to catch up with their peers by the end of KS3.

Time scale

Most students will catch up in one year.

With the exception of some statemented students starting with levels below NC3 on entry all will have caught up by the end of KS3

Lead School(s)

Twyford and William Perkin

Aims & Objectives

• To develop age appropriate reading and spelling skills and to be a secure NC level 4 by the end of year 7.
• To use the LIT programme in conjunction with the English curriculum to develop reading comprehension and writing skills that will support the students to acquire skills needed for GCSE
• To teach skills that are transferable across the curriculum
• The literacy coordinators of both schools to use a range of interventions to develop literacy skills (Twyford - 1:1 reading programme; spelling groups; writing development groups. William Perkin – Love Literacy week and word of the week)

Outcomes

• Students will have a reading and spelling age above 10:06 by the end of year 7.
• Students will be a secure level 4 in English in both reading and writing.

Impact

• The average improvement in reading after one term of the students at William Perkin was three years four months.
• Half the students on the 1:1 reading programme at Twyford graduated after just one term.
• 48/53 students at William Perkin and all 17 at Twyford gained a 4C or better in the reading assessment as part of the LIT programme in December, after one term on the programme.

Dissemination

• At William Perkin the LIT programme is taught in two 100 minute lessons by specialist English teachers and one TA. Students are taught in four small groups of up to 15.
• At Twyford the LIT programme is taught in three small groups of 6 by English teachers and a specialist English TA. These students are withdrawn from MFL and have tuition for two hours a week.

Sustainability

• The English departments of both schools have had training in the LIT programme and support its use
• The Literacy Coordinators of both schools are English teachers
• The TAs teaching the programme have the opportunity to support an English teacher running a LIT group so they can see each lesson modelled for them
• The majority of students will graduate from the LIT programme by the end of Year 7, leaving much smaller groups needing support in years 8 and 9
• Bespoke programmes to further develop reading comprehension and writing skills have aready been written by the literacy coordinator at Twyford, who teaches the Nurture Literacy groups at KS3