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The Independent Learner – a sixth form college perspective
Linking London, 17 October 2012
Blaming the victim?My students just don’t get it…..!’
‘I developed a great resource to explore X… they could not see the point. “Its not in the exam… we could be revising!”’
We developed an academic enrichment programme but some of the highest achievers thought it was a waste of time….
We tried and tried to get them to understand that AAA at A-levels does not = a guaranteed place at University X…
They are studying politics but don’t watch the news!
Its that other lot…
“They come in at year seven totally unprepared for secondary…”
“They come to sixth form having been spoon-fed at school…”
“They arrive at university with a narrow A-level view of study and poor academic writing skills….”
“We send them to uni and they stick them in a lecture hall with 200 students for an hour and expect it to work out…”
What is the problem?
• The tested to death generation
• Selection in the UK – international comparators and impact on learning
• Teaching and learning – international comparators.
Villiers report on NewVIc
Strengths• Aspirational students, many with
unrealised potential• Many excellent teachers who bring out
best in students• A positive student-centred ethos• An outstanding range and variety of
learning opportunities
Issues for discussion• Realising academic enrichment is about every day and
every lesson
• Creating a NewVIc model of T&L
• Developing staff
• Ensuring a productive and effective transition between KS4 & KS5
• Linking interventions to systems for monitoring and reviewing progress
Findings• Students said they benefitted from a wide range of T&L
strategies
• Consistent monitoring of students’ learning was important
• Students commented on a variation in workload between subjects
• Some students expressed a dislike of presentations
• Very able, high performing students could get bored in lessons where there was a lack of challenge
• 81% of A-level students and 70% of vocational made a suggestion on the questionnaire:
• No 1: More practical activities• No 2: More working in small groups
• Percentage of A-level students who thought linking to the real world was useful to their learning: 66%
• Percentage of vocational students who thought linking to the real world was useful to their learning: 67%
• Students thought ‘real world’ related activity used in lessons much less than staff
• Students need to work longer and harder out of lessons
• Students require much more guidance and structure for their out-of-lessons learning
• The most able students need to be stretched in every lesson
• Facilitating learning and checking it is taking place
• CPD for staff
Two Priorities1.‘Bridging the gap’
– Ensuring students prepare for lessons
– Tasks based on GCSE knowledge but at AS depth
– Activities designed to develop Y11 into independent learning skills
– ‘study buddy’ pairs/trios
– Giving students responsibility for summarising the lesson on a rota
– Peer opportunities
Two Priorities
2. Assessment for Learning (IQS):
• Strategies and practice that require students to reflect upon and engage in the direction of their own learning
• Formative assessment and individual target setting
• Use of assessment data (in-year) to ensure challenge and sustained progression by individual learners
Evaluating success?
What and how?
