As Project Leader I used my role as Head of School to purchase five visualisers and arranged for the accompanying software to be installed on our computers. I then arranged CPD to embed their use throughout the curriculum.
The timing of the CPD was key as it had to take place before the planned lessons were underway in the autumn term. We therefore arranged a twilight workshop session in September through the ETF Shaping Success programme.
The aim was to help teachers use visualisers to model the processes of text annotation and different stages of the writing process using authentic texts and exam questions. We planned to encourage students to work collaboratively with teachers and other learners by offering suggestions on the text in question.
The team had already been using the visualisers on their own and as they were of the ‘plug in and play’ variety they did not pose any difficulty in terms of displaying the work in the classroom. However, the CPD provided opportunities for staff to link their use to the GCSE assessment criteria and to demonstrate to learners how they could ‘level up’ their work.
Progress on the project was an agenda item on a bi-weekly meeting which monitored progress through the academic year using achievement data gathered from mock assessments, staff reflections, students’ focus group discussions and comparison of student work pre and post project.
The research process was shaped by the use of regular reflective questionnaires, opportunities for discussion in team meetings and the facilitation of a student focus group.
We set up and used a Padlet board and Google Forms to enable teachers to provide ongoing feedback on their use of the visualiser and to share examples of resources they used.