Rationale

Students at the college achieve relatively well on resit GCSE courses, but there was a belief this could be bettered by adapting further the TLA delivery methods and approaches of both the English and maths departments. We proposed to use this project to fundamentally develop and continue the work of previous projects; to ‘rethink’ the resit classroom. This was mainly aimed at using specific online and technological tools to help develop key areas students struggle with most in both subjects. Specifically, the project focused on achievement gap groups; students who achieve low or below expected targets and are from disadvantaged backgrounds as theirs were the greatest need.

The project focused on the key, fundamental skills which students traditionally found most difficult to overcome, and where TLA had been adapted in previous years with mixed results. In English, many students underachieved in the creative writing question of the exam, despite often finding this the most enjoyable aspect of the course. This disconnect led to the realisation that elements of TLA required a fresh approach. In maths, students experienced the same issues with MSS, often carrying confusion from previous modes of study.

Approach

The project consisted of activities designed to support remote learning in a multimodal fashion. In maths, the project utilised the software package, Kerboodle, a virtual course/ workbook with interactive activities and revision tasks. This software was linked, via the Google classroom, to enable the teacher to direct individual students towards revision activities, either when conducting remote lessons via Zoom or Meets, or as extension activities when in the physical classroom. The main focus was on the MSS elements of the curriculum, where Kerboodle has a specific package of supporting resources.

In English, the original aim was to use the Kerboodle service for creative writing activities and extensions. However, this did not work effectively as the activities related only to themes, and after some discussion, Kerboodle was considered to have minimal impact. As such, and with lessons remaining remote, the English team introduced the use of visualisers to aid TLA delivery for the annotation of exam questions and exemplar responses. A new member of the project team was introduced at this juncture, to support the facilitation of the project and utilise her existing interest in the use of technology to enhance her practice and student outcomes.

Students took part in an online survey to gauge their starting points with teachers then providing support to address issues arising. To ensure effective evaluation of the project we originally intended to include a student action research team, drawn from the student council, as in previous years. Due to COVID-19, this was not possible so evaluation was carried out through discussions between teacher and students, student survey, students’ and teachers’ reflective testimonials and an analysis of students’ work.

Professional Learning: Evidence of changes in teaching, learning and assessment practices

The main outcome was the adaptation to delivery which was thrust upon all teachers during the COVID-19 lockdowns. Teachers on the project adapted their delivery, becoming far more technologically focused and confident. In the maths strand, the traditional use of technology involved Notebook software and MyMaths as online VLE support. The advent of the project and the changes to the modes of delivery meant this was extended to be inclusive of Kerboodle, adding a virtual element to the traditional workbook in physical classes. In turn, this influenced a change in assessment practices, moving away from the marking of paper-based to more interactive quizzes linked to Google Classrooms. Kerboodle and its influence on the maths practitioner meant she shared this application professionally with colleagues and its use became embedded into the wider curriculum.

In English, the technological starting points were slightly more advanced, however, the project and the pandemic aligned to facilitate growth in the use of audio/ visual tools to supplement traditional learning. The use of screen capture software led to the initiation of the visualiser to enable distance/ remote learning to improve and create more interactivity, often in real-time, for the teacher and the student.

The reflective skills of the teachers involved in the project improved as they adapted their practice to include more applications and technology to facilitate their sessions. There was a culture of trial and error in terms of some aspects and considering, through reflection, what worked well and could be even better. This contributed to organisational development as findings were shared throughout the English and maths teams and eventually cross-college via our Teaching and Learning Communities. Teachers became far more aware of the impact of their actions on student motivation, especially in terms of the remote learning periods, where some students struggled with mental health and wellbeing related to lockdowns. They developed a deeper insight into students’ needs and how they could be addressed.

Evidence of improved collaboration and changes in organisation practices

The project’s influence upon organisational practices has been significant. Within the English strand, the use of visualisers to promote student engagement was discussed in Teaching and Learning Communities (TLC) and with the Director of TLA, who then introduced the use of visualisers cross-college to other teams. This provoked a great deal of interest, as has the use of the screencasts and audio feedback, all of which sprung out of the move to remote learning and the project outcomes. These planned enhancements are currently shaping curriculum intent and have implementation plans for the next academic year.

Within the maths strand of the project, the main changes could be seen in the use of facilitators (part of the English and maths teams) who support online and in-class learning. Facilitators act as teaching assistants but have specialised skills/ qualifications in English and maths. The innovation of the use of the Kerboodle software enabled students to join smaller break-out groups, working on specific targets. Additionally, the use of more applications within maths as a whole department fed through from the project aims; one of which was the improved and enhanced use of the VLA, Google Classroom, and the integration of the self-marking quizzes for maths GCSE students. Previously this had been held out on MyMaths, but the inspiration to find new applications and tools meant improvements were made to TLA by the enhancement of the provision via software previously thought not to have been available.

Evidence of improvement in learners’ achievements, retention and progression

Student was working at a grade 4 level, previously having achieved a grade 3, after the interventions of the project focus, especially linked to the use of the Kerboodle interactive workbook

All students within the focus groups were retained, which, in itself, has been an achievement during the pandemic. However, there is justification that the changes to the online delivery, in both subjects, enabled students to work increasingly at their own pace with help and reference points which could be easily accessed and returned to. This was a significant realisation for teachers, allowing them to understand the learning process and experience of students more deeply.

The use of Kerboodle in maths, focused on the MSS element of the curriculum, saw a rise in outcomes for the majority of the group (only 1 out of the 8 students showed no progress). Two individuals in the case studies, SE and JR (Appendix 8), saw their overall grades in mocks and quizzes increase across the curriculum content. The students themselves, as can be seen in the appendix evidence, attribute these positive changes to the way their TLA was adapted within the remote learning periods, and the specific use and access to the Google classroom and Kerboodle site in helping them work at their own pace and access revision or guidance outside of the classroom sessions.

Student testimonial: (Appendix 4)

“Tasks were set out well and easy to follow and understand with the support given”

However, the students commented they still preferred to be in class with a teacher in front of them.

In English, the students also progressed well: (Appendix 6). One student in the project group has commented that

‘they never knew what they were supposed to be writing on the text before and just used to highlight words’.

The impact of the visualiser on the ability of students to annotate correctly was significant, leading to far more detailed and coherent responses in assessed tasks.

English teacher: (Appendix 6)

“The project group are all on track to be awarded a grade 4 as they have very strong evidence files. One of the students has had work moderated by the English Faculty as Grade 5/6, so it is expected that they will achieve the grade 5 overall. The grade 5 student has ASD and has struggled with education and suffers from mental health issues, so this would be a great achievement for them.”