Transforming a department Peter Smith Farlingaye High School.
Transcript of Transforming a department Peter Smith Farlingaye High School.
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Transforming a department
Peter SmithFarlingaye High School
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The context of the department
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The starting point -
In 2007 the history department at GCSEFarlingaye High School –
• Achieved 20% below the schools A*-C rate• Was a subject with falling numbers – with around
34% of the year opting for it• The school based residual for the subject was
-6.79 (Students on average under perform in history compared to their other students by one grade)
At A level a similar situation
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Growth of the department
020406080
100120140160180
2006 2008 2010 2012
Year
Stu
den
ts
Number of students – yr 11
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Number of students achieving A-A*
0
10
20
30
40
50
60
70
2006 2007 2008 2009 2010 2011
Year
Per
centa
ge
A*-A %
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Growth in GCSE results
0102030405060708090
100
2006 2007 2008 2009 2010 2011
Year
Per
centa
ge
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Growth in Results
0
20
40
60
80
100
2006 2007 2008 2009 2010 2011
Year
A-C
per
centa
ge
School
Department
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Numbers at A level
0
10
20
30
40
5060
70
80
90
100
2006 2007 2008 2009 2010 2011 2012
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This year…
• The department was the largest in the school at GCSE
• We achieved the best results at GCSE as a percentage in the county
• Our GCSE rate was 13% higher than the average in the school, 12% higher than average for history departments in the county and 19% higher than the national average.
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How did we get there?
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• Changing attitudes• Setting a target• Achieving our target• Reviewing and reflecting• Celebrating success
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Changing attitudes
• History is hard at GCSE• Lots of students do it• Have you seen an RE/ICT/Geography
paper? • I’ve had a hell of a day. I’ll give the 6th
form a “research lesson…”
• Explanation of Residuals• Performance at other local schools• Address individual concerns
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Setting a target
• “The Dream”.
Where does the department want to be?
Group investment – the more ridiculous it becomes the better?
Major change needs involvement from all stakeholders
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Setting a target
How do we get there?
Areas of underachievement broken down
• Boys compared to girls• Revision• Exam technique
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Achieving our targets
• Everything done was pupil – centred
• New exam board• Interesting modules• Unlocking the mystery of the
courses we teach
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Achieving our targets
• Listening to students –
What did they want? How did they view History?
Different ways to access them – • School email groups• Blogs• Perception studies• Homework email account• Online surveys – “Right to reply” service
Not all worked!
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Reviewing and reflecting
Each year there’s a targetThe department know the aim, and
how we’re getting thereThe aim differs – there’s a new
“dream”.
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Celebrating success
• We are proud of what we do• We keep the students informed of
how the department has performed – results
from year 13 for year 12s• Staff know and are proud of the
results
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Impact on myself as a leader
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“Be the change you want to see”
• Lead by example
• Lunchtimes with students• Open door to others observing• Lesson materials shared• Write revision materials
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You cant do everything yourself…
• Delegate out responsibility to others• Allows empowerment• Creates sustainability
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A sustainable department?
• Systems in place• Right attitude to support• Materials written• Staff who are proud of the
department