Case studies

Let's Start from the Very Ending

Donibristle Primary School

Graeme Logan

Graeme Logan became Deputy Headteacher at Donibristle Primary School in March 2002. Since then he has gone on to develop excellence in learning and teaching at a class, school, regional and national level. He is a Guest Lecturer in Primary Education at the University of Edinburgh, teaching on a range of courses, this session on ICT and aspects of learning and teaching. He is an ICT Trainer sponsored by the UK National Lottery's ïNew Opportunity Fund'.

Graeme has also worked with HM Inspectorate of Education on various assessment initiatives, which have had impact at a national level and he has received various research awards and scholarships from the Scottish Council for Research in Education and the General Teaching Council for Scotland. His current research interests include raising attainment through embedding accelerated learning into curriculum frameworks. He is currently re-writing many schemes of learning to incorporate a greater balance of learning styles and to cater for the complex needs of the 21st century learner. The 5Rs are a central component of these approaches, which aim to create optimal conditions for learning.

Graeme recently completed a study of multiple intelligence theory with Harvard University in the USA. One main focus was developing students' interpersonal and intrapersonal intelligences, with the flexibility and transferable skills for learning throughout the 21st century.

What is the purpose of education? What outcomes do we wish for the children? To remember the facts and figures that they learn? To gain good grades in their exams? Or to understand themselves better as learners and to learn lessons that will equip them for life? If approached in the right way, these are not necessarily mutually exclusive, as we have seen at Donibristle. We believe that good habits for learning precede learning content. By starting from an exploration of these desired outcomes we are producing a more effective learning experience for our children.

Learning and Teaching at Donibristle

Donibristle Primary is a large 700 pupil school on the banks of the River Forth in Fife where every learner has the right to a broad, balanced, relevant curriculum which is progressive and differentiated.

The curriculum is regarded as the ïpublic face' of our school, incorporating the content of curricular areas and the process of learning and teaching. Within the school our vision is for a curriculum which is flexible and responsive to 21st century learners, fostering life-wide learning skills and allowing opportunities for the transfer of what has been learned. The curriculum is developed continually, in the light of new research and initiatives, allowing for the integration of learners' prior knowledge and experience, enabling them to acquire and use a wide variety of thinking and learning skills in a range of learning groups. Ultimately, we would wish to enable pupils in the school to become architects of their own learning.

So learning and teaching is at the heart of our continually improving school. As a lead learner, this is the area that gives me greatest satisfaction and excitement. I became a teacher because I wanted to make a difference to the educational experiences of young people. As a staff, we believe that learning occurs when learners:

•  can invest and see its value

•  are actively involved through a range or learning and teaching styles

•  are given safe spaces and challenging experiences

•  are given opportunities to reflect and connect learning

•  are supported in transferring new learning (content and processes) into a variety of different situations

•  negotiate risks and are praised for engaging in learning, even when making ïclever mistakes'

•  participate fully and make meaningful choices

In the Beginning

Initially there was a shocked silence. Then the ideas began to flow and excitement swept through the room. Two years ago a flame was relit. The staff had simply been asked:

ñWhat really matters?î

ñWhat do you believe in?î

This was a departure from the usual INSET day. Curriculum issues can often dominate this time, but we were asking staff to take time out to state their values and beliefs. Stimulating and enlightening discussions filled the room and ideas were thrown about ¿ consideration, flexibility, problem-solving, persistence ¿ we had started something. Sifting through the thoughts and ideas later, they seemed to fall into what I consider to be the two most important, the underpinning, of Howard Gardner's intelligences: intrapersonal and interpersonal. Knowing themselves and others, and being able to work with these, summed up the teachers' wishes for the children to be successful in life. When we discovered the 5Rs we felt that their philosophy had been encapsulated perfectly.

Where Life-Wide Learners R

Since that examination of values and beliefs two years ago we have aimed to enhance these life-wide learning skills, as identified and discussed in many books by Alistair Smith. These can be outlined as:

•  Resilience : persisting in the face of complexity and frustration

•  Resourcefulness : knowing what to do when they get ïstuck'

•  Responsibility : taking initiative for self and others

•  Reasoning : thinking things through

•  Reflection : learning from experience

Each of the 5Rs was launched in one of our Learning Assemblies (and sustained through a collective focus on a different one each month). The presentation encouraged the children to think about what it meant to be ïResponsible', for example, and asked them to consider certain role models and how they displayed that disposition. This was taken up afterwards in class time, where children would form Transfer Trios and discuss what they thought it meant to be responsible, and how this might apply to their learning (when an R was later explicit in a lesson, trios would also be used to look at how that learning might be transferred to another area of the curriculum or outside school). Members of the community were invited in as role models as well. For example, a firefighter spoke to the Early Years children about the responsibility he took in striving to achieve his dream job. He believed that it was up to him to work hard at school and become as fit as he could be so that he could join the fire service; he had to take responsibility to make it happen. One of the learning points for the children that day was that the biggest responsibility is taking control. Our upper school pupils recently completed a study of their own role models, considering aspects of the 5Rs they displayed and how this helped them to achieve success. An example of one of these can be seen in figure 1.

Such work on the 5Rs formed the basis for a lot of discussion about effective learning and how to develop it across the curriculum. Other initiatives (during Resourcefulness month, for example) included use of:

•  a reward focus for pupils who showed initiative or thought out of the box, culminating in prize-giving at Celebration Assemblies

•  a focus on famous people who have shown real resourcefulness

•  learning activities which helped us consider our own resources and those of others around us and in our learning space

•  discussion and development of choices and options when we ïget stuck' in a variety of situations

•  presentation of case studies at assembly of learners and teachers who have shown resourcefulness when encountering potential problems or difficulties.

•  motivational phrases and quotes around the school (linked to resourcefulness)

Gradually these aspects, which formerly were more hit-and-miss elements of a ïhidden curriculum,' became the ïbillboard curriculum'. Important lessons for life, expanded and structured to reinforce good learning habits had taken their place in the school day. Learning had reached a conscious level, discussed and celebrated amongst all members of the school community, using a common language of learning.

Our vision for the school is that effective teaching through a judicious attention to approaches, activities, styles and environments will continue to fuel successes. We believe that effective teachers are challenging, responsive, warm, learner focused, informed, adaptable, exciting and fun to be with. They make learning memorable. On the back of our staffroom door is a sign asking, ñWhat was memorable about your last lesson?î Blair, a Primary 7 pupil, sums up this philosophy very well:

ñThe good teachers give you work that makes you think. They aren't frightened to have fun with you and make you laugh and smile. They make you want to come to school and you think about them a lot.î

The 5Rs and Target Setting

The 5Rs have been used as a basis for target setting throughout the school. Rather than focus on targets linked to the curriculum or subject based learning outcomes, we have focused on these dispositions for effective learning. For example, figure 2 shows how one pupil has set targets against each of the 5Rs. From these, a range of strategies can be devised where necessary to help achieve the target (e.g. for the resourcefulness target). Accompanying these targets, pupils were asked to design and develop their own interactive timeline to rate and track their progress towards achievement. The children devised all kinds of creative contexts ¿ from space journeys to race tracks.

Rubrics for assessing the 5Rs are also under development. It is intended that these will describe progress across the years, providing teachers and pupils with a ready reference. A rubric for Resourcefulness, for example, would range from a lower achievement of ïAsks teachers for help' to the upper ïUses a range of options to move on that are fit for task.'

This focus on effective independent learning and overcoming barriers is reflected in other strategies we use. For example, parents, pupils and staff can only present a problem when they have thought of at least two possible solutions. This means that the dialogue and focus quickly moves from the problem onto the possible solutions and encourages resourceful thinking and resilience.

Developing and Sustaining an Ethos of Achievement

In implementing our approach to learning, content and formal testing has been cut back to allow time for real learning and understanding to take place. However, although the extra time was put aside to introduce the 5Rs, we have found that the children are working their way through the curriculum quicker because they are becoming more effective learners. There has been a dramatic reduction in time off task, time usually lost when children found themselves stuck. Teachers are reporting that this decrease appears to be due to a rise in the pupils' resilience ¿ children are thinking more about how to ïget unstuck' and finding strategies to do it. These habits are not only helping the children in their learning of the curriculum now, but will have more currency than that same content later on.

Central to our vision has been the need to share and celebrate success throughout the school. Emotional states and readiness for learning can have a great impact on what happens in the classroom and so strategies have been developed for creating a positive, supportive ethos which recognises and celebrates diversity in learning. As teachers we are directly responsible for enhancing the self-esteem of every learner, and aim to develop and create a climate which fosters intrinsic motivation.

We believe that the biggest motivators are not extrinsic systems, such as stars on a chart or marbles in a jar, but rather the biggest impact on motivation is the interest of another human being. One strategy we use in practice is awarding pupils the ïAsk me what I did' badge for a half day. This generates a lot of discussion with other learners and teachers and reinforces the child's positive actions. It is much more personal and meaningful than a generic ïwell done' sticker.

Parents R in This Too

Of course, motivation is not just sustained through work done in the classroom. Parents have their part to play as well. We actively encourage their participation, as they too are valued members of the school community who we like to include in our discussions about learning. To this end, we have run several parent workshops in the evenings under the banner of ñSuccess at Home and at Schoolî. The 5Rs were introduced in these, providing strategies for the home, and case studies to exemplify how parental participation could help. These workshops provide an important bridge to transfer the learning from the classroom to outside the school, truly making the learning habits life-wide.

There has been a lot of unsolicited feedback from parents, who have noticed the impact of our work with the pupils. Many have reported their children appearing more responsible and demonstrating more autonomy around the home.

The importance we place on learning and teaching is also reinforced in the school handbook. Rather than just having the usual administrative matters we include our philosophy and examples of the work we do. Again, we consciously include people other than teachers in the language of learning.

Continuing Onwards

Developing a research culture in the school has been a key strategy to enable learning approaches to be continually developed in light of new research. Several of our staff have won research scholarships and awards. Their findings, together with tools and agreed classroom protocols, will enable teachers to accelerate learning consistently. Learning is the number one priority on all agendas and we have developed a learning and teaching noticeboard, reflecting our enthusiasm to share good practice.

Leadership of learning and teaching at Donibristle enables staff to focus on improving not just proving what they are doing and what the learners in their care are achieving. They are valued as advocates of learning not advocates of performing.

There have been tangible results as well: everywhere you look effective learning is taking place; every teacher has stories to tell about improvements in learning and the habits of learning; motivation has been raised; and there has been a significant improvement in results. Though there are variables that may also account for the latter, the staff firmly believe that it is this whole school community focus on learning that accounts for the improving attainment. Learning is the first curriculum; subjects are the second, yet both benefit.

Attainment results since we began this work:

Percentage of pupils attaining Level A in Primary 3 (Year 2)

Subject        2001-2        2002-03      2003-04

Writing               57               67                75

Reading            61               70                79

Mathematics     66               78               85

Percentage of pupils attaining Level D in Primary 7 (Year 6)

Subject        2001-02      2002-03      2003-04

Writing               59             65                  72

Reading            61            77                   85

Mathematics    73             82                  90

By starting with what we wanted for our learners, we have agreed a philosophy that will help the children as they progress beyond school. This has been a major element in the success we've had in raising attainment and achievement. At Donibristle we continually talk to pupils about learning and have ïTen Magic Words' that remind us of that learning. These have inadvertently become an alternative school motto:

If it is to be

It is up to me

Now, that was a lesson well worth teaching.