TITLE OF DEVELOPING PRACTICE EXAMPLE
Letham's Approach to Agile Learning to Ensure Excellence and Equity to Meet the Needs of All
built BY
Digitize Pathways in partnership with Tablet academy Scotland and Co.Lab Hub
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CONTEXT / BACKGROUND
- Following on from our 'recovery phase' curriculum and the global pandemic, we were excited to revisit the 'what', 'why' and 'how' we are meeting our learners needs.
- We used our school performance profile, data from a wide range of robust evidence including trackers, and consultations with all stakeholders to think carefully about how we deliver learning at Letham.
- We carried out self-evaluation for self-improvement and asked staff, parents/ carers, partners and learners for their views - solution focused - for our SIP 2020/2021 and 2021/2022.
- We discussed plans with our Support For Learning Teacher, Educational Psychologist and Education Officer.
- Staff views were sought on the PEF equity plan/ agile learning/ bespoke packages of support.
- We purchased additional resources to support agile learning and are creating specific plans to spend our Scottish Government COVID recovery funding to further enhance and support literacy, numeracy and health and wellbeing.
WHAT WE DID
- We analysed our Curriculum offer from 2019/2020 - the Big Question approach.
- Recovery phase curriculum built upon West Lothian Council's 'Agile Learning', Refreshed Curriculum for Excellence narrative and Education Scotland guidance including ‘What Scotland Learned’ – 100 stories of lockdown learning.
- At Letham Primary School we aim to provide a broad general education that meets the needs of all of our learners within our unique context.
- We revised our Curriculum Rationale to take into account the four foundations of agile learning: courage, relationships, values and relevance.
- We expect that all learning is underpinned by the nurturing principles.
- We made effective use of support from West Lothian Council's pedagogy team e.g. 1+2 languages, Numeracy and Maths and English and Literacy
HOW WE DID IT
We used the adopt, adapt and abandon model to reflect on our curriculum offer, curriculum rationale and Positive Relationships practice.
- ADOPT
- New approaches to curriculum delivery - Agile learning - bold, brave and courageous approach.
- Whole school consistent approaches to the four contexts of learning.
- Additional staffing - SFLT, ASN, APSW, EYP New partners e.g. Dynamo Fitness.
- ADAPT
- Trusted adult programme.
- Positive relationships policy.
- Wellbeing check-ins.
- Large group setting.
- Environment redesign.
- Creative, effective use of PEF.
- Curriculum offer.
- Approaches to pupil voice/ learner agency.
- Approaches to planning to incorporate shorter blocks of learning with specific focus on the development of knowledge, skills and attributes.
- Approaches to the moderation cycle.
- ABANDON
- Traditional break/ lunchtime routines.
- Small group setting model from 19/20.
- Traditional 'topic' model.
IMPACT / OUTCOMES
- Greater autonomy.
- Learner agency.
- Creativity.
- Enthusiasm and increased skills.
- Improved presentation of work.
- A calmer school environment.
- Children better prepared for the world of work.
- Staff feel empowered to deliver a more bespoke curriculum which meets the needs, interests and skills of our learners.
- Learners report more enthusiasm for their learning.
- Staff report learners are more engaged in their learning.
- New skills acquired for staff and learners e.g. digital literacy skills, communication, remote learning approaches.
- Parents/ carers report they have enjoyed seeing their children's work and what they have achieved.
FEEDBACK
P5/6 have shared some of their agile learning achievements in the links below. Here are some examples of their big learning questions.
- Photography
- Create something with digital technology
- Can we be self-sustaining?
- Pupil A - 'I enjoyed the fact that I was able to lead my own learning'.
- Pupil B - 'I thought I couldn't be self-sustaining because I live in a flat, but now I know I can grow onions'
- Teacher A - 'My learners are definitely more engaged in their learning, it has allowed for more pupil voice/ agency - I saw skills in my learners that I hadn't anticipated them learning e.g. digital skills, life skills, confidence, self-esteem, ability to work independently, research skills. They are taking much more pride in their work and work really together as a class - cooperative learning and leadership skills have significantly improved'.
- Teacher B - 'I have found agile learning has provided a depth of further assessment evidence which is part of our Letham Primary School assessment practice incorporating the moderation cycle'.
Links
Learning Challenges Primary 5/6
Photography https://sway.office.com/PpNxS1jM2B5HrqRu?ref=Link
Create something with digital technology https://sway.office.com/u21uOD2QxR85AXhG?ref=Link
What our pupils had to say about the learning challenges https://sway.office.com/K3BH9vQbCVq7R8N2?ref=Link
Stage focus
LA
West Lothian
Where?
Letham Primary School, Forth Drive, Livingston, UK
CONTACT PERSON
Sharon Wallace
