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Timetable for change
A report on timetable experimentation
By Jack Kenny |
"Imagine a school where a design technology lesson lasts a week, not 50 minutes and the bell rings and they go somewhere else. Students in that situation can have deep immersive learning experiences." Gareth Mills, Head of Programme, Futures, Innovation and E-learning, QCA has been asking schools to think about the way the school day is structured. Gareth points out that traditionally time is allocated in rigid blocks even though in the case of musical skill the teaching might only require a 10-minute input whereas something like a drama production might require days. Gareth argues that the barriers to innovation are mostly illusory: "The National Curriculum is not a barrier. There is nothing to stop people innovating."
Janet Huscroft illustrates that point. Her school, Hook Church of England Voluntary Controlled Primary School in Goole, does not have a timetable. Was it a risk? When you read their current Ofsted report you can see that the risks have paid off. Janet Huscroft and her team have pulled in more 'outstandings' than anyone can expect in a lifetime. Janet believes that a timetable is restrictive when teachers are working creatively. The staff have developed skills-based work based on the National Curriculum well before the QCA schemes of work were developed. They set out clearly what skills should be taught in each year. The liberality suggested by ridding themselves of the timetable is illusory; they have very tight long-term and medium-term plans. Short-term plans are done fortnightly with detailed learning objectives including descriptions of hands-on activities planned for the next two weeks. Subject coordinators ensure that there is proper subject coverage, and class teachers ensure progression and continuity. It seems to Janet and her staff a more natural way of working - if a topic is going well then the teacher has the freedom to develop that idea at length. Janet sees the children "as motivated, challenged, excited and able to work independently".
"Teachers as advertising executives" is one of the exciting ideas of Richard Gerver: "We have to sell learning to pupils". Richard Gerver at Grange Primary School in Long Eaton and his staff wanted to create an environment, a town and 'Grangeton' was born in 2002. The town inside the school is entirely run by children and includes a school council that acts in the way a town council does. There is an elected mayor who carries out ceremonial, as well as democratic, responsibilities. From the council stems the town's enterprises: there is a café and the team who run it are trained in food hygiene, marketing and customer relations. The language in use is French; children wanting to use the café must order food in French. The school shop is ultra-competitive and runs at a profit. The museum has the school's archives and the media centre has a radio station, television studio and a journalism group. The writers have complete editorial control. Initially Grangeton was a Friday afternoon project but now it has extended and runs five days a week and is part of the fabric of the school. Teaching children to learn and live is the priority and the nature of the project means that they can use their learning in a context. Pupils have roles in the town and they have to negotiate with their teachers to gain the time to do some of the town work.
Showing that timetable innovation is not confided to primary schools, Deputy Head Jonathan Boyle outlines the timetable in use in Walsall Academy. The day is divided into three sections: morning, afternoon and after school. The morning and afternoon programmes last for approximately three hours. The advantages for a teacher are that they are with students for a period of time that allows them to monitor progress and build deeper relationships. The advantage for a student is that they can engage in a range of activities in that time period - they don't just work on one topic for three hours. They are engaged in a range of diverse tasks and obviously personalised learning is a big part of this.
As in the primary schools, changing timetable changes the pedagogy. No one can lecture a group for that length of time and teachers can spend real time with students who need it. Jonathan explains: "At the beginning of the lesson is the exposition where you can share with all the students what the aims and objectives are for the day. They know the objectives: the route they choose to get there is largely dependent on them. They know where they can get the resources for a new task because everything is online and they are empowered to make those decisions. I don't mind as long as they get an outcome. This all lends itself to mixed ability teaching. Teachers can interact with all the students over a three-hour period, can sit with them and record what they are doing. We have an effective recording system; we share progress on a report to parents over a three- or four-week period."
There are other benefits. "What we have got is a smoothly running school because we have reduced the amount of movement around the school. A lot of time can be wasted in a school day. We don't need any bells. All the staff share the same vision. We have challenging students here who would probably react badly in other schools. We can cater for students who require more intensive attention, we can look after them better; engage them more."
The schools, primary and secondary, have many things in common: all high achievers; staff who share the philosophy; meticulous planners; a willingness to experiment to improve; and a concern with providing learning that is relevant and exciting.
Links
Hook Primary Ofsted report - www.ofsted.gov.uk/reports/118/s5_118029_20060404.htm
Grange Primary - www.grange.derbyshire.sch.uk/home.htm
Walsall Academy - www.walsallacademy.com/home.htm
November 2006
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