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Strategic Learning Networks case studies
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The work involved in the launch of two SLNs in Kirklees LA
November 2007
Lead Teachers and Lead Schools
Sharon McKay – The Mirfield Free Grammar and Sixth Form, Kirklees
Chris Donlon – Almondbury High School and Language College, Kirklees
Main objectives of the network
Network 1: Lead School: The Mirfield Free Grammar and Sixth Form
- To use the KS3 MFL Framework objectives to enable students in Year 8 to develop greater independence in their MFL learning and application of their skills.
- To explore the use of the KS3 MFL Framework objectives to build upon prior learning and thus begin to ensure effective transition from KS2 to KS3.
Network 2: Lead School: Almondbury High School and Language College
- To use the KS3 MFL Framework objectives to develop assessment for learning in order to improve the use of the target language for students in Year 8.
- To explore the use of the KS3 MFL Framework objectives to build upon prior learning and thus begin to ensure effective transition from KS2 to KS3
How many schools are involved in the network?
Network 1: 11 schools
Network 2: 10 schools
Description of how the network was launched:
Throughout the process of creating and launching the learning networks, Peter Cummings, the LA School Improvement Officer with responsibility for MFL, and the Helen Metcalfe, the LA Secondary Strategy Manager, worked closely together. The programme was initially presented to school Secondary Strategy Managers at a briefing meeting in January 2007 to highlight the need for the programme to be seen as part of whole school development and to secure senior leadership support in interested schools. Secondary Strategy Managers were asked to go back into school and discuss the possibility of participation in the programme with senior managers and MFL teams. The programme was also ‘trialed’ at a network meeting for subject leaders of MFL and followed up with written information to MFL departments.
Schools were invited to send a representative from the MFL department with their Secondary Strategy Manager to a half day session in March to confirm interest, to work together to identify objectives for a network or networks, and identify Lead Schools. 25 schools attended this meeting, although not all MFL colleagues were accompanied by their Strategy Manager. At this meeting, colleagues worked in groups to discuss and share their priorities for MFL development, outlined in the Request for Information forms that had been distributed prior to the meeting. From this discussion we identified common objectives, and formed 2 networks, with 2 Lead Schools. We also agreed a schedule for implementation, with a launch date of 18 June.
Peter Cummings met with the Lead Teachers, Sharon McKay and Chris Donlon, on three occasions prior to the launch event to create specific action plans for the networks and to plan the launch event. Draft versions of action plans were emailed to participating schools and comments and amendments were invited.
The programme was formally launched on the afternoon of 18 June, with 23 schools in attendance, and with the support of our Regional Trainer, Martine Pillette. The afternoon began with an overview of the structure of the programme and the rationale behind its creation, making very explicit links to the Key Stage 3 Framework. We then worked together to identify the characteristics of effective networks and agreed a set of ‘ground rules’ for working together. This was supported by an input on coaching.
Schools then divided into the 2 strategic learning networks. Martine worked with network 1 (developing pupil independence) and Peter Cummings with network 2 (developing assessment for learning). The Lead Teachers reminded colleagues of the key activities in the action plans, key dates, commitments and protocols for working together, including regular email communication. Schools were asked to identify areas in which they had practice to share and a ‘directory of best practice’ was created. We thus established the principle that every member of the network has something to offer, and is expected to offer it!
An element of the agreed action plans is to work closely with one or two partner schools, with a commitment to one reciprocal visit per term. Schools identified partners with whom they wanted to work. The remainder of the session was devoted to identifying and sharing strategies that colleagues might want to adopt and explore. At the end of the afternoon we held a brief plenary to confirm the date and agenda for network meetings in early September.
Any advice you may give to others looking to set up a network:
- Establish a common and compelling need for the network.
- Recognise the differing expertise of participants, and share ownership of objectives and outcomes.
- Ensure that everyone understands what they are committing to, and that roles and protocols are clear.
- Ensure that clear lines of communication are agreed.
- As far as possible, have on board key players such as senior managers in schools and the LA Secondary Strategy Manager, who might well be a source of additional financial support.
- Use and build upon any existing structures, e.g. in Kirklees, a MFL network is well established and meets termly, and thus relationships are largely in place; the LA School Improvement Officer with responsibility for MFL can support the Lead Teachers who might otherwise have struggled to find the time to carry out the role.
- Work closely with your Regional Trainer.
Briefly, what are the future plans of the network?
Key activities are:
- September 18/19 2007: Network meetings to agree strategies that colleagues wish to trial, and identify framework objectives that will support the approaches; opportunities to explore appropriate sections of nuggets and training materials, and discuss best practice following short inputs from 3 colleagues.
- Agree dates for partners to meet and work together.
- Monthly email contact with lead teachers.
- October 19 2007: half-day training and networking session around the KS2 Framework and Transition
- December 12 2007: Network meetings to review impact of work thus far and agree priorities and strategies to be trialled for spring term; best practice input from three colleagues.
- Agree dates for partners to meet and work together.
- Visit to a primary partner school to see a literacy lesson.
- February 20 2008: Joint training day for both networks, led by Martine Pillette.
- March 17 2008: Half-day session to review and evaluate the impact of work, and discuss approaches to taking this activity forward.
CILT wishes to thank Sharon McKay, Chris Donlon and Peter Cummings for writing this case study.
