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Strategic Learning Networks case studies
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Establishing a climate of certain expectations
February 2008
Lead Teacher and Lead School
Clare Rickard, Sydney Russell School, London Borough of Barking & Dagenham
Main objectives of the network:
- Improve the engagement of pupils in their KS3 MFL lessons
- Strengthen transition from Year 6 to Year 7
How many schools are involved in the network?
Nine.
Description of how the network was launched:
A briefing of all MFL Heads of Department, Secondary Strategy Managers and Heads in the borough took place in which the schools’ management personnel agreed to commit to the Programme by signing a ‘Support Agreement’. Following this the schools each chose two MFL teachers from their department to attend the first Network meeting which took place in July 2007 (the selected ‘Network members’ would then attend all Network meetings to ensure consistency). The network members were not necessarily Heads of Department or experienced teachers but teachers who were willing to commit to the Programme and be actively involved in it.
During the first Network meeting the context of the current status of MFL teaching and learning in the UK was discussed to give a background to the purposes of the KS3 Dissemination & Development Programme. In light of this, the aims of the Programme and of the Network were shared with the members through the Action Plan which gave all members an understanding of where the Network’s focus would be and the time frames in which we would be working (this was linked into the national context as well as pupils’ views on language learning as shown through the QCA survey). In this way the aims of the Network were highlighted as responding directly to the needs of the teachers in our Network and the students in our classrooms.
Any advice you may give to others looking to set up a network:
Firstly, the Network members sought reassurance that Senior Management were aware of the Programme’s purposes on a local and national scale and so the briefing of Heads, Strategy Managers and Heads of Department which took place prior to the launch of the Network proved to be extremely valuable. The evidence of their support, as documented in the ‘Support Agreement’, clarified for the network members their entitlement to cover for the planned meetings and enabled them to involve themselves whole heartedly without concern of repercussions when asking for a day of cover.
Secondly there was a need to put the Programme in context. It made clear the reasons why this particular group of people were sitting together, what we shared in common as teachers of MFL and therefore gave a sound basis for the work we would be doing together.
Finally there has been an understanding from the outset that to be part of a Network is to be actively involved in it. The network members have been ‘doing’ things to impact on the outcomes of our objectives, they have been ‘trying things out’ in their classrooms, they have been reporting back on how this has gone, they have shared their experiences and ideas with the Network through presentations and discussions - the responsibility of improving the quality and consistency of teaching and learning has been handed over to the Network members for them to tackle themselves, drawing on what has been explored during the Network meetings. This has had a significant impact on what members are putting into as well as getting out of the Programme. Therefore I would recommend establishing a climate of certain expectations in the Network, lead by the intended outcomes of the Programme.
Briefly, what are the future plans of the network?
The Network has a further two face-to-face sessions in March and July addressing the two main objectives of the Action Plan. It is hoped that alongside this will run a virtual forum for sharing of good practice and wider discussion to prompt further reflective practice on teaching and learning in MFL.
CILT wishes to thank Clare for writing this case study.
