Scottish Borders Building Bridges case study
PDF file: Scottish Borders Building Bridges case studyGalashiels Academy and Balmoral Primary School
Galashiels Academy has a roll of 1000 from a mix of backgrounds. There are significant levels of social deprivation and a variety of related problems. Balmoral has a roll of 120. Pupils with behavioural difficulties and a lack of motivation are among a disaffected minority. There is a larger than average percentage of underachieving pupils.
This project promoted the idea that literacy is the responsibility of all. Poor literacy levels and a lack of continuity in the science curriculum P6–S2 had affected attainment in that subject. Prior to this project there had been no effective consultation on this issue.
Closer working enabled the selection of a new science text based on content and readability. This now provides a structured programme for primary colleagues who previously felt insecure with the subject. Science ‘booklets’ with inappropriate reading ages have been replaced and a revision of the science programme has been undertaken. Text has now been matched with reading age. The effectiveness of writing frames has been examined in an S1 mixed-ability class, as have the problems associated with reading for information and accessing prior knowledge.
In the authors’ own words, this project has achieved ‘a common framework of understanding … this idea of a framework of understanding relates not just to the relationship between pupil and teacher. It also refers to the relationship between primary teacher and secondary teacher and between literacy and non-literacy specialists. If anything, this project has been about changing the status quo, about getting primary and secondary staff to understand some of the ways in which literacy can be used as a tool for learning and sharing knowledge.’
Development of materials and resources continues. The core text is to be extended into lower primary and all schools in the cluster are to be introduced to the materials and methodologies.
Feedback from Martyn Tunstall
What did the project do?
'Put simply the project achieved three things. It tackled the issue of reading for information in a Science context; it looked at ways of accessing and using prior knowledge, and it introduced writing frames into the Science curriculum. The implementation of a new core text gave primary teachers greater assurance in delivering the curriculum and created a framework for pupils' literacy skills. None of the things we did were new, but they were innovative. The introduction of writing frames into a Science context gave pupils confidence to use literacy as a tool for learning. The things we did were simple and effective because the project was about sharing good practice.'
What did the project do for me as the English teacher in the Science classroom?
'It made me realise the isolation that exists within schools. Good practise is seldom shared between subjects, and colleagues could help each other, to help pupils, but only if given the opportunity. It also made me reflect on my own style of teaching and on the different styles of learning that exist. On a basic level, it reminded me that above all else the child is an individual with their own experiences and understanding of the world. We, as teachers, should never lose sight of that. As a group this was thrown into relief when we asked pupils to draw a results table in a Science lesson. We got back a picture of a dining room table with four legs.'