South Lanarkshire Building Bridges case study
PDF file: South Lanarkshire Building Bridges case studyTrinity High School and St.Columbkille's Primary School
Following on from a literacy audit, this project’s intention was to focus on improving writing with specific attention to gender differences. An action plan was drawn up which included the production of a common correction code, an agreed approach to writing, parental support handbooks and writing targets.
The adoption of common strategies P7–S1 was significant. Underpinning the approach was the setting of core and individual targets, mind mapping, writing frames and the implementation of specific approaches to encourage the more active involvement of boys.
The primary school class worked on formal letter writing and imaginative writing. The common correction code was issued and discussed. Word banks and paired working produced writing outcomes. Parental support was in evidence from the planning to the proofreading stage. Results were positive, with pupils reported as being able to write at length and for a variety of purposes and to discuss strategies which they found successful. They were pleased to know that the same approach would be used in secondary.
The secondary experience was similarly rewarding. The presence of a P6–S2 support teacher enabled flexibility to be built into the initiative. Teaching in all three classes allowed monitoring of the effectiveness of teaching materials. Formative assessment strategies in relation to the targeting of boys proved successful.
The initiative has encouraged staff to continue with the strategies and to implement them elsewhere in the curriculum. Materials produced will be available to associated primaries and the experience of the Building Bridges team will provide continuing professional development opportunities for teachers in the authority.
Feedback from Caroline Convery, P6-S2 Support Teacher
Having accepted a position with South Lanarkshire Council in April 2003 I was surprised to receive a phone call telling me I was booked into the Building Bridges National Conference in Edinburgh on June 6th. All the more surprised as I wasn't due to take up my new post until the end of May. A few alarm bells began to tinkle!
Three months down the line an audit was in progress, the action plan drawn up and individual roles and responsibilities designated. My own role was essentially to act as a link to all parts of the project. The flexibility of my timetable meant that I was able to teach cooperatively in all classes selected to participate in both Primary and Secondary schools. My being in and out of all classes regularly allowed for a frequent and frank exchange of ideas: not always constructive and at times fraught! This meant that everyone was kept up to date with what was happening across the sectors on a regular, informal basis. It also meant that one of us was always seeing the "Big Picture" thus allowing the successes and problems of the team to be shared. Team members, particularly in the Primary school, didn't feel isolated as I was on hand to offer practical support in the classroom.
Another part of my designated role was to help develop the materials for the project itself. To this end I worked closely with Lorraine Cochrane, Principal Teacher Support for Learning. We had already begun collaborating on a Primary 7 Transition Skills Programme and saw the possibility of dove tailing the two projects. We developed materials for use in the five sections of our agreed Writing Process: Getting Started; Structured Planning; Target Setting; Reviewing and Celebrating. We also formatted Pupil/Parent Questionnaires and, along with our Primary colleagues assembled a display in our Advisory Service.
It's been an interesting and exciting eighteen months. There have been many high points but quite a few low points too. At the end of the day it's been worth the effort and my approach to the teaching of Writing has changed. My expectation of what the children can achieve is more realistic and my approach more child centred. I now routinely incorporate thinking time into my lessons and have seen the children blossom as their confidence in their ability to come up with interesting ideas – right or wrong – and share them with others has grown. I have been pleasantly surprised at how much responsibility the children will assume for reviewing and editing their writing if they are given the opportunity, and how willing they are to work toward Writing Targets if they have had some say in what these are. My lessons are a much more interactive and collaborative experience and Learning and Teaching have become much more interesting, for me as much as for the children.
'As we move further into the roll out of the project I am delighted to see that a real impact is being made. Subject areas as diverse as Science, History and P.E. have begun to use the strategies initially piloted in the English department and all of our feeder primaries are using them with Primary seven. Two of the feeder primaries have adapted them for use as far down the school as Primary one. Later this month I have been asked to speak about the strategies to the staff of a Primary school in our area but out with the Trinity Cluster. Interesting times indeed!
What did I find most valuable? Definitely the chance to network across the sectors. This was our opportunity to put strategies into place that the children will take with them as they make the transition from Primary to Secondary school. Such continuity must, in the long run, pay dividends in terms of attainment. I now look forward to the challenge of maintaining the momentum!'