Numeracy
Numeracy

Aberdeen City Council: Meeting the Needs of Pupils, P6 - S2

Project outline

This project focuses on meeting the needs of the individual at the P6-S2 progression stage by using a wider variety of teaching methods. In particular the emphasis will be on the exchange of good practice between primary and secondary staff in relation to interactive teaching methods including mental maths, differentiation and group work.

The project involves the Oldmachar Associated Schools Group - the Academy and its six associated primary schools. It addresses recommendations made in the recent Oldmachar Academy HMIE report. The results of classroom observations, both by primary staff of S1/S2 and vice versa, will highlight key points of interest and areas where new approaches can be developed. Team teaching opportunities will be built in. Liaison meetings will allow the steering group to reflect on these observations and to plan for the dissemination of any new ideas or teaching approaches amongst other colleagues.

At the initial stage of this project, the Associated School Group (ASG) was chosen following an HMIE inspection which highlighted transition and teaching methodologies.

Key comments from HMIE Report, Oldmachar Academy (2005):

  • Key area for development - improve curricular links with associated primary schools and raise overall standards of attainment at S1/S2.
  • At S1/S2, the curriculum was broad and well balanced, but curricular links with the associated primary schools were weak.
  • At S1 the needs of pupils were not well met. There was potential to raise attainment further, and especially at S1/S2.
  • Too often lessons over-relied on the use of a textbook. Staff did not apply a wide enough range of teaching approaches to provide pupils with sufficient opportunities to think for themselves.
  • In some classes, pupils had too few opportunities to co-operate with others, or to develop important skills for independent learning.
  • The overall quality of attainment at S1/S2 was fair. More pupils could achieve their potential if coursework was better matched to their needs and prior attainment.

Project focus

A steering group was formed with a representative from each school in the ASG, including the principal teacher from the secondary and either a P7 teacher or a member of the senior management team from the primary schools. They were responsible for attending meetings and defining the focus of the project. From discussions at observational visits and steering group meetings, many issues were highlighted as areas for improvement. The group decided on the most important aims of this project and outlined the following:

  • To change teaching styles
  • To incorporate more and varied teaching styles and methodologies
  • To increase lines of communication within the ASG
  • Primary pupils engaging with secondary staff
  • ASG staff working together
  • Time to reflect
  • To improve teaching and learning
  • To improve attainment

Staff impact

The staff have a greater understanding of the progression from, or to, their own stage. They have examined their own teaching practice and looked at alternative methodologies through their observations of other practitioners.

In partnership, the teachers have planned and implemented a lesson within their own class and their partner’s class. They have discussed and developed the approaches used, drawing on their own strengths and the strengths of their partners.

The teachers have developed confidence in their use of different methodologies and have a broader range of teaching styles.

Pupil impact

Teachers commented on the positive reaction that they received from the pupils when they visited the other classes. In the secondary, pupils who moved up from the feeder schools delighted in seeing their previous teachers. In the primary schools, the teachers remarked on the positive impact it had on the motivation of their class. They were keen and enthusiastic to meet the secondary teachers and this affected their opinions and attitudes towards the transition to secondary.

Comments from pupils included:

'That was fun and much easier than normal maths.'

'It showed me that I would be able to do the work in the academy.'

'It was interesting to see how an academy person might work out the problem.'

'I soon realised that there was more than one way to work out the sums.'

'It was fun but it made me think.'

'Some of that work was hard.'

Conclusion

The teachers have experimented with a wider range of methodologies in their classes. They will continue to use or adapt these, which will be of benefit to other pupils.