Shared Sharing Practice

Dumbarton Academy: Making connections in learning

Photograph of school visit to nuclear plant

The event

The ‘normal’ timetable was suspended for all S1 pupils for the duration of the event. Pupils worked, in groups, on a variety of projects connected with the theme. On some occasions, the entire year group were together in the Assembly Hall, working on presentations, preparing noticeboards or listening to some of the external speakers who had been invited to address them on a range of related issues. On other occasions the young people would work in groups in classrooms, in workshops or outside in the school’s eco-garden.

All pupils experienced the same learning contexts, at different times, across the duration the project. All pupils took part in two trips: to a nuclear power station and to a coal mine.

The project was conceived and managed by four members of staff. They established links with every department in the school and all subject areas nominated a link person to work with this core group.

Photograph of pupils on visit to nuclear plant
Staff planned connected learning contexts using the draft experiences and outcomes and lessons were prepared by the nominated link person from specific subject areas. These lessons were often delivered by teachers from another subject area. Staff who would have been teaching S1 classes during the event were involved in the project in a variety of ways - supervising, teaching, leading discussions, facilitating, accompanying on trips and, most of all, encouraging the pupils in their tasks.

Steps taken

  • Staff used a new curriculum planning toolkit designed to take account of the values, purposes and principles stated in Curriculum for Excellence.
  • Some staff were trained in co-operative learning techniques that aimed to help young people to develop the four capacities as part of the local authority’s Journey to Excellence strategy.
  • Steps have also been taken to develop approaches to the recognition of pupils’ achievement designed to promote skills for life and work, for example the development of partnerships with local employers to support young people in having more choices and more chances, as they prepare for more in-depth learning as they progress to the senior phase, S4-S6.