Staying alive - an exciting and innovative programme to embed functional skills in Y9
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Authors
Naughton, Sheila
Lambert, Joanna
Issue Date
2010
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to enliven the curriculum for Year 9 and make teaching of functional skills meaningful in a cross-curricular context, while meeting targets for the Every Child Matters agenda.
Aims: The main aim of this development work was to enliven the curriculum for Year 9 and make teaching of functional skills meaningful in a cross-curricular context, while meeting targets for the Every Child Matters agenda.
Methods: The participants included the school's headteacher, middle leader, senior leadership team, subject leader, and teacher. They were supported by an external agency, senior management, and the LA Functional Skills Lead. The methods used included workshops to co-create materials and ideas, collaborative learning to develop team-building skills, questioning to ensure teachers had ownership, and PDP sessions to keep up-to-date with developments.
Findings: The main findings of this case study are that the school has successfully implemented a cross-curricular project involving PSHE, D & T, English, mathematics, ICT, PE and tutor time, which has had a positive impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings suggest that collaborative learning, problem solving, and the integration of functional skills and PLTS can have a positive impact on pupil learning, teaching, and school organization and leadership.
Aims: The main aim of this development work was to enliven the curriculum for Year 9 and make teaching of functional skills meaningful in a cross-curricular context, while meeting targets for the Every Child Matters agenda.
Methods: The participants included the school's headteacher, middle leader, senior leadership team, subject leader, and teacher. They were supported by an external agency, senior management, and the LA Functional Skills Lead. The methods used included workshops to co-create materials and ideas, collaborative learning to develop team-building skills, questioning to ensure teachers had ownership, and PDP sessions to keep up-to-date with developments.
Findings: The main findings of this case study are that the school has successfully implemented a cross-curricular project involving PSHE, D & T, English, mathematics, ICT, PE and tutor time, which has had a positive impact on pupil learning, teaching, and school organisation and leadership.
Implications: The findings suggest that collaborative learning, problem solving, and the integration of functional skills and PLTS can have a positive impact on pupil learning, teaching, and school organization and leadership.
Description
Keywords (free text)
Secondary education