Target with outcomes
Actions Time frame 1
–3 years
SEF
Ref
Outcomes can be expressed in terms of knowledge, skills and/or understanding learners will gain
Implementation strategies mostly in terms of Teaching
&Learning, training and resources
Start Finish
Finance
(in £)
Sept 07 ongoing
£1200
4g
5e
To ensure that learning styles data is available in an accessible format in Sims to promote greater differentiation in lesson planning and personalising of learning activities.
Increase the use of Student Voice to develop teaching and learning and in ‘Building Learning Power’ action research. Three focuses looking at
1. lesson observation for G and T, BLP, VAK
2. school organisation
3. school strategic
Co-lead the Teaching and
Learning Group: Deliver core inset on the teenage Brain. Increase knowledge and understanding of
Claxton’s research on Building
Learning Power through discussion at TLG.
Years 7,8,9 do paper exercise,
Years 10,11 do junior exercise LSA online
Year 12 do senior exercise
LSA online
Guidance to all staff on using
LSA data for differentiation
New SV group members recruited. Establish protocols for students doing lesson observations. Science and I other subject department to use SV in SEF evaluation – as pilot.
SV in groups for action research with teachers
SV attending meetings/recruit new staff
Collaboration with Hillview
– lead school Research and
Development Hub
Liaise with JCH on planning inset
Arrange guest speaker for
INSET. Encourage more partner schools to attend.
Action research using own teaching groups paired with others
– disseminate info and share practice through TLG meetings.
Keep up to date Claxton’s research
Attend INSET Deep Learning and support and cascade
Contribute to 6 TLG meetings over year.
Newsletter with LTY.JJV
Leading Friday TLG meetings
Sept 07 June 08 Photocopying
SV observation forms
£50
Sept 07
June 08
Monitoring and Evaluation
Method/data used
Student questionnaires and use of student voice.
Lesson observations MER/SEF evidence
SV feedback forms
Lesson observations evidence
BLP and response to students views. TGS students present at regional Student Voice
Conference.
Further Developments
Look at the analysis of exam results using LS data
Measure impact on attainment
Widening the use of SV in all subject evaluations
More links with SV , A4L and L2L
Use staff feedback to develop the programme
SV training programme model shared with partner schools
Evaluation forms workshop members.
Increased awareness of BLP shared through TLG newsletter.
Deep learning and support
INSET info disseminated through TLG/staff meetings/mini school team meetings
Take comments from inset and SV feedback to review next steps.

5e
2
5e
5e
5e
Produce ‘top tips to learning styles’ guide on how to use LSA data for greater personalisation.
Use TLG to compile subject specific guidance.
Review student planner pages with
SV to reflect Building Learning
Power ‘Learners palette – posters with guidance for students produced and displayed on website.
Support mini school leaders in monitoring use of LS data by tutors in reviews meetings
Produce a document which reflects explicitly what BLP means and practical strategies in the classroom for using LS data.
Involve SV in planning and production of ‘top tips’.
KMA to visit other schools to research use of homework and extension learning.
Introduce traffic light cards into planners.
BLP/LSA posters
Give tutor teams learning tips linked to VAKT for use in tutorial reviews.
Measure quality and consistency of reviews with school leaders.
Underachievers identified.
Lead student managers in planning follow up
Investigate how PASS used in other LE schools
Sept 07 Dec
07/Jan
08
Sept 07 Dec 07
Sept 07 July 08
Pilot an online ‘Attitudes to
Learning’ survey with targeted students from Year 9 .
Note: PIS involved with current year 10
Through work of TLG raise awareness of Quality Standards for G and T/Emotional
Intelligences/I/AfL/ research of
Hymer and Claxton to contribute to teaching and learning newsletter and on line version on website.
TGS PSHE programme coherently develops L2L and BLP.
Note: in discussion with DBA to build L2L and BLP into PSHE Input into curriculum suspension days to reflect needs of VAK
Arrange 2 x TLG meeting with
Wrotham School TLG for sharing of strategies and networking.
Contribute to T and L blog liaise with JJA
Create CPD opportunities for
TLG teachers in liaison with
API
Check PSHE programmes for development of learning styles preferred/weaker strategies.
Meet with DBA/PSI/EAN for coherent development of L2L.
Visit school in SSAT leadership exchange for best practice in L2L courses.
Photocopying the booklet for staff
£150
Feedback from staff
Student planner pages revised by March 08
BLP posters displayed in school and on website
Improve booklet for distribution outside school.
Feedback from SV, tutors.
Evidence gathered in ‘mini school’ MERs
Meetings with School Leaders
DBA/PSI/CDB
Produce bank of digital recordings of tutor reviews focusing on
‘learning power’ for use across partnership in teacher training.
£500
Cost for 3yr contract =£800
Improved Move to Level 2+
Visit other LE schools using PASS.
Newsletter online and paper distribution to partnership
2 meetings with Wrotham taken place by April 08
Planning further TLG meetings with partner Wrotham School
Work with School Leaders DBA/PSI to raise awareness of emotional intelligence
– produce action plan for 08-09