Report to GTCNI on Bursary Visit to Cambridge Tutor’s College
24th-25th May 2007
(1) The origin for the visit:The idea to apply for the bursary evolved through a meeting between a
member of our group with a member of staff from Cambridge Tutors’
College, London at a summer school at Goldsmith’s College. Hearing of the
success rate of their candidates in gaining places at Oxbridge and other
respected universities came at a time when we were evaluating aspects of
Senior School. With a number of new key staff appointments within
Senior School, there was a keenness to build on and extend knowledge
and to learn from other schools with a proven track record of “A” level
and Oxbridge success.
In a recent inspection, attention had been drawn to the advantages in
sharing best practice among colleagues. Staff, in general had been
lamenting the lack of independent learning within Senior School and the
need to foster and train pupils throughout the school in this area. Hence
it seemed timely to hear of this school with a ready contact, and the
possibility of funding a visit.
When we had heard we had been successful in applying for the bursary
we then decided to make maximum use of the trip “across the water” and
arranged to see another contact teaching in different school but with
responsibility for the “Gifted and Talented Programme” within it.
(2) Improved practice: One of the major factors attributed by both the college and the
pupils at CTC, was weekly testing, although it has to be said that
the pupils admitted only fully appreciating the value as they began
revising for their exams. I intend to develop a weekly assessment
programme in my Year 13 subject class in September 07.
 I also will extend the study skills module to allow more time to
develop critical thinking and different learning skills / techniques,
as until now it has been concentrated into a much shorter time
frame.
 I will pursue the further development of the study skills module.
This will take a number of years to extend, pilot, assess and finally
justify in terms of increased time in the timetable.
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I am conscious of the need to extend our most able pupils and will
incorporate tasks to enrich and engage these pupils both in and
outside the classroom.
I will utilise the library to house a central resource for current
affairs in the library to which all department members may
contribute and the whole school can access.
(3) Evaluation:Through a programme of weekly assignments and testing, pupils will learn
to be more organised and to focus on a particular topic each week. They
will in turn receive frequent reinforcement of what they have been able
to do and also highlighting of knowledge and/or skills they need to
develop more.
In the study skills module the pupils will have greater opportunity to look
at and practice a wider range of learning strategies, through new notes
and activities. They will also have more opportunity to relate the
knowledge and skills to specific classroom tasks.
(4) Sharing with colleagues:A questionnaire will be devised for pupils to evaluate the usefulness of
the study skills programme.
Feedback will be sought at the end of the year from Year 13 as to the
effects of the weekly assessment programme- possibly comparing
predicted grades from a much earlier stage of the year, with the actual
grades obtained.
(4) Sharing with colleagues:In an endeavour to share what we have gained collectively, we have
produced some “highlights” to be included in our staff bulletin and the
full reports are available on C2K staff resources. We also intend to post
some information on our school website.
I will cascade the information within both my department and the Senior
School team, and fellow study skills colleague in particular.
It is possible that we will contribute to further INSET within school
next year. We will certainly report back on our piloting of changes, which
will feed into our annual programme of Evaluation and Improvement.
(6)Personal Reflection:This has been a truly stimulating experience. It has been good to step
outside the classroom and take time to look at others and what they do.
To have time to bounce ideas back and forth among colleagues and allow a
line of thought to formulate, develop and come under non-threatening
scrutiny of colleagues, can only be a positive thing.
While we started from a position of awe and not a little envy, we came
back enthused and committed to do what we can to implement practical,
realistic change. It has made me evaluate what we do and identify that
which is good as well as those weaker aspects. That in itself is something
we rarely have time to do. We are told to affirm, praise and encourage
our students yet have little of the same ourselves. Hence teachers burn
out and lose the spark of excitement which brought them into teaching in
the first place.
The emphasis on change in education at present is very unsettling, so it is
good to remind myself that there are many things that are good and I
must not throw the “baby out with the bath water”. However, there is
always room for improvement and it is exciting to plan, implement and
embed practices and approaches in a way that is relevant to our situation.
The attitude in study skills is also appropriate to myself- never assume
improvement is not possible, it is just the right method has not been used
yet!
(7) Further development:As next year’s timetable had already been largely completed by the time
we visited CTC, we can only look at materials and methodology at this
stage. Next year we will look at extending the S.S. programme and liaising
with the other sections, to develop a whole school approach in this area.
I will also try to assess the idea of a more structured assessment
programme with my other classes. This may not necessitate more testing,
but rather a programme which the pupils are aware from the outset and
can plan for, setting goals and evaluating their performance, in line with
the new curriculum.
Signed __________________ Date ____________
Gillian McDonald
Glenlola Collegiate School
Castle Park
Bangor