As part of the Gender Agenda programme of activities, this project conference took place on 26 September at the Bridge in the DCSF Sanctuary buildings. It was an opportunity for the schools who took part in the Accelerating Girls Achievement project (Association for Maintained Girls' Schools, Innovation Unit and DCSF) to disseminate their research findings. Half-hour presentations were given by the headteachers, teachers and groups of girls from each of the four schools, most of which were also acting as a hub and working with other all-girls schools. Pupil (or student) voice was a key component of the day.
The Central Foundation Girls' School spoke of the STARS (STudents As Researchers) project, which aims to
- Enhance classroom challenge, particularly in the core subjects
- Promote students' sense of agency through their role in the project as researchers and planners
Year 8 girls were trained as researchers to collect data from other students and staff relating to achievement and motivation, through interviews and observation, and then to work with the teachers to co-construct more challenging lessons. Amongst the ‘Top 10 strategies' identified by the student researchers is the AfL no hand up rule, giving opportunities for everyone to speak. It was reported that the project has already had an impact on the teachers in the school, especially as the girls had given a presentation to the full staff of around 100 teachers.
Five Year 8 students from Gumley House Convent School for Girls had also trained as ‘students as researchers', filming interviews with KS 3 & 4 students, in order to create a magazine called Be Inspired. Primarily intended to help Year 7's transition from primary school, the girls have decided it could also be useful for older students. Samples of the colourful magazine in print format, hot off the press, were handed round, although this will also be uploaded onto the school website. The students had learnt a great deal in terms of research, as well as gaining in confidence; the intention is for them now to train up more students as researchers.
The third presentation, from Ursuline High School Wimbledon, was entitled A Global Curriculum for Anytime, Anywhere Learning (AAL). The project, now entering its second phase, aims to improve students' independent learning skills through the introduction of a competency-based ‘global curriculum', as well as ICT to extend learning opportunities. This is supported by the e-Learning Foundation, which has enabled the school to provide laptops, and access to the VLE for all students in years 7, 8, 12 and 13. The girls spoke with great enthusiasm about the Virtual Learning Platform in the school, and the school has recently set up an I love my laptop club, where 6th formers are being used to cascade ICT knowledge and skills. It was felt that one of the keys to the success of the project has been in supporting their learners - which include students, parents and teachers.
The purpose of the Newstead Wood School for Girls consortium's project, Able Girls Can Achieve A/A*, was to tackle underachievement in able girls; to identify the causes and find strategies to build high achievement. The research highlighted the strengths within each of the four schools, including a commitment to whole-school improvement, a focus on learning and learning strategies, highly developed data handling systems and peer mentoring schemes, and a climate of aspiration and celebrating success. Perhaps most importantly, and reflecting the ethos of the event, ‘student voice/student leadership' was well developed, and "the schools are close to achieving or have achieved co-construction".
Overall, the conference provided an opportunity to share and celebrate success brought about by teachers and students as researchers, and for the student voice to be heard. Organiser of the event, Rob Batho (DCSF Schools Standards Adviser Gender), suggested that the key messages to take away from the morning's presentations were the importance of a ‘can do' approach, as well as of being critical learners.
Reviewed by:
Sue Field