The uploading of these Metasaga documents are the result of the synergy developed through the taking forward the main themes outline in the Orkney schools of Ambition Transformation plan.
Please click on the the hyperlinks below to view individual school PDF docs.
During year two of the SoA programme, piloting of various methods to present pupil achievements based around the 4 capacities were carried out – see previous posts re Celebrasting Success.
As a result of this process it was agreed to adopt an e-portfolio format which provided users with a series of templates that allow pupils to enter their information via normal text editor and the uploading of photographs, podcast, and presentations etc.
It became clear as a result of our pilot work that in addition to the obvious need for text editing facilties, the following features listed below must be made available to:
1. to set different levels of access rights
2. ‘who’ in fact can be allowed to view the pupils information. Access can only be provided by invitation from the pupils and guidance of class teacher.
Central to the success of this SoA target is the role of the classroom teacher. Just as in all aspects of pupil work being undertaken, the pupils teacher will be required to support, advise and monitor progress. In addition to this, the development of pedagogical approaches are required to give every pupil the time to add to their list of achievements.
Many thanks to the staff in Kirkwall Grammar School technical department for unearthing this super overview of Web 2.0 tools. Along with links to the applications themselves, there are very helpful demos to allow inexperienced users to get started using ’collaborative’ tools.
Click on this link http://cooltoolsforschools.wikispaces.com/ and explore the world of Web 2.0 tools.
As part of the every developing ACE rota course at KGS, staff from the 4 departments involved in delivering this interdisciplinary course felt there was a clear need to ‘arm’ our pupil’s with key skills that will allow them to become more successful and confident participants when undertaking Yr 2 of the ACE rota course.
Below is the outline of the 3 lesson plans developed by Kathleen Houghton, PT Business Studies, as a result of working in consultation with Alison Drever LT Scotland.
__________________________________________________________________________________________________
WELCOME TO THE S2 ACE ROTA COURSE
TEAM-BUILDING EVENT
Departments:
Art, Business Education, Computing and Technology
OVER THE NEXT 3 WEEKS WE AIM TO:
1.Work together in teams
2.Answer the question,
“What is a Learning Community?”
3.Work through ‘Challenges’ to solve problems
S2 INTRODUCTORY (Team-building) COURSE:
June 2009 (3 x 1 lesson, half-year groups, Thurs p3 and Fri p5)
Course Description:
The introduction to the S2 ACE course in June will run as a 3 or 2 x 50 minute, Critical-Skills-type event, combining all 4 groups (Art, Business Education, Computing and Technology) with the purpose of (at a basic level):
(a) Building a ‘learning community’ – towards a full-value contract
(b) Developing group dynamics/skills/through activities and roles
(c) ‘Challenge’ – in groups – ‘Paper Towers’/or other suitable (outdoor) activity, eg moving team across chessboard (playground)
Venue: Conference Room (Social Area/Hall may be required, depending on size of cohort of pupils each lesson – total S2 pupils = 124; 72 on Thursday, 52 on Friday)
Week 1 PLAN:
Notations/requirements: |
|
|
Welcome/Introduction/Learning ‘purpose’ explained and on screen Emphasize ‘play safe’ and ‘play fair’.
Ask pupils to organize themselves into 2 lines (Jan-June and July-Dec) down the room (cards indicating lines). RULES: WITHOUT SPEAKING
Split pupils into 4 groups, with teacher, to allocate to 4 separate areas, around tables for ‘Your Hand Activity’ – see question sheet: “Coaching Container Questions” – “Who are you?” “What are you?” Pupils draw their hand on A4 paper Spin the bottle; date of birth of person it stops pointing to; choose Q for their d.o.b., eg 4th March, then choose Q4 For each question, pupils all write their answer – one word – along the space on finger/thumb, one answer per digit In random pairs, in the group, try to find out a bit more about your partner’s answers, without using WHY If time, cut out hands (or leave as A4) and put up on the wall behind group
Line-ups (IP3s): Pupils, still in groups round table, are asked to consider each of the following situations (4x LINE-UPS – BELOW*) and line themselves up, AROUND THE ROOM in a horse-shoe shape according to each end of the scale, eg intuition vs direction. After the 4 line-ups, DEBRIEF why we are doing this (OHP) and ask pupils to go to the corner of the room they have the most ‘tendency’ for.
USEFUL TIP: If undecided, give pupils the scenario: If you are going to the supermarket DO YOU: Go in and see what takes your fancy to buy? (IDEAS PERSON) Go in hoping to meet people to have a chat with? (PEOPLE PERSON) Go in with a list – write it down and tick it off (PROCESS PERSON) Go in and get what you need and come out again (PRODUCT PERSON)
QUESTIONS*: Direction vs intuition: You have been asked, by a younger sister/brother to build a toy from a kit, or Lego. How do you go about the task? Do you LOOK FOR THE INSTRUCTIONS, or do you TIP ALL OUT OF THE BOX AND ‘GO FOR IT’? Text vs graphic: If you have to give someone directions to get to your house, eg a new friend visiting for the first time, how do you prefer to give instructions on how to get there? DO YOU PREFER TO FOLLOW WRITTEN INSTRUCTIONS, OR DO YOU PREFER TO LOOK AT A MAP? Ideas vs product: If you have chosen to take up a new activity, eg go to an art class this summer, think of you reason for joining. IS IT BECAUSE YOU – WANT TO MEET NEW PEOPLE? OR IS IT BECAUSE YOU WANT TO CREATE SOMETHING BY THE END OF THE COURSE? People vs process: When you are taking part in a group effort, to achieve something as a whole group, which is more important to you: CONSIDERING LOTS OF IDEAS TO GET THE BEST IDEA, OR GETTING THE JOB FINISHED AND ON TIME?
Place pupils in 4 corners, according to their GENERAL ‘type’ on the IP3 scale (take care to stress that these are ‘fluid’ and change over time). SELECTION: Each teacher (JW also advising pupil combinations) chooses ‘X’ number from each group to form the working groups for next week’s ‘Full Value Contract’ Challenge. Explain/introduce concept of how next week’s Challenge will run. |
(5 min)
(5 min)
(15-20 minutes)
(15 minutes)
DEBRIEF: Types of people (OHP) and the importance of having a good balance of skills/types for a group to succeed. (5 minutes)
|
WEEK 2 PLAN:
Full-value Contract: Steven Reid delivering Challenge
Notations/requirements: |
|
|
Reinforcement/re-setting of groups required, or groups may need to be set for the first time, if not achieved last week.
Double carousel on what Full-Value Contract means: Play/work: SAFE FAIR HARD
On first Carousel (flip-chart sheets) titles: “What will it look like/sound like in S2 when we PLAY and WORK: 1. fair? 2. hard? 3. safe physically? 4. safe emotionally?”
1st round of Carousel: Pupils have 3 mins. at each point/station WITH NO TICKING to consider the questions
2nd round of Carousel: 1 min. at each point/station – tick 2/3 of the most important on each sheet
Distil: to top 2 from each sheet (choose method for this)
Agree contract and write up/display
|
|
WEEK 3 PLAN:
Notations/requirements: |
|
|
Group re-formation/reminder of Full Value Contract (5 min)
CHALLENGE: Reminder of the FVC Challenge last week.
Q: How do we tackle a Challenge? A: By breaking it down into manageable parts, ie CHUNKING the Challenge; and sharing out the tasks according to the skills of the group.
Script for Paper Towers – SEE NEXT PAGE (30 min, including debrief)
Final de-brief – reminder of FVC on wall. Did your team apply those rules?
Pupils given reminder of which Dept. they will be in on return in August.
ADDITIONAL ‘CHALLENGES’ – See separate sheets given out at previous (planning) Meeting in May.
BALLOON MODELLING CHALLENGE – See K Houghton for instructions.
|
OHP – agreed contract from last week, also copies on wall(s)
Challenge Outline + newspaper, paper clips, masking tape, ‘egg’ (rubber)
|
WEEK 3: Team Challenge - Paper Towers.
RESOURCES
3. Newspapers
20 paperclips 
and 1 metre masking tape.
From the resources provided, make a tower as high as possible. It must be stable and not fall over when it is finished. It should also be capable of supporting an ‘egg’ for 1 minute.
Time allowed 20 mins.
Judging will then take place – the group with the HIGHEST tower that stays up for 1 minute, supporting an ‘egg’ wins!
After the task, your group must give a short presentation to the rest of the class (no longer than 2 minutes). Report back on how well you worked together as a team and how effectively you used the ideas of group members.
Think of the statements that apply to you:
|
‘Ideas’ people:
see ‘The Big Picture’ are creative/have many ideas
look for choices or options
dislike rigid rules prefer activities like ‘brainstorming’
|
‘People’ people: are concerned with relationships and how the group get on
like co-operating, understanding and getting on with people
enjoy small group discussions and positive debating |
|
‘Process’ people: like ‘order’ and discipline in the group
like logic and procedures
like to have a ‘pattern’ or ‘recipe’ to follow
- like to analyse results |
‘Product’ people: like clear targets
need to have high quality results
like setting goals for success
are keen to ‘get the job done’ no matter how it affects others
|
Once you have a good mix of people in your team, you need to choose your Task Roles for the Challenge. You may find that you are a mixture of 2/3 ‘types’, and your ‘type’ will change for you, personally, over the years.
Working in a Group.
A group which will work well needs different types of people
who fit together like a JIGSAW PUZZLE. 
How do you work in a group?
Find FOUR words to describe
your behaviour in most groups
1 ……………………………………………………………..
2 ………………………………………………………………
3 ……………………………………………………………..
4 ……………………………………………………………..
Write about the kind of
role you usually play in
a group.
……………………………………………………………….
………………………………………………………………..
……………………………………………………………….
……………………………………………………………….
……………………………………………………………….
What do you DO when there
is a problem in the group?
……………………………………………………………….
………………………………………………………………..
……………………………………………………………….
……………………………………………………………….
……………………………………………………………….
How could you IMPROVE the way
you work in a group? (After activity)
……………………………………………………………….
………………………………………………………………..
……………………………………………………………….
……………………………………………………………….
……………………………………………………………….
Kirkwall Grammar School’s (KGS) Drama department and the National Theatre for Scotland have come together to work over a period of several weeks to plan a ‘transformational’ learning experience. The planning has culminated in allocating, during the KGS ‘A Curriculum for Excellence’ (ACE) week, a range of rolls/responsibilties and tasks/outcomes to all S3 pupils required in the production of a theatrical performance.
It was clear from watching the pupils that they were all experiencing a boost to personal confidence, through successfully meeting challenges set for them by the staff of KGS and the National Theatre team.
The project culminates in a performance and exhibition for the St Magnus Festival who are in partnership with the National Theatre Scotland in the funding of the project.
For up to the minute developments as to how the pupils are achieving success and evaluating their progress click on this link Mixter Maxter
Through the auspices of Orkney Schools of Ambition ‘Connecting with Others’ Theme Group, colleagues from a number of schools across Orkney attended a highly interesting Global Citizenship twilight workshop run by Janis Keast, a Global Citizenship development officer based in Dingwall.
Aims of the twilight were:-
1. What is Global Citizenship?
2. Why include a Global Dimension in the curriculum?
3. What does a Global Dimension in the curriculum look like?
Using photos and real issues
Can every area of the curriculum have a global dimension?
4. Tools to make a Global Dimension manageable.
5. Whole schools approaches. Joining-up other intiaitives.
6. Resources to browse and borrow and sales offers.
Janis provide a sea of resources to take away, borrow or purchase.
For further information contact:-
Janis Keast, Development Education Worker, Education Centre, Castle St, Dingwall
Tel: 01349 863441(Tuesdays) or 01381 621265 or email janis.Keast@highland.gov.uk
Thirty pupils and accomanying staff from Westray, Stronsay and Sanday schools attended a one day Speak – up! workshop held at Kirkwall Town Hall.
The workshop was delivered by Mr. Graham Shearer from Kirkwall Grammar School, who had himself received training the previous year through a SoA – Enhancing Skills Theme Group – initiative. Graham was ably supported colleagues from the visiting schools.
Go to the following link to find some Ice breakers to start the day with….
http://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
Outline of Programme presented:-
|
Activity |
Comments |
|
1. Introduction: welcome everyone; nerves!!!! (keepy-up) Organise 2 groups; names on stickers |
Horseshoe; flipcharts; booklets; pens; post-it stickers;
-pupil has to interview a ‘stranger’ and write name on tag? |
|
2. WARM-UP- name a country |
Good energiser. Other possibilities?? ICEBREAKERS? Line up game-size/D.O.B/shoe size.. WHO AM I? Stickers?in pairs/3s; CIRCLE GAME |
|
3. STAND-UP- ‘I like..I dislike’ |
Random with the ball- no time to panic Why? To get up and speak & p info |
|
(4. Name situations when communication is important.) |
How? In small groups, students Discuss ideas- post on wall- OPTIONAL
|
|
5. What makes a good speaker? (* INVISIBLE BALL!!!) |
Flip chart? Go through (or 2 exaggerated examples of a good/bad speaker) 10 tips- ‘YES SPEAKER’ -v hot; v cold; v heavy; helium; v large; tiny; precious & v slippery! |
|
6. Impromptu speaking |
1min-choose a mystery object & speak about it! Why? Highlights importance of structure( use burger to emphasise this point) |
|
7. FEEDBACK: (WIN!) |
Giving good FB helps other speakers develop skills.. GROUP fb only- positives at first & USE BOOKLET p7 |
|
9.’THIS IS ME’ |
1 MIN SPEECH (GROUPS 4) GO OVER STRUCTURE GROUPS GIVE FEEDBACK |
|
10. ENERGY BALL? |
Other energiser(s)? |
|
11. Planning & prep |
Use p10 for ideas |
|
12. ‘SPEAK UP’ CHALLENGE |
2 min speech; use booklets & USE POST ITS- pupils generate ideas in pairs/threes for speech In 1 group? |
|
13. EVALUATION |
|
|
14. CERTIFICATES |
|
|
Additional games |
- depend on timing |
|
ASKING QUESTIONS GAME |
Game where 2 players ask each other questions continually( on 2 chairs at front & are out if they hesitate or answer a question) |
|
TONALITY |
I didn’t say you stole the money |
|
TABLE TOPICS & EYE CONTACT GAME |
|
Pupils in Action:-
S6 Leadership roll out programme.
Over the past two months senior pupils from KGS and SA have delivered a series of Leadership workshops to all S1 pupils in the 6 Schools of Ambition. Seniors from KGS rolled out their workshop to the North Isles and KGS S1’s, while seniors from SA delivered to the S1 in Stromness Ac.
KGS senior pupils involved were: Joni Craigie, Raema Campbell, Nabil Zoha, Hannah King, Alan Fortheringhame.
SA senior pupils involved were: Katherine Stockan, Callum Stevenson, Charlotte Slater, Donald Cowan.
Lesson Plan:
Senior pupils will work in pairs delivering a 50 min lesson to junior pupils across the 6 schools involved in Orkney Schools of Ambition. The lesson content has been developed as result of their own leadership training and whole school experiences.
Learning Intentions:
1. To make pupils aware that everyone, if they feel strongly enough about a topic/issue, they can become a leader of change and new learning.
2. To promote confidence in contributing solutions to an issue, knowing that all contributions will be treated with equal respect.
3. Learn to work together as a team and accept that other people’s ideas are, at times, better than their own.
4. Don’t allow others to run over your personal beliefs and values. You know the difference between right and wrong!
**********************************************************************************.
Some of the attributes Cards….
Pupils had to write three of their own cards and place them along with the other cards given to
them in order of preference.
**********************************************************************************.
The ‘Value Yourself’ sheet…
Give yourself a score out of 10 for each of these Qualities:
|
Honesty
|
|
|
Adventurous |
|
|
Positive attitude
|
|
Articulate |
|
|
|
Confident
|
|
Determination |
||
|
Sense of humour
|
|
Organisation |
|
|
|
Creativity
|
|
Good with numbers |
|
|
|
Persuasive
|
|
Caring |
||
|
Energetic
|
|
Encouraging others |
|
|
|
Good listener
|
|
Speaking in public |
||
|
Fairness
|
|
Self belief |
|
|
|
A team player
|
|
Risk taking |
|
|
|
Lateral thinker
|
|
Leadership |
|
|
|
Hard worker
|
|
Reliability |
|
|
|
Competitive
|
|
Proud of success |
|
*************************************************************************.
Cloud Hopping sheet…
Pupils wrote out the series of steps they think they would have to undertake to get to their ‘dream’ destination/career.
************************************************************************************
Some ‘leadership in action’ pictures from across the 6 schools.
A Kirkwall Grammar School class project was recently shortlisted for the Standard Life Best Practice Awards at the Creative Sparks conference in Glasgow on the 27th February.
English teacher, Mrs Sandra Ballantine, presented an outline of the project which received the accolade of ‘Highly Commended’.
The conference, whose key note speakers were Poet Laureate Michael Rosen and Nina Calegari – co-founder of the inspirational 826 National – explored creative approaches to literacy and literature across the curriculum. In addition to seminars on creative practice the conference showcased innovative practice from schools and libraries across Scotland through presentations from the 5 shortlisted projects.
Mrs Ballantine – with the help of the (now) S4 class involved – created a presentation using six slides in six minutes which she presented to the voting audience.
Their project employed ICT to help motivate reluctant readers. Whilst the pupils lacked enthusiasm for reading and writing Mrs Ballantine noticed that they were ‘very adept at using mobile phones, computers and other technology’. Sandra described how she got the idea when exploring the icons on a new computer in her class room ‘I was investigating the mysterious icons at the bottom of the screen when I happened upon something called Comic Life. As soon as I opened it, I realised it had real possibilities for the kind of pupils who find it difficult to produce much in the way of writing. Why didn’t we turn the short story we were reading into a comic book? ‘
The pupils used digital cameras or mobile phones to turn the short story ‘The New Boy’ by Geddes Thomson into a photo story comic strip. Despite their previous reluctance, Sandra described how, the pupils soon ‘realised that they would have to go back to the text and think about how to tell this story in pictures. They also had to select appropriate snippets of dialogue for speech balloons and decide what words to put into captions, narrative boxes and so on. ‘
Sandra feels that the pupils also learned much about teamwork, co-operation and responsibility as they had to approach other pupils and members of staff to ask if they would become involved and pose as characters. Sandra explained that this ‘required effective communication and diplomacy skills’.
The comic was published – in colour – with the help of the Orcadian newspaper. In addition to improving attitudes to learning and relationships in the class the pupils then went on to read a variety of challenging texts and covered what Sandra reflects is ‘more than I (she) normally would’. In fact one pupil in particular asked to read when he had packed up early one day – and immediately followed with the afterthought ‘I can’t believe I’m doing this!’
Blogroll
Links to Orkney SoA home pages
Local News
Rafiki link
Seach Engine
