orkneysoambition

Orkney Schools of Ambition Metasaga PDF’s

kgs123 — Mon, 08 Feb 2010 23:04:17 +0000

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.

Metasaga_KGS_pdf

Metasaga_North_Walls _PDF

Metasaga_Stronsay_Junior_High_pdf

Matasaga_SA_pdf

Metasaga_Sanday_pdf

Mestasaga_Westray_pdf

Celebrating Success through the use of e-Portfolios

kgs123 — Fri, 08 Jan 2010 11:04:00 +0000

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.

‘Connecting with Others’ through the use of Web 2.0 tools.

kgs123 — Fri, 08 Jan 2010 04:46:44 +0000

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.

Critical Skills for KGS S2 ACE rota pupils.

kgs123 — Sat, 13 Jun 2009 08:40:18 +0000

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:

Agenda (times approx)

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 4^th 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

IP³scale (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)

(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

Agenda (outline)

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?”

1^st round of Carousel: Pupils have 3 mins. at each point/station WITH NO TICKING to consider the questions

2^nd 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:

Agenda

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’

‘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)

……………………………………………………………….

………………………………………………………………..

……………………………………………………………….

Transformational teaching and learning at Kirkwall Grammar School

kgs123 — Thu, 04 Jun 2009 16:04:12 +0000

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

Connecting with Other’s through Global Citizenship

kgs123 — Fri, 29 May 2009 10:00:15 +0000

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

Speak up! – Workshop for North Isles S1 pupils

kgs123 — Thu, 28 May 2009 18:21:53 +0000

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:-

Junior pupils from the 6 SoA receive Leadership Training from Senior Pupils

kgs123 — Thu, 14 May 2009 11:16:08 +0000

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!

Content:	Time
World Leaders video clip of G W Bush	5 mins
What makes a good leader? Are they: Clever? Charismatic? Caring? or Ruthless? Single minded? Self Promoting? Question and answer…write down pupils responses on flip chart or board. Try to promote the idea about being open minded and having to see the bigger picture.	10 mins
Split the class into two teams. Get pupils to rank 1 to 10 what attributes they see are important to become successful in school life. Pupils are given 9 attribute cards and have to make up 3 of their own. ‘blue tac’ the cards to a sheet.	10 mins
Split the class up into two teams and see which team can work the best together to form a ‘sitting circle’.	10 mins
Give pupils the ‘value’ yourself Sheet and ask them to rank themselves. Pupils can share with others if they want. Ask pupils to read out top 5	5 mins
Issue ‘Cloud Hopping’ sheet. Pupils can write down their personal ambitions hopes in their own time at home.

**********************************************************************************.

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 side show from ‘Slideshow’

kgs123 — Fri, 01 May 2009 09:51:04 +0000

Creative Sparks at KGS

kgs123 — Thu, 02 Apr 2009 13:11:13 +0000

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!’

Keynote Presentation

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