Improving active learning and responsive teaching

The second focus of this Case Study is on pupils' learning and on the teaching they receive since this ties in with some of the 30 issues pupils identified in the ethos evaluation exercise:

	discussion about progress with subject and Guidance teachers
	target setting
	talking to staff about difficulties
	time to compile Records of Achievement
	incorporating more practical activities into subjects

These pupil issues also tie in with concerns among staff about optimising the learning of all pupils. In common with other schools, we had concerns about some of our performance 'ratings' and about some pupils who seemed less engaged with their work and whose behaviour showed some signs of intermittent or longer-term disaffection. We looked for approaches that were inclusive in intention, allowed for genuine consultation with pupils and accommodated the diverse abilities and needs of individuals.

Action has already been taken on target setting in response to pupils' and parents' comments on the pupils' school reports. Pupils can record their views about their progress on the comments sheets sent out with their reports. Pupils' commenting on their reports increases their feelings of responsibility for their own learning. Parents welcome the opportunity to comment on every pupil report. The comments sheet is an effective way of negotiating individual pupil targets on a regular basis and at important times of the year. Guidance teachers use the information provided to set specific targets for each individual pupil in discussion with them.

S4 leavers have a separate PSE programme after the Christmas term and work with the Rector and an Assistant Head Teacher in compiling their Records of Achievement. This emphasises the importance that the school attaches to all its pupils whether they stay on or progress to training, further education and employment at an earlier stage. S6 pupils compile their Record of Achievement with the Senior Teacher responsible for their Year and guidance staff work very closely with them in producing personal statements for UCAS forms.

The issues raised by pupils about Teaching and Learning indicates that pupils really do want to be more involved in deciding how they can best learn and take more responsibility for their own learning.

Engaging all pupils in learning

The 'Teaching and Learning Group' in Kelso High School has introduced study skills materials for S1-S4 pupils in PSE to help pupils to discover how they learn and to adopt learning strategies that will reinforce and revise learning. By addressing this, learning becomes more enjoyable and behaviour self-management is more easily adopted by pupils. This project is a major part of the school's Development Plan for 2001/2002. It aims are to:

	introduce S1 pupils to the concept of learning styles and help them identify their dominant learning style
	use learning strategies with S1 pupils eg mind maps and keywords
	help S2 pupils explore further learning strategies and explain how short term and long term memory works
	involve S3 pupils in active note-making, memory techniques and ways of improving revision skills
	introduce S3/S4 pupils to the Kelso High School's Interactive Learners' Website 'Remember you are a Learner' and encourage its use.
	help S4 pupils manage their time effectively, organise their study and personal life in a balanced way and undertake long term planning.

Study skills assemblies take place for each year group at strategic points in the year, involving both pupils and staff, since developments for pupils also carry implications for staff development and adjustments to teaching practice.

Management of behaviour

With increasing pupil engagement in their learning across school activities and involving all pupils, there is a widespread expectation and hope that low level disruptive behaviour by some pupils will decrease. However, it seemed appropriate to support 'natural fading' with measures that helped staff and pupils be aware of the complementary nature of learning and behaviour.

	Class teachers record the low level disruptive behaviour displayed by pupils. This is submitted on a weekly basis to the office where the information is entered into the Incident Manager database. The information on every pupil recorded in Incident Manager is distributed every month to the House Co-ordinators (Depute Head Teacher and two Assistant Head Teachers).
	The House Co-ordinators meet with their associated Guidance teachers on a weekly basis and part of the discussion is concerned with deciding who will interview each individual pupil about unacceptable low level disruptive behaviour.
	Pupils are interviewed by their Guidance Teacher/House Co-ordinators and strategies to manage their behaviour are worked out with the pupils. These strategies are recorded on the Incident Manager database. Parents are also informed of the strategies. Individual pupils determine targets with their House Co-ordinators/Guidance Teacher for improving their opportunity for learning through changing their behaviour.
	The use of Incident Manager is time-consuming and involves thoughtful consistency on the part of all staff. However, it also ensures that pupils are actively involved in determining targets for improving learning. Class teachers recognise that their teaching environments are improved and they get to know their pupils better. All pupils have better learning experiences as a result of using these approaches.

The ways forward

In reporting initiatives, it is easy to emphasise the positive and ignore the costs or problems. The work undertaken is undoubtedly valuable for both pupils and staff, but it does take time, thought, effort and consistency! When new initiatives are undertaken, it is critically important that they are not allowed to deteriorate through familiarity, or to proceed unchallenged by proper evaluation. In Kelso High School, every initiative must be thoroughly monitored as it proceeds and evaluated before it continues or expands. In the light of evaluation, some refinements or revisions may need to be made, meaning yet more time. Overall, however, we feel confident that both pupils and staff are the beneficiaries of these developments and that all our pupils will be enabled to participate in managing their lives and their learning better than before. We believe that this can only benefit them and the wider community.