Ulysses Programme, Collegiate High School Blackpool by Sarah Bishop
This has been the first year of the Ulysses programme providing support and stretch for a focus group of pupils. For a fluid cohort of Y7 pupils we are looking to support them in making a positive transition from primary to secondary school. In many ways we aim to create the sense of a bridge between KS2 and KS3, particularly in terms of our use of space, time and staff. Pupils learn in a base room for longer uninterrupted blocks of time with a smaller team of teachers.
In reviewing the year and the impact the Ulysses programme has had, there seem to be some key things that have worked well.
- Using a base room.
Its layout reflects the transition bridge model and encourages collaborative learning within a high-challenge- low threat environment. There is a bookcase area with beanbags where pupils are encouraged to do regular personal reading for pleasure, supporting our drive on literacy, and pupils have responded to this well. We have also been fortunate to have an outside storyteller come in on a weekly basis to read with the pupils. Music is used frequently and the atmosphere is one of learning.
- A competence-led approach
The results of a staff survey at the beginning of the year highlighted a consensus across the subjects over the skills or approaches needed for successful learning. We decided to make these skills and approaches the drivers of our curriculum. One of the benefits of this competence-led approach is that pupils have a greater awareness of how they can learn and explicitly get to try out attitudes and approaches that are associated with successful learners. They are encouraged to understand and experiment with different ways of processing information and also in presenting their learning. The social and emotional aspects of learning have also underpinned the learning that goes on. Brain Gym takes place daily and pupils complete online learning journals to reflect and review their learning.
- Regular recognition of pupil success
We also looked to define intelligence in perhaps a more valid way for the 21st century and pupils have been encouraged to see themselves as successful learners. The timetable design, and smaller team of teachers has meant that we can ensure every pupil tastes success on a very regular basis and achievements are celebrated. The rise in confidence has perhaps been the biggest indicator of the programme’s success. Pupils are engaged and they sometimes unexpectedly do work or go on a website to find out more at home. They have always been sent to members of the Leadership team or the Head teacher to show good work. There is also a star of the week award based upon a changing weekly focus.
- Flexible use of time.
Getting out of the habit of one-hour lesson planning was perhaps the most difficult change to make. Having longer blocks of time allows for much more personalised learning. When pupils are really engaged one of the huge benefits is that it allows you to go with the flow and deeper learning takes place. It allows the learning experiences to be planned without having to worry about the constraints of a bell.
- Membership of different tutor groups
Pupils on the programme have always belonged to their own tutor groups. They register and have PE, MFL, TEC and Tutor Studies with their tutor groups. In this way they build relationships with their peers and do not become a breakaway group. The placements on Ulysses are fluid and tailored to individuals leading to a diverse group.