OPTIONS IDEAS
Engaging
There is a section which explains the different
science options and pupils can post questions and
students in their
Consider
queries on the site. One girl wanted to know what
subjects she should take to become a doctor. Another
would-be medic wanted to know what she would have
options and
to get in maths, which she feared was not her best
subject.
offering them
The process starts early in the school year. The
pupils are encouraged by December to have had a
a real insight into where
look at the website and then they are surveyed on their
your
preferences.
Mr Patel receives the results in January and this
subjects can take them
gives him an idea of which courses are popular, so
that timetables can be planned to give the girls the best
and their future careers is
chance of getting the options they want. It can also give
an indication of the staffing required. During January,
challenging. At Parliament
the girls attend a presentation on the curriculum and
what is on offer. In February the school holds an
Hill School, this challenge has
options
Options Day for the girls and their parents. This will
include outside speakers, for example from Oxford or
Cambridge or a young apprentice. The pupils can also
been met with a particularly
take their queries to the careers staff. The deadline for
completing options is in March.
innovative approach.
Mr Patel explained: “This means that I can identify
staffing needs early on. It gives me time to recruit an
Frances Rafferty
English/media studies teacher, so I have the capacity
to provide spaces for the girls who want to take media
introduces Options TV
studies. The process means that the girls know exactly
what they are letting themselves in for when they
choose a course. If they get the subjects they want,
‘
in theory they will be more satisfied. What will be
EDIA STUDIES GCSE is interesting for me will be to see what affect a targeted
M
challenging, but fun. It’s not careers programme can have on drop-out rates.”
all about watching television; Initially it does mean a lot of work. Parliament Hill
it is quite academic and you took on a multimedia specialist and he worked with the
need to be prepared to do a lot teachers, making the videos for Options TV. But once they
of writing.” are done, the only extra work will be updating them.
This is Options TV at The feedback from the girls has been very positive.
Parliament Hill School in north London, and Kim Mr Patel said: “When we update the site, we will take
Moss, the course leader in media studies, is describing on board the girls’ suggestions that the video section
her subject and explaining that 60 per cent of the marks should be shorter and snazzier, and I will probably
will be based on coursework and the rest on an exam. include more examples of students explaining why they
She says that the course is about analysing the role chose the options they did and explaining their courses.
of the media in society. The pupils look at the influence “But on the whole, I think it is working really well
of local papers and put together their own. They study what they are worth, and how they can be mixed and • Try to choose a good range of subjects. and I am sure that it is something that other schools
adventure films and learn about the significance of matched. There is an options booklet, which can be • Be independent – choose the subject that feels right would want to introduce.” SecEd
certain camera angles, and explore the popularity of downloaded, giving lots of details and a form for the for you and not the ones that all your friends say
television sitcoms. The camera then pans out and shows pupils to fill in with their parents. they want to do. • Frances Rafferty is a freelance education journalist.
a media studies class in action. There are plenty of tips and advice: • Do not make your choice based on whether you
Options TV is one part of a package which helps the • Read as much as you can about the courses on like the teacher or not. He or she may not be
Further information
pupils at the 11 to 18 girls’ comprehensive choose the best offer. teaching it next year. www.parliamenthill.camden.sch.uk
subjects and course for them. It is introduced by Claire
Edis, the deputy head: “Welcome year 9,” she says. “We
are so excited that you are now at the stage when you are
making your own option choices about your future.”
She then tells them the seven courses which are
compulsory, the deadline for completing options, and
wishes them the best of luck.
The pupils know that the choice they make at this
A can-do attitude
stage could be crucial and could determine the careers
open to them in later life. But there is a bewildering
selection of subjects and types of course to take.
A recent conference aimed at sharing innovative student voice practice was
Raj Patel, assistant head with responsibility for key
stage 4, said: “For our IT-savvy kids, this is a really
particularly inspiring for one group of young people
popular way for them to learn about their options. It
does not replace the usefulness of a one-to-one session
with careers staff or form tutors, but it gives them and
Laurie Goodlad, student consultant, SSAT
in east London, said they thought the whole idea of
their parents a good introduction to the next stage of a student-led conference was brilliant. Both schools
their school careers. Earlier this year, the Specialist Schools and Academies quoted the fact that it was innovative, different, and
“We are now offering Diplomas and the website Trust (SSAT) and NESTA (National Endowment for such an amazing opportunity for student voices to
enables us to explain to the girls and their parents what Science, Technology and the Arts) National Student be heard.
they involve and that if they choose creative and media, Leadership and Innovation Conference took place at Outwood Grange School in Wakefield added:
for example, it will mean them studying that subject at Warwick University. “Not only will bringing back ideas from the
the nearby Acland Burghley School.” The aims of the event were to share, explore conference improve our student voice system, but we
Inspectors described Parliament Hill as socially and be inspired by the innovative student voice think it will also improve our standards of education
and culturally mixed; 42 languages are spoken by practice going on in schools, to network with – if students have more input and influence, they
the pupils, with Bengali, Albanian and Arabic being other students, and for students to take ideas back will be more willing and motivated to work.”
the most dominant. Their report said that the school to their own schools so that they may initiate and Among the discussions held in the workshops,
had successfully created a positive culture of learning lead change. there was one presentation I found particularly
that encouraged students from diverse backgrounds Over 260 students and staff were involved; striking. George Pindar Community Sports College
to achieve their potential. The school is praised for 17 schools presented on student voice initiatives, Roving reporters: The student media team in North Yorkshire presented a review of what their
offering a wide curriculum and the teachers are credited including authors from eight of the schools covering the National Student Leadership student voice system has done for them and the
with a good knowledge of their subjects. represented in the SSAT’s first student-authored and Innovation Conference. They are (from importance of student leadership.
It is the enthusiasm of the staff for their subject that publication, Learning with Students. left) photographer Hannah Dix, journalists I was amazed at the amount of things students
Options TV taps into. All the course leaders are filmed Students and teachers involved in a research Sally Paskins and Amy Hancock, and camer- had done for their school through getting together
describing their subject and the type of course they take. project addressed the challenges facing education aman Tom Barth, all from Ringwood School for just one meeting a week. For example, they
They indicate the sort of pupil most suited to it and how in the 21st century and learning for a globalised had introduced an “opening minds” lesson, which
the course fits in with the rest of the curriculum. economy. They were joined by 12 of the prime student voice in the Eastern Region. Not only this, but was taught first thing on a Monday morning so
James Sharp is the course leader for the Diploma minister’s Global Fellows, who spoke about their she participated in a number of workshops throughout that students could have a relaxing and positively
in hospitality. He explains that this is a new, exciting experiences of visiting either Brazil, India or China. the day and joined in with several student discussions. focused start to the week.
practical course and that there will be lots of trips to Students and staff were then able to work together to Over 17 schools attended the conference, some The lesson is taught by tutors and the hour
five-star hotels, restaurants and bars to see first-hand create their vision for education in the 21st century. with complex, well set-up student voice systems, and consists of practical, fun activities where important
how the sector works. The pupils will be issued with others with none at all. However, none of that mattered life and social skills are learnt.
chefs’ and waiters’ uniforms and will have to devise, Sally Paskin, a student journalist from because everybody was there to learn and have a good Also very well received was a presentation from
cook and serve their own menus. Every Tuesday will
be taken up with studying the Diploma, which could
Ringwood School in Hampshire
time – which was very clearly happening. Ringwood School on Learning in the 21st Century.
Callum Pearce, a student from Sweyne Park School Many delegates afterwards praised the professionalism
lead on to a Level 3 chef’s qualification or pupils could It was only 9am and the ground floor of Warwick in Essex, whom I met during the registration period, and effectiveness of this team’s style.
go on to do A levels. University was buzzing with secondary school explained his school had an e-mentoring system. This is Much is written in today’s press about
Pupils thinking about taking double maths are told students from all over the country, ready to share when students in year 6 due to move to year 7 can send a disaffected youth and declining standards in
that they need to be keen on the subject, as it will mean their views on student voice. emails to the mentors asking questions about specific education. I saw nothing of that during my stay
11 lessons a fortnight and will be worth two GCSEs. The day kicked off with a dazzling musical things in the school. at Warwick University. On the contrary, the place
“It is about how maths explains how the real world performance from Northampton School for Girls, He viewed it as a really good way to reassure the was alive with discussion, debate, engagement
works,” says the course leader, who then demonstrates where the student consultants of the SSAT, Aziz year 6 students that secondary school is not that scary. and downright enthusiasm. To best sum up the
one exercise which discovers why baked bean tins are Easat and Laurie Goodlad, delivered a very warm However, his chief goal of the day was to get more atmosphere, let me borrow a phrase from the new
the shape they are. welcome to all the student and teacher delegates. ideas on student voice from the other schools, in order president of the United States: “Yes we can!”
Options TV is only one part of the website. Pupils Sophie Glasson, chairwoman of the Eastern Student to broaden out this system at his own school.
logging in can find an explanation of the four curriculum Regional Steering Group, also made an impressive Other schools I caught up with during the day, such
Further information
pathways: GCSEs, BTECs, Diplomas, and Foundation. introduction and related the importance of developing as Denbigh High in Luton and George Mitchell School www.schoolsnetwork.org.uk
There is a description of the courses, what they entail,
SecEd • May 14 2009 15
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