WORK TRAWLS
Dr Peter Kent and Dr
• Pupils taught by all teaching staff within the
department are represented.
Annabel Kay have used
• All year groups are represented.
As a result, up to 30 students can be involved in each
work trawl, providing a broad and rich set of views. In
student interview panels
departments such as business studies, where not all key
stages are relevant, a minimum number of 10 students
for years. Now they are
is set so that any potential issues of personality do not
dominate the findings.
involving students in a
Selection is made by a member of the admin staff,
not by subject leaders so that the sample is random.
Students bring their own books or folders with them and
similar way in work trawls
these are passed around among the whole group, so that
all key stages can have an input into the discussions. By
to see how effective
not asking staff to self-select the sample, we get to see
how assessment really works rather than being given a
teachers’ marking is
model set of books.
Work
Discussions revolve around a pro-forma made up of
the following questions:
UR WORK in school is often • Comment on the range of assessment tasks.
O
limited by what the poet Blake • How regularly is work marked? Comment on the
called “mind-forged manacles”. developmental nature of the marking.
We allow our thinking to run down • How detailed is marking within the department?
conventional tramlines instead of • Does the sample suggest that work set is sufficiently
asking the question: why are we varied and challenging?
doing things this way?
trawls
• In summary, what are the main strengths and
We have found one of the most powerful ways of weaknesses of marking within the department?
breaking the mind-forged manacles is to give students Feedback is then summarised and read back to the
an ever greater say in the decision-making process students to ensure that they agree it reflects what they
within the school. are saying.
Not only do they bring with them a freshness of Inevitably, conversations broaden out to include
thinking and a blissful unawareness of how things are other issues of concern and in this way we get to hear
conventionally done, they also have the clearest sense
with
a very direct version of what is going on within the
of the strengths and weaknesses of current structures classroom. Feedback to subject leaders then takes place
within the school, since they are on the receiving end at a separate meeting that is not attended by students.
of most of them. As end users of the system, students have tremendous
For some years, our school has made use of students insights to offer. The more we can shake off the mind-
when interviewing new members of staff. By now this forged manacles that limit their contribution to the state
approach is fairly common, but we continue to find of the toilets or how chips are served, the greater the
that the perceptiveness and directness of student panels impact they can have upon raising standards within
means that they are at least as likely to identify the best
candidate for the job as the adults are.
Having used student panels for more than 10 years,
we also find that it is no longer necessary to provide
students
schools.
We have not found this use of student voice to be a
threat to teaching staff – quite the reverse: students are
extremely anxious to identify and celebrate the good
the questions for them or to have a member of staff practice of their teachers.
observing the interview to make sure that they do not If we are serious about a continuous cycle of
step out of line. Broadly, the more we have trusted improvement within our schools, then listening to what
them, the better they have become. how effective marking was and where strengths and As such, we changed our processes and now work the students have to say about teaching, learning and
In the light of this experience, we thought that we weaknesses lay within departments. trawls are attended by the head, deputy and students. assessment is surely one of the most important things
should try to develop the principle that greater trust The process was solid, but we were not convinced The subject leaders do not take part at this stage, in order that we can do. SecEd
leads to greater impact. that it always provided the full story of what was going to ensure that students feel able to talk openly. Student
For some years we had been operating work on within departments. Surely this was an area where selection is made on the basis of the following criteria: • Dr Peter Kent and Dr Annabel Kay are head and
trawls with subject leaders, examining books to see students could make a contribution. • All key stages are represented. deputy head of Lawrence Sheriff School in Rugby.
Psycho babble
Increase your school’s
Thinking at higher levels
level of funding
IN 1956, Benjamin Bloom led a group of educational After application comes “analysis”, where students
psychologists who developed a classification of levels are able to see patterns, organise parts, recognise
of intellectual behaviour important in learning. Bloom hidden meanings, and identify components. Question
Fundraising for Schools is a monthly magazine, containing
found that over 95 per cent of the test questions that cues to get them thinking at this level include: analyse,
students encounter require them to think only at the separate, order, explain, connect, classify, arrange, essential information on all the available sources of extra school
lowest possible level – the recall of information. divide, compare, select, explain, and infer.
He proposed (and through copious research proved) This brings us to the “synthesis” stage, where
funding from which YOUR school could benefi t.
that there are six levels within the cognitive domain, knowledge and understanding are fully combined.
from the simple recall or recognition of facts, as the Students at this level are able to use old ideas to
A subscription to Fundraising for Schools will enable you to:
lowest level, through increasingly more complex and create new ones, generalise from given facts, relate
abstract mental levels, to the highest order, which is knowledge from several areas, and then predict and
• Find out all the awards and grants that are available, and the
classified as evaluation. draw conclusions. Question cues include: combine,
Although many of you will have learned integrate, modify, rearrange, substitute, plan, create, criteria for application;
Bloom’s theories (known as Bloom’s design, invent, what if?, compose, formulate,
Taxonomy) by rote in your own teacher prepare, generalise, and rewrite. • Formulate the best fundraising strategies for your school;
education, it’s worth considering The final stage is “evaluation”, where
whether we, as educators, are students can compare and discriminate • Learn from the successes and failures of other schools that
actually implementing it correctly between ideas, assess the value of
– and encouraging kids to think theories and presentations, make
have previously applied for funding;
at higher levels. In a nutshell, the choices based on reasoned argument,
Taxonomy is as follows: verify the value of evidence, and
• Keep up-to-date with the latest fundraising stories; and
The basic level is recognise subjectivity. Question
“knowledge”. Skills demonstrated cues to nudge students to this
• Increase the level of funding for your school.
include observation and recall of level include: assess, decide, rank,
pro
information, knowledge of dates, grade, test, measure, recommend,
events and places, knowledge of convince, select, judge, explain,
major ideas, and mastery of subject discriminate, support, compare, to
succeed communirew
M
matter. The question cues that bring and summarise.
F
out this type of thinking include: All too often, we tend to put the
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