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INNOVATIVE TEACHING PRACTICES


Required: Experts with a shared technology philosophy! I


n our feature this month on


innovative teaching practices we meet Kate Atkins, headteacher at Rosendale Primary School, to discuss the collaborative partnership


between the school and London


Connected Learning Centre, and what it has achieved.


Rosendale Primary School is located in West Dulwich, London. We’re three-form entry primary school, with around 700 pupils from the age of six months to 11 years, and recently converted to become an academy, forming a trust with local secondary, The Elmgreen School to develop a seamless education from early years to Sixth Form.


In my role as headteacher of Rosendale Primary School over the past four years, I’ve learned that one thing you have to accept as a school leader is that you can’t be an expert in everything, and that’s OK. In these situations, you need to find


someone who has the necessary experience for what you need to achieve, and who understands your philosophy around education. At Rosendale, we wanted to develop in a way that allowed our pupils to use technology as a facilitator to learning, so we approached London Connected Learning Centre (CLC) to make this vision a reality.


When the new computing curriculum was introduced in 2014, equipping students with the skills they will need for the future workplace, it brought many realisations to the forefront. For students, it highlighted the fact that computing skills would most certainly play an important role in any future careers they pursued, regardless of the sector. For teachers, it meant learning an entirely new language and presenting it to, for the most part, this technologically-savvy group of students.


Naturally, we wanted to support our teachers; we also wanted our pupils to use technology as a facilitator to learning. We first started working with London CLC in 2008 and the head at the time was very keen on introducing new technologies to the school. We approached the organisation with a view to them becoming a strategic partner for the school. We decided to go to them once again to make our new vision for the school a reality.


22 www.education-today.co.uk


So, what exactly is London CLC? London CLC is part of the Education Development Trust, and is an award-winning organisation that helps schools and other settings use digital technologies to improve learning. It provides a range of in-school and centre-based professional learning opportunities for educators, activities and projects for children and young people, and independent, tailored technology solutions for schools and other organisations. Schools and teachers, across London and throughout the UK, can benefit from continuing professional development (CPD), consultancy and advice, pupil workshops and equipment loans. The team is made up of expert teachers, computing and multimedia specialists, trainers, technicians, filmmakers, designers and family learning tutors.


Recognising the need for expert input Not only is it important for school leaders to realise the need for expert input, they also need to proactively do something to bridge this knowledge gap – that’s the key! In these situations, this is where the “shared philosophy” on education comes in. This is certainly what we’ve found in our relationship with London CLC: as a partnership, we’re looking to increase learning engagement, improve outcomes for


September 2017


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