Effective practice |

Supporting pupils’ attitudes to learning and the sharing of curriculum and learning experiences through dissemination events

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Provider
Western Learning Federation Woodlands High School
Number of pupils
141
Age range
11-19
Information about the school
Context and background to the effective or innovative practice 
Description of nature of strategy or activity
What impact has this work had on provision and learners’ standards?
How have you shared your good practice?

Information about the school

Woodlands High School is part of the Western Learning Federation working alongside Riverbank and Ty Gwyn school.  It provides day education for pupils from 11 to 19 years old. The majority of pupils are of statutory school age and around 40% are in post compulsory education. The additional learning needs of pupils are varied, and all pupils have a statement of special educational need. Approximately 44% of pupils have severe learning difficulties, a further fifth have physical and medical needs speech and a further fifth have communication and language difficulties. A few pupils are autistic or have a general learning difficulty. A very few pupils have sensory impairments and profound and multiple learning difficulties.  

Context and background to the effective or innovative practice 

Three years ago, Woodlands School embarked on a journey of introducing the new Curriculum for Wales.  As part of the initial stages of curriculum design, pupils voted for themes and opening events were planned to ensure that pupils were enthused and engaged at the beginning of each theme.  As the curriculum has developed, pupils have been increasingly involved in co-constructing the curriculum and now drive each theme through their development of enquiry questions and identification of inquiry projects. We also consulted with parents and sought their views on the curriculum.  Reflection during the design process suggested that opportunities for pupils to showcase and share their learning would provide them with wider opportunities to apply and use their skills in different contexts, and for parents and other members of the community to share in pupil’s learning journeys.   

Description of nature of strategy or activity

  • At the beginning of a new theme, pupils take part in an opening event to engage and enthuse them. 

  • Following initial activities, pupils work with staff to identify their interests and questions about the theme.  All pupils are supported to take part, whether using stimuli and observations of pupils' responses, or through pupils developing and refining their own questions. 

  • Staff use the questions posed by pupils to inform their planning.  Learning experiences are developed and pupils are supported in exploring them and developing their knowledge and skills 

  • Each class will prepare something to present and showcase their skills, understanding and knowledge of the theme that they have studied.  Each class will prepare something different.  This may include pieces or written work, artwork, vegetables grown, videos or live presentations. 

  • Pupils invite members of the school community to their closing event.  This may include parents, governors, staff from across the federation, school improvement partner and members of the local community. 

  • The whole school community joins in the celebration of pupils learning over the term at the closing event.  Pupils talk about what they have done and the new skills that they have learnt. 

What impact has this work had on provision and learners’ standards?

  • Pupils are particularly proud of the work that they do. They express that they enjoy school and look forward to the activities. 

  • Pupils vote for topics they want to learn about, for example plants versus animals. This has a positive impact on their learning as they are given ownership on the topics. 

  • Pupils speaking and listening skills have improved as they have a purpose to explain to parents what they have been learning that term.  

  • Pupils are now more confident to talk about their learning and progress with their peers through this event.  

  • Pupils are accessing purposeful activities off site and in the local area linked to the topics. 

  • Increased opportunities for pupils to share their learning with parents and members of the wider school community following covid-19. 

  • Many staff rated the curriculum as 4 or 5 out of 5 stars in the most recent staff curriculum survey.  

  • Overall, pupils report that their enjoyment in learning has increased. 

  • Older learners feel that the curriculum better prepares them for when they leave school. 

  • Feedback from staff reported increased levels of engagement from students during opening and closing events.  

How have you shared your good practice?

  • Parents are invited to attend all curriculum events, opening and closing. 

  • Governors are invited and attend these events. 

  • Our events are shared in panel meetings. 

  • Social media showcases the highlights of the events. 

  • The events are discussed during parent café where parents can contribute and comment. 

  • The curriculum events are shared in federation meetings. 

  • Evidence from these events is shared in our federation magazine. 

  • School website is updated with all information. 

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ALNCurriculumTeaching and learning experiences

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