Case+Studies

=Research in Practice - Rich Tasks & Case Studies =

Anderson High School, Shetland
**Rich Tasks** Business Management Rich Task This Rich Task focused on changing businesses and the factors that could make a __#|business__ change and was based on the students' creativity. Students were supposed to create their own company and then were given a scenario of a situation that would make their company change in a certain way (economy, ecology, competition, etc.) and had to make a strategy so that the company would survive.

Student Advisory Group Rich Task A whole day rich task centred around the themes of sustainability and fair trade. In groups students were faced with the challenge of creating their own chocolate bar by carrying out a number of tasks including: choosing the ingredients of the chocolate bar, creating a __#|profile__ for the chocolate bar and constructing an advertising campaign. To end the day the groups presented their work to a "Dragon's Den" style judging panel, with a winning group being chosen.

English Rich Task This Rich Task was based on the poem 'Dulce et Decorum Est' by Wilfred Owen and was designed to give the students an introduction to WW1 and trench warfare. After learning about the poem, each student chose a line from the poem and created a visual representation of it using any method which appealed to them. As a class they were then invited to discuss the completed poem.

**Case Studies** Advanced Higher Case Study Here we looked at the Advanced Highers Studies in the Anderson High School. We interviewed students about these classes and we __#|found__ that the students liked the freedom and choice they are given.

Shetland Primary Schools Case Study After a few discussions it was decided that it would be worthwhile for the group to investigate Primary and Secondary education. We visited 3 Primary schools in Shetland - Bell's Brae, Bressay and Sandwick primaries. In these visits we focussed on comparing the degree of Personalisation within learning between Primary and Secondary education. Here we observed a number of interesting lessons, interviewed a number of head teachers and class teachers and also spoke to the pupils in the schools.

Additional Support Needs Case Study (1): Mainstream Education The Anderson High School has an extensive ASN department to help meet the diverse __#|range__ of needs that are present in the school. The Additional Pupil Support Department is able to offer extra help with ASN auxillary staff available both within and outwith the classroom. Educational Learning Plans help tailor support for those who need it.

<span style="font-family: Verdana,Geneva,sans-serif;">Additional Support Needs Case Study (2): Club XL <span style="font-family: Verdana,Geneva,sans-serif;">Club XL is a Princes Trust __#|programme__ which is available for those who have behavioural or social needs which may impair them in mainstream education. They are encouraged to take responsibility for their education, and are provided with a __#|range__ of support to enhance their learning. We observed two Club XL lessons and spoke to Christine Carter about the programme.

<span style="font-family: Verdana,Geneva,sans-serif;">Additional Support Needs Case Study (3): ASN Computing Class <span style="font-family: Verdana,Geneva,sans-serif;">The Anderson High School has some specialised classes for pupils with severe and complex needs, __#|one__ of which is Thelma Robertson's ASN computing class. We observed two lessons, and spoke to Thelma about the important role which Personalised Learning plays in the education of these students.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 1.1em;">Bobergsymnasiet, Sweden
<span style="font-family: Verdana,Geneva,sans-serif;">**Rich Tasks** <span style="font-family: Verdana,Geneva,sans-serif;">Psychology Rich Task <span style="font-family: Verdana,Geneva,sans-serif;">In this Rich Task students were presented with the Psychological concept of the halo effect/reverse halo effect and tasked with producing their own representation of either effect.

<span style="font-family: Verdana,Geneva,sans-serif;">Columbus Rich Task <span style="font-family: Verdana,Geneva,sans-serif;">History Rich Task focused on the life and discoveries of Christopher Columbus in which the students were divided into groups and had to complete two tasks: t <span style="font-family: Verdana,Geneva,sans-serif; font-size: 90%;">o create a diary piece written by somebody who met Columbus for the first time and a role reversal task (what would happen if native Americans discovered Europe first). Another part of the lesson involved a discussion about the effects about Columbus' discoveries.

<span style="font-family: Verdana,Geneva,sans-serif;">English Rich Task <span style="font-family: Verdana,Geneva,sans-serif;">This Rich Task focused on improving spoken __#|English__ through two games - "Guess Who" and "Scattegories." The students were encouraged to broaden their vocabulary and improve their question skills through the two games.

<span style="font-family: Verdana,Geneva,sans-serif;">Nationalism Rich Task (History)

<span style="font-family: Verdana,Geneva,sans-serif;">**Case Studies** <span style="font-family: Verdana,Geneva,sans-serif;">Sweden Primary Schools Case Study <span style="font-family: Verdana,Geneva,sans-serif;">We visited two Primary Schools in Sweden, Björkbackaskolan and Torpshammars skola. We were observing some classes and interviewed the teachers Marie Lundgren and Ann Badman about Personalised Learning in Swedish Primary Schools.

<span style="font-family: Verdana,Geneva,sans-serif;">Bobergsgymnasiet 3rd Year Projects Case Study <span style="font-family: Verdana,Geneva,sans-serif;">The 3rd __#|Year__ projects at Bobergsgymnasiet are an excellent example of self directed learning, where students are able to incorporate their interests and life goals into a piece of research in line with their educational programme. We spoke to several students about the diverse range of projects which they were undertaking, and the benefits of the project programme.

<span style="font-family: Verdana,Geneva,sans-serif;">__Sweden Additional Support Needs Case Study__ <span style="font-family: Verdana,Geneva,sans-serif;">Whilst in Sweden, we observed several examples of ASN provision across Bobergs and AWARE. In Boberg there is an ASN department known as "studium" which caters to the varying needs of pupils in the school. There is also a programme specifically aimed at pupils who do not have the necessary grades to enter any other programme. This programme aims to bring pupils up to the level where they may be able to enter a more mainstream programme. We also spoke to several teachers from the AWARE programme, who spoke about how the unique learning environment at AWARE can help to meet the additional needs of pupils.

<span style="font-family: Verdana,Geneva,sans-serif;">__Learning Environment and Practical Learning - AWARE, Bobergsgymnasiet__ <span style="font-family: Verdana,Geneva,sans-serif;">An indepth look at the Learning Environment and Practical studies at AWARE, Bobergsgymnasiet. The school is a specialised Firefighting and Rescue school, which offers students the opportunity to take part in practical studies, as well as an academic education.

=<span style="font-family: Verdana,Geneva,sans-serif;">Gymnasium Zlin, Czech Republic =

<span style="font-family: Verdana,Geneva,sans-serif;">**Rich Tasks**
<span style="font-family: Verdana,Geneva,sans-serif;">Festivals Rich Task <span style="font-family: Verdana,Geneva,sans-serif;">In this Rich Task the students had the task of putting pieces of a text together and practice their reading ability in English. The texts were about the Swedish "Midsummer" and the Shetland "Up Helly Aa". The students also had a few anagrams and a "Treasure Hunt" around the school, to find the pieces of text.

<span style="font-family: Verdana,Geneva,sans-serif;">Christmas Rich Task <span style="font-family: Verdana,Geneva,sans-serif;">In this Rich Task students had to create a play about Christmas in either Australia, Scotland or Sweden. This allowed them to interact with native English speakers, and also incorporated a variety of learning strategies such as writing, listening and speaking. Students enjoyed this task and gave extremely positive feedback.

<span style="font-family: Verdana,Geneva,sans-serif;">Music Rich Task

<span style="font-family: Verdana,Geneva,sans-serif;">Shopping Rich Task <span style="font-family: Verdana,Geneva,sans-serif;">Aiming to enhance communication skills in English and increase interation, students were given the task of shopping in four different stores for things they could put in their collage. This Rich Task allowed students to create their collage with items they are interested in, and also allowed them to particpate in a task relevant to real-life interactions.

<span style="font-family: Verdana,Geneva,sans-serif;">**Case Studies**
<span style="font-family: Verdana,Geneva,sans-serif;">Learning Environment GZ <span style="font-family: Verdana,Geneva,sans-serif;">A summary of the learning environment within Gymnasium Zlin. In this school we looked at both concrete and abstract learning environment along with how pupil identity can affect learning. One particularly notable feature of the learning environment in the school was the impressive displays of artwork in almost every corridor and open space.

<span style="font-family: Verdana,Geneva,sans-serif;">Partnerships Beyond the Classroom <span style="font-family: Verdana,Geneva,sans-serif;">A look into the partnerships formed outwith the classroom at Gymnasium Zlin. This case study focusses on 3 main partnerships: home-school links, outside agency work and oustide business links with the school.

<span style="font-family: Verdana,Geneva,sans-serif;">CZ Primary Schools Case Study <span style="font-family: Verdana,Geneva,sans-serif;">Unlike in Sweden and Shetland we didn't get to carry out a research in a primary school. Luckily GZ has an 8-year program that is basically primary education in high school. We designed three Rich Tasks for primary school classes and also observed a lesson with the youngest pupils in the school. The case study also explains the primary school system in the Czech Republic.

<span style="font-family: Verdana,Geneva,sans-serif;">ASN Case Study <span style="font-family: Verdana,Geneva,sans-serif;">Case study focusing on the ASN system in the Czech Republic which is very different than in other schools that we've been to so far. This case study explains the principles of identifying each students needs and supporting ASN pupils.

=<span style="font-family: Verdana,Geneva,sans-serif;">Graf-Friedrich-Schule, Germany =

<span style="font-family: Verdana,Geneva,sans-serif;">Sustainability and Climate Change Rich Task <span style="font-family: Verdana,Geneva,sans-serif;">For this Rich Task, students were asked to discuss sustainability in their school and create a role play exploring the climate change debate in Australia, China and Ghana.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Rich Tasks **

<span style="font-family: Verdana,Geneva,sans-serif;">Gothic Literature Rich Task

<span style="font-family: Verdana,Geneva,sans-serif;">English Debate Rich Task

<span style="font-family: Verdana,Geneva,sans-serif;">Case Studies
<span style="font-family: Verdana,Geneva,sans-serif;">The German School System - Case Study <span style="font-family: Verdana,Geneva,sans-serif;">Germany has a three tiered school system where students are separated into different school based on ability - The Gymnasium, The Realschule, or the Hauptschule. To us this seemed like Personalised Learning on a large scale but when looking in more detail we learned that there is less support and personalisation on offer simply because the other school forms exist. We heard both positive and negative arguments for the German school system.


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 1.4em;">Bridge of Don Academy & Oldmachar Academy, Scotland **

<span style="font-family: Verdana,Geneva,sans-serif;">**Case Studies** <span style="font-family: Verdana,Geneva,sans-serif;">Baccalaureate Case Study <span style="font-family: Verdana,Geneva,sans-serif;">We looked into the Baccalaureate of Science Projects in Bridge of Don Academy & Oldmachar Academy. We asked students about what the Baccalaureate is and what they are working on and how they like the program. We also looked how the Baccalaureate is linked to Personalised Learning.

<span style="font-family: Verdana,Geneva,sans-serif;">English as an Additional Language Case Study <span style="font-family: Verdana,Geneva,sans-serif;">During our time in Aberdeen we looked into the provision of support provided by the English as an Additional Language (EAL) outreach service and how this is an example of Personalised Learning. The service supports bilingual pupils in schools run by Aberdeen City Council, who are speakers/writers of one or more languages and who need support with English.

<span style="font-family: Verdana,Geneva,sans-serif;">Curriculum for Excellence Case Study Th<span style="font-family: Verdana,Geneva,sans-serif;">e Scottish Education system is currently undergoing one of the most ambitious programmes of educational change it has ever undertaken, with Curriculum for Excellence (CfE) being introduced in August 2010. As CfE is such an integral part of the Scottish education system, this case study will provide some background to the curriculum whilst exploring its links to Personalised Learning.

<span style="font-family: Verdana,Geneva,sans-serif;">Aberdeen Primary Schools <span style="font-family: Verdana,Geneva,sans-serif;">When in Aberdeen we visited three feeder primary schools to Old Machar and Bridge of Don Academies: Braehead, Balmedie and Scotstown Primaries. While in the primary schools we spoke to class teachers, head teachers and were shown around the schools. One of the main focusses of our visits was to find out about the influences of the new Curriculum for Excellence and also the differences in Primary education to Secondary education in Scotland. =<span style="font-family: Verdana,Geneva,sans-serif;">Ridgewood High School, USA =

<span style="font-family: Verdana,Geneva,sans-serif;">Elementary School Case Study
 * <span style="font-family: Verdana,Geneva,sans-serif;">Case Studies **

<span style="font-family: Verdana,Geneva,sans-serif;">Support Departments at Ridgewood High School <span style="font-family: Verdana,Geneva,sans-serif;">There are several departments at Ridgewood High School to support the students: the Guidance Department, Crisis Intervention Counsellors and the Child Study Team. These three groups each cater to a specific set of needs, and they work closely with each other, with teachers and with families to most effectively support their students.

<span style="font-family: Verdana,Geneva,sans-serif;">Pressure and Choice Case Study <span style="font-family: Verdana,Geneva,sans-serif;">We looked at one of our core components, choice, at Ridgewood. We identified that choice is influenced by external factors, these being parents and college. In addition to this, pressure was a notable issue at Ridgewood High, and we therefore researched why this is, and what the consequences are.

<span style="font-family: Verdana,Geneva,sans-serif;">Extracurricular Activities Case Study <span style="font-family: Verdana,Geneva,sans-serif;">Extracurricular activities are a big part of the Ridgewood High School. This case study focuses on advantages and disadvantages of extracurricular activities for both students and teachers.

<span style="font-family: Verdana,Geneva,sans-serif;">Additional Support Programmes at Ridgewood <span style="font-family: Verdana,Geneva,sans-serif;">There an extensive range of Support Programmes available to students at Ridgewood. During our time there we investigated four of the main programmes: the Freshman Focus, the SAIL Program, English as a Second Language (ESL) and Collaborative teaching, all of which are designed to meet the specific needs of students with various additional support needs at the school.

=<span style="font-family: Verdana,Geneva,sans-serif;">Shirley Boys' High School, New Zealand =

Nationalism Rich Task II
 * Rich Tasks **

At Shirley Boy’s high school in New Zealand we decided we would take the opportunity of taking an English class for a few lessons to repeat our Nationalism rich task designed in Bobergsgymnasiet, to observe the benefits of working with a larger class size. Also using experience gained from the rich task in Bobergsgymnasiet to further improve the outcome of the rich task.

Additional Support Programs at Shirley
 * Case Studies **

School Ethos, House System, House Executive and Sport Case Study

= UC SSC Lake Ginninderra, Australia =

Links Beyond the Classroom at UC SSC Lake Ginninderra A brief look at the links which the UC SSC Lake Ginninderra have formed with both the Australian Institute of Sport and the University of Canberra. The case study looks at some of the benefits that these links can have for the students.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Case Studies **

NAPLAN:Standardised testing and it's effects on Personalised Learning

Miscellaneous Programes - UC SSC Lake Ginninderra and UC High School Kaleen There were several other programmes we looked at during our time in Australia. Lake Ginninderra has specialised classes for those who have English as a second language, which involves providing extra support for these students and helping them with any difficulties they may have. The Connect 10 programme provides individual learning plans for students who are not currently engaging with school, which involves not only helping them with academic problems but also problems in their social or home life. The Pathways Programme at both Lake Ginninderra and Kaleen is another way which the school implements personalised learning plans, with a general aim of getting children to think about their strengths and weaknesses and look ahead to their future options. Lastly, the Excellence Programme at Lake Ginninderra and the Enrichment Programme at Kaleen provide an opportunity for more gifted students to be challenged, develop important skills and generally get the most out of their time at school.

Practical Learning at UC SSC Lake Ginninderra In UC SSC Lake Ginninderra we got to observe and experience some of their practical courses. We looked into the Outdoor Education program and also had the opportunity to experience one of their field trips and Metal Technology program. Both of those provided a high level of personalisation for students.