Marwood 1eachlng School arLnershlp

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;,5:4: Pow can lC1 be used Lo engage chlldren and enrlch Leachlng and learnlng ln prlmary LlLeracy?
urpose
8efore looklng aL any lmpacL Lhe pro[ecL may have had, lL would be useful Lo brlefly look aL Lhe sLlmull for Lhe
pro[ecLs creaLlon and Lhe raLlonale behlnd lL. LssenLlally, lL was concelved as a response Lo a sLaff skllls audlL
and Lhrough an ldenLlfled need for sLaff Cu ln Lhe school's Sl.
As a resulL Lhls pro[ecL was concelved Lo Leach and lead oLher Leachlng sLaff ln how Lhey could use lC1 Lo help
Lhem Leach ln lnnovaLlve ways and how Lhls can engage puplls. 1he raLlonale was Lo glve Lhem a confldence Lo
use Lechnology ln Lhelr Leachlng and provlde Lhem wlLh supporL and resources Lo help Lhem embed Lhese new
skllls and develop lndependenLly.

rocess
uurlng Lhe llfe of Lhe pro[ecL, many of Lhe processes and acLlons LhaL l underLook had an lmpacL upon my own
pracLlce and ouLlook. Lven lf Lhls meanL [usL reflecLlng on new experlences and Lasks, l feel LhaL Lhese noL only
made me Lhlnk, buL also reconslder and reflne Lhe pro[ecL furLher. 1hese lncluded:

1he opporLunlLy Lo menLor oLhers and how besL Lo do Lhls.
ulfferenLlaLlng Cu for sLaff and how Lhls can be done effecLlvely
ueallng wlLh relucLanL learners and adopLers of new skllls
Maklng Cu engaglng, worLhwhlle and susLalnable
lmporLance of monlLorlng and Lhe collecLlon of daLa LhroughouL a pro[ecL.

AlLhough each of Lhese dld noL dlrecLly lmpacL Lhe ouLcomes of Lhe pro[ecL, each played a cruclal role ln how
Lhlngs were dellvered and supporLed. As a resulL Lhey helped drlve Lhe pro[ecL ln Lhe rlghL dlrecLlon and, as a
resulL, made Lhe flnal pro[ecL ouLcomes posslble. Lach enabled me Lo learn new skllls and develop exlsLlng
ones and dld lndeed lmpacLed on my dellvery of Lhe pro[ecL and Lhe quallLy of Lhe pro[ecL lLself.

CuLcomes and lmpacL
1he ouLcomes of Lhe pro[ecL can be dlvlded lnLo four dlsLlncL areas: whole school, sLaff, puplls and personal.
Lach of Lhese areas were lmpacLed ln varlous ways LhroughouL Lhe pro[ecL and help lL Lo succeed.

Whole School lmpacL
As Lhe pro[ecL was dellvered Lo Lhe whole Leachlng sLaff, lL ls noL surprlslng LhaL elemenLs of Lhe pro[ecL had
an lmpacL across Lhe whole school as was lnLended. 1hese lnclude:

More and varled use of lC1 across sub[ecL areas.
CreaLer shared pracLlce
LnrlchmenL of llLeracy Lhrough use of lC1
Marwood 1eachlng School arLnershlp

CreaLer undersLandlng and wllllngness Lo use lC1
8eLLer communlcaLlon wlLh parenLs/carer

SLaff lmpacL
1he pro[ecL's conLenL, and Lhe leadershlp provlded by myself as l developed LhroughouL Lhe course,
had varlous measurable lmpacLs for Leachlng sLaff. 1hese lnclude:
More confldence uslng lC1
A wlder and deeper seL of skllls for uslng lC1
More wllllngness Lo adopL new lC1 pedagogy and share wlLh oLhers
Confldence Lo conLrlbuLe new ldeas of how Lo use lC1 creaLlvely and effecLlvely
knowledge and experlence of how lC1 can be used Lo dlrecLly engage puplls
upll lmpacL
1he lmpacL of Lhe pro[ecL on puplls comes malnly, buL noL excluslvely from sLaff feedback and lesson
observaLlons. AmongsL Lhese Lhe mosL perLlnenL Lo Lhe alms of Lhe pro[ecL lnclude:
Plgher level of engagemenL where lC1 used, especlally among more relucLanL learners
More moLlvaLed Lo Lake parL and conLrlbuLe
Sample group of chlldren lncreased speed and accuracy when uslng lC1 Lo learn keywords and spelllngs
Chlldren's feedback lndlcaLed LhaL Lhey felL lessons enrlched Lhrough use of lC1 and cerLaln concepLs
easler Lo grasp and hold on Lo.
lollowlng Lhe adopLlon of uslng lC1, alongslde more LradlLlonal approaches, Lhe school's honlcs
Screenlng Check resulLs [umped from 63 Lo 91. Would asplre Lo carry ouL a full quanLlLaLlve sLudy Lo
dlscover Lhe depLh of Lhls lmpacL.
ersonal lmpacL
1he pro[ecL also had many lmpacLs upon myself, my pracLlce and my developmenL as a mlddle leader. Some of
Lhese lmpacLs l recognlzed myself Lhrough my own reflecLlon, whlle oLhers come from sLaff feedback
regardlng my leadershlp and from evaluaLlons of Lhe pro[ecL. 1hese lnclude:

A more sLraLeglc approach leadershlp
More confldence of how Lo lead a pro[ecL from Lhe mlddle
More aware of how Lo use daLa as evldence.
Pave a more developed undersLandlng and experlence of how monlLorlng ls a cruclal elemenL ln a
pro[ecL of any klnd.
More easlly hold people Lo accounL ln a way LhaL ls undersLandlng, yeL remlndful and commlLLed.
More able Lo delegaLe and leL people lead Lhemselves more and noL mlcromanage.
8eLLer aL communlcaLlng ldeas, mlddle leadershlp lssues and pro[ecL ldeas Lo Lhe SL1.
CreaLer undersLandlng of 'school lmprovemenL lssues' and how Lhese are planned and dellvered.

1he challenge now wlll be Lo consolldaLe and conLlnue Lo develop Lhls use and knowledge of lC1, so LhaL lLs
lmpacLs can be susLalned ln Lhe long-Lerm. We hope Lo do Lhls Lhrough conLlnued Cu, sharlng of pracLlce and
Lechnlques, as well as sLaff meeLlng Llme dedlcaLed Lo revlewlng and bulldlng on skllls already learnL