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Transitions: stepping in to Year 7

Head of Year 7 Jenny Lingenfelder reflects on encouraging emotional agility during the ‘transition’ phase from Year 6 into Year 7.

We prefer ‘Stepping In’…… I fondly call my new cohort of Year 7s on their first day (or should I say term?), ‘turtles’…. their backpack has their life in it and appears to dwarf them as they wide-eyed, set off down school corridors navigating their way around what will be ‘home’ for the next 7 years.

Even for the majority who are eagerly awaiting the increased independence and exciting changes ahead, transition from primary to secondary school is well known to come with its challenges – both academically and emotionally. One aspect we have been focusing on in the Year 7 pastoral team is that of emotional agility and how to resolve conflict when the ‘friendship issues’ emerge once they have settled in. These are a common and developmentally crucial feature of adolescent life and so our focus is primarily how to navigate them effectively.

Brene Brown’s research into shame and vulnerability over the past twenty years is insightful and brings a wealth of authentic guideposts which can be easily adapted for pastoral care. The crux of her book ‘Daring Greatly’[1] focuses on how we build shields up to protect ourselves from feeling vulnerable such as perfectionism, foreboding joy, playing the victim or the Viking to name but a few. Traits we as adults can all recognise but which start to emerge when we are in the playground. Her strategies to break down these shields include practising gratitude, appreciating the beauty in the cracks, setting boundaries, cultivating connection, being present and moving forward all of which resonate deeply with our pastoral vision at WHS for our young girls in today’s society.

All well and good but how does this work in practice?

Nicola Lambros’ contribution to the GL Assessment Children’s Wellbeing report[2] this year clearly lays out the correlation between wellbeing and impact on learning. Whilst genuinely complimenting schools on their support for the mental health of their students, she compares some of this help to that of taking paracetamol for a headache – whilst alleviating the pain, it doesn’t help uncover the underlying causes. She has a point. So how do we avoid putting a plaster over these issues? How do we bring about a deep, raw and authentic cultural shift in how we manage teenage behaviour in an ever increasingly sexualised, intrusive and pressurised society where comparison is the killjoy of creativity? How do we go about ensuring the girls develop emotional agility from a young age? And develop self-efficacy which is authentic and whole-hearted, a firm foundation for the teenage years and life in general?

Big questions, but ones we relish in the Year 7 team, especially with the knowledge that scientific research has now proven that the teenage brain has a further burst of growth at this time allowing for the reprogramming of those learnt behaviours which were previously thought of as hardwired and unchangeable. With this understanding, it is an exciting prospect to know we can equip our girls from an early stage with the tools on how to be emotionally agile throughout their teenage years and beyond.

Here are some reflections outlining where we are seeing some fruit:

  1. Practising proactive intervention. When a friendship issue arises, at times getting those involved around the table for a mediation is the best option. It’s uncomfortable (initially) but that vulnerability enables authentic conversation, breaks down walls and provides a way of moving away from blame and forging a pathway forward. Another strategy we have used is the ‘Support Group Method’ which encourages collective responsibility: with the individual’s permission, spilt the form into small groups, share what the problem is and ask for ideas on how to move forward. Getting students to write down their ideas and pop in a box enables more freedom of thought.[3]
  2. The not so nice emotions and how we describe them. Psychologist Susan David in her TED talk ‘the gift and power of emotional courage’[4] maintains ‘tough emotions are part of our contract with life’ and more poignantly ‘discomfort is the price of admission to a meaningful life’. Enabling girls to experience this on their level with a friendship fallout is crucial in helping them develop emotional intelligence. She also stresses that we own our emotions, they don’t own us. So, rather than ‘I am stressed’ using the phrases ‘I’m noticing’ and ‘I’m feeling’ can help embed emotional agility in the long term.
  3. Use of coaching methods. Whether in PSHE lessons or pupil meetings these can equip girls with tools to reach their full potential and prevent bad habits from setting in early. Top performance coach Sara Milne Rowe’s new book ‘The Shed Method- Making Better Choices When It Matters’[5] is illuminating on this topic. She maintains ‘mind energy is the fuel that fires our brilliant human brain and is at the heart of building any new habit- be it a body habit, mood habit or mind habit’ and provides practical examples of how to set goals and achieve them; strategies which can be translated easily into the school setting.
  4. Listen to pupil voice. Whether it is touching base after the first couple of weeks, canvassing opinions on the Year 7 PHSE programme or at the end of a term, we ask our Year 7 girls for feedback regularly which helps enormously to know what is really going on during this phase. One notable occasion is asking the girls to nominate who and why they want to give the Speech Day ‘Grit’ Awards to in the year group. Reading the nominations has each year brought me both to tears and chuckles and reminds me that we wouldn’t have known about the small acts of kindness or bravery that happen on a daily basis unless we asked our girls to tell us.
  5. Thinking creatively. We took Year 7 to see Wicked this year and have incorporated the story into how to approach friendship issues and ideas around acceptance in the wider world. The staff enjoy this just as much as the girls!

It’s an organic and evolving process and one that excites me greatly. Sometimes ensuring a smooth transition process does require a paracetamol or a plaster. However, building emotional agility takes time and effort to adopt as a habit. It is not (as is often perceived) the case of putting on resilient armour reading for battle. Vulnerability is at the core of this approach and that takes real courage. But it is worth it and I feel privileged to work in a place where girls and staff are willing to give it a go.

Jenny Lingenfelder

Head of Year 7

[1] Brene Brown ‘Daring Greatly. How the Courage to be Vulnerable Transforms the Way we Live, Love and Parent and Lead’, 2012

[2] GL Assessment Children’s Wellbeing: Pupil Attitudes to Self and School Report 2018

[3] See Ken Rigby University of South Australia for more detailed information on different intervention approaches, March 2010

[4] Susan David TED talk ‘The Gift and Power of Emotional Courage’, Nov 2017 https://www.ted.com/talks/susan_david_the_gift_and_power_of_emotional_courage

[5] Sara Milne Rowe ‘The SHED METHOD Making Better Choices When it Matters, 2018

 

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Developing WIMlevels and a new model of assessment

By Paul Murphy, Deputy Head Academic.

Perhaps Plato’s desire to ensure an expert mariner sails the ship in which you travel is a more striking illustration for the need to appoint and trust experts to do their business than pointing out that when it comes to how children learn, it is the teacher who is best placed to deliver students from the metaphorical storms they must weather. Although applying a gentle rhetorical massage to a critique of the character of democracy in the Peloponnese during the fourth century BCE is probably poor soil from which to begin an explanation of how Wimbledon High School has re-visited its own model of education, assessment and academic support, it captures the essence of our basic approach; in lieu of an accessible, clear and viable set of examination criteria and grade-boundaries (which in any case differentiate, rather than provide a guide for how to educate), we as a common room turned to each other, to pedagogical expertise and to our (extensive) experience to decide how to best support our girls throughout their time on Mansel Road.

Cherie Blair, a champion (albeit self-proclaimed) of the under-educated, noted in a speech on the subject that “someone with 4 A grades at A-Level from [a famous Public School] may look good on paper…but push a bit harder and often you get the impression they have learned to pass exams rather than think for themselves”. Although I risk (and indeed am being) highly reductive, it is my firm belief that learning to pass examinations, although a valuable skill (the most valuable in terms of future earnings, beside inheritance), really only teaches you do to precisely that, pass examinations. To consider the Junior perspective, SATS do not help GCSEs, which in turn offer little skill-based progression to A-Level alone. Data shows us that students who do well at GCSE tend to take well to A-Level. This does not mean GCSE is a good preparation to take the higher discipline; both are differentiating measures, and so it is likely doing well at one measure of capacity and intellect will see you do well at another. The same is true of the jump from A Level to Degree, at least in terms of skills (I should note that some studies do link outstanding A Level performance to 1st class degrees and that I, of course, write generally and for emphasis). Examinations do prove that learning has occurred, and are a basic requirement of universities and employers, so we had them keenly in our focus as we developed our model, but they were certainly not the focal-point. Outstanding examination results are intended to be the happy by-product of focussed, considered and subject-specific and synoptic education (not the oxymoron it might at first appear).

My (internal) starting point when opening discussions with Heads of Department and Staff was the work of Piaget (now a rather unfashionable educational philosopher, despite his respected grounding in child psychology). Piaget found, in 1920, that children’s power of reasoning was not flawed after all. In areas where children lacked life experience as a point of reference, they logically used their imagination to compensate. He additionally concluded that factual knowledge should not be equated with intelligence and “good” decision-making.

Over the course of his six-decade career in child psychology, Piaget also identified four stages of mental development. “Formal operations,” the fourth and final stage, involves 12-to-15-year-olds forming the ability to think abstractly with more complex understandings of logic and cause and effect. This is when he considered (and later theorists have not successfully, in my view, challenged this developmental stage) the brain at its most plastic in terms of learning beyond mere knowledge (though, of course, as I noted above, he felt knowledge was still essential for positive outcomes). I was keen therefore that our system of assessment, our schemes of work, our developmental model, should be more consciously building undergraduate skills, concepts and modes of working from Year 7. There were, of course, many of these elements in existing assessment models and schemes of work, but we needed greater clarity and accuracy (and indeed conviction) about what such skills were, and how they could be developed, taught and assessed over a seven-year period, in each subject discipline (until our education system’s conception of subjects as disparate areas of studies subsides, subject-specific skills will be the way of thinks in the United Kingdom).

So, the first step was to communally identify our goals, which was relatively straightforward. In a meeting with a key team of HoDs and SMT members, we thrashed out the key aims we would like to use to frame our assessment policy. Of course like all good discussions, concordat was neither complete nor decisive (and like all chairs of such discussions, I am conscious my own starting point will have coloured the outcome), as our thoughts will be subject to change and amendment as greater understanding comes forward. We settled on two themes; that our key idea would be the pursuit of scholarship, with an “end-goal” of providing every student will the tools and skills to thrive at a top university, conservatoire or other tertiary institution (our context precludes the immediate focus of work at 18 for most), and that each department would draft their own set of progressive criteria, describing in detail the “threshold-concepts” that demonstrate the distinctive steps in understand each subject more fully and completely, and using their extensive experience to explain to parents, girls and themselves, what these moments were, which skills a girl was currently able to use, and which they were working to next on the ladder to becoming a capable undergraduate. As such, the skills required in Year 7 had to be mindful of ensuring the skills required at University were developing in the right way, and our highest “progress levels” are beyond the requirements of GCSE and A-Level respectively.

A good “threshold-concept” example (elaborated for all HoDs in a session we held with Ian Warwick, an educational-consultant who focusses on the academic development of highly able pupils) is the moment at which a student of English Literature first recognises that the characters are fabrications, and that the author deliberately writes to create and develop them. Without this step, analysing literature is at best comprehending the narrative of a story, with it, a world of opportunity opens. We tasked all HoDs to work with their departments, to find all such steps and progressions which students undergo during their secondary and further education, and to stage these progressions in a table which demonstrated them. An example is below (English Literature), at Appendix A. A note must be made here to the elasticity and dedication of the staff involved in the development process; to hold this close a micro-scope to your methods of assessment is difficult and challenging in the current political climate, where examination pressure can so easily trump educational goals.

A two-year process was devised for the development of these threshold concept progress tables, with a view to the new model being adopted in Years 7-10 from September 2017, and the whole school from September 2018. The first part of the model has been drafted and implemented, with our first (internal) reporting assessment scheduled in October. The model has broken progress down into these threshold concepts further and skills progressions, with separate descriptors for “skills” and “concepts and ideas”, so that girls, parents and teachers can all clearly identify and track the progress of a student with accuracy and confidence, whilst also showing students what they need to do next in order to progress. The rationale for a dual-descriptor approach (see again Appendix A) was based in both practical evidence (a similar model is already in use, and has proven very successful, at the flagship Westminster Harris Sixth Form) and educative and psychological theory, where the ability to understand and the ability to do remain distinct concepts (see Naglieri, Goldstein or notably Brooks (in Psychology Today)) that require acknowledgement, assessment and explanation in their own right. Each threshold has been standardised using internal moderation, cross-reference with standards in the reformed GCSEs being undertaken in various subjects (our A Level draft is pending) and also, by heavily relying on the pedagogical knowledge and experience of the Wimbledon High staff. Departmental meetings remain the epicentre of good teaching and learning, and it is from them, in combination with educational theory, that this system was devised.

The system has also sought to allow departments the freedom to devise schemes of work in a way which encourages subject-specific skills to subsist at the core of our academic offering. The model moves away from collective assessment weeks and towards a fluid style of assessment, where teachers’ overall opinions of a pupils’ progress are combined with punctuated and careful written assessment that allow pupils to display and develop skills beyond those expected for their age-range, without sacrificing the need for clear, identifiable points of progress. MidYIS (despite its inaccuracies it remains the best available base-line data from a test scenario) forms the basis of our initial projections for pupil progress on our scale, but it is by no means the main driver over time, as yearly pupil targets will be clear, fluid, subject specific and, most importantly, highly individual.  Progress up our various “WimLevels” will be tracked half-termly, without the need for cumbersome reporting systems, and we hope that it will focus our girls on the simplest goal in self-improvement: which step must I take next to get better? Our Assistant Head, Performance, devised a specific flight path for each girl’s projected progress both intra-year and year-on-year, which can be amended based on achievement should the demon MidYIS be proven a too miserly tool.

The finished product means that all girls, parents and staff will receive a clear, robust message about the skills they have developed and concepts they have learned, every half-term, and in every subject. It will inform scheme of work planning, assessment, intervention, tracking and teaching, setting our goals as classroom practitioners based on mastery and excellent of the subjects we are teaching, with fantastic examinations results little more than a by-product which proves that we are ensuring our girls are always learning and developing academically in the best possible way.

Mr Paul Murphy

Deputy Head (Academic)

19th October 2017

www.wimbledonhigh.gdst.net/