Our approach to developing LOtC
Jason Coe, Assistant Principal at Ely College
Jason had heard little about the work of CLOtC prior to the Meridian Trust schools’ involvement in the LOtC Mark Direct. Many education providers he had used in the past have held the LOtC Quality badge but the LOtC Mark was something new! Having embraced the challenge of the LOtC Mark criteria, when the school is ready to submit for assessment, Jason wants to be in a strong position to aim for ‘Gold’.
I decided to set about fulfilling the criteria on several fronts: communication, audit, progression and evaluation. I was concern that, unless done properly, this could be perceived as a ‘paperwork generator’ and staff would see this as just another mark rather than a tool to improve learning.
The tracker was the first thing that was introduced at a SLT meeting and together the team went through the different sections identifying strengths and gaps. From this we started to develop a plan of action.
I communicated at leadership and whole-school level through a weekly bulletin, and at whole-staff and curriculum leader meetings.
It was at curriculum leader level that we started to put ‘meat on the bones’. Subject leaders were able to identify and contextualise the trips, visits, speakers and learning that has gone on in the past and that can be planned for in the future. Particular departments such as geography, sport, drama and music had previously contributed significantly to impactful learning outside the classroom, so it became clear that when departments sit down and think together about the activities they have done and want to do, collective enterprise is developed! Ideas flourished and motivation ensued which translated to empowerment and dedicated action by staff who know the value of different forms of learning.
I also recognised, through completing an audit of experience, that staff need to be up-skilled for the future and this can be another tool to use to motivate. Looking at wider opportunities for CPD again translates to a: ‘natural self action-plan which empowers’. It is, however, the communication around the definition of learning outside the classroom (LOtC) which has also empowered the most.
Once staff realise that LOtC is not just about trips, visits and speakers, but about how to use the school grounds for learning, there is a light which goes on in their heads. It is not seen as something that involves more work but something that they can incorporate into their regular teaching.
What we’ve learnt from going outside the classroom
Our school still has some way to go to show evidence of the ‘Gold’ criteria and our process of evaluation needs to be strengthened. This was highlighted following a recent trip to the ‘Lion King’ in the West End when I wondered if there might be some way for students to reflect on what else they learnt during their visit, not just the enjoyment of the production. For example, perhaps about the history of the theatre; the career aspirations of those who sold programmes, ice-cream and tickets; the musicians that were in the pit; and the art designers of the costumes.
I’m looking forward to sharing our progress tracker at Meridian Trust’s secondary school meetings and also looking forward to sharing ideas and ways to evaluate and capture effectively the learning that LOtC can produce.
