The Bridge - Issue 3

The Bridge

Teaching

This is Issue 3 of our journal and we are excited to be building forwards.

We are delighted that you are with us. Thanks for engaging with The Bridge. For all our readers, it may be worth revisiting the ambition behind this journal. Gesher School and its community aspires to do astonishing things: to liberate and celebrate the potential of neurodiverse learners; to do school differently; to create a learning culture in which all adults can thrive; to engage and involve parents and community in meaningful ways…to do work that matters. And we know that there are teachers and schools out there, in the UK and beyond, who share such aspirations and who, in many cases, are already engaged in work from which we could learn.

That’s the nub of it. Yes, we want to share some of what Gesher is doing and pose some of the dilemmas we face. But, even more, we want to build a community of similarly ambitious schools and educationalists who also want to use The Bridge to share their own work and practices.

In this issue, therefore, we include resources for teachers from schools in the United States; links to a video about Crew at XP School, a contribution from a neurodiverse student, as well as articles by a range of respected educational thinkers and practitioners.

Particular themes to look out for are: Crew (see We Are Crew: A Teamwork Approach to School Culture); some challenging reflections on assessment (for the neurodiverse and for all learners) following a Critical Friendship Group discussion; an example of system leadership by an LEA (US school district); pieces on life skills and school design; some stunning Project Cards; a neurodiversity checklist for schools, and lots, lots more.

Two exhortations to conclude. The first is to please enjoy and share and use the pieces in this journal where they resonate with your own or your school’s needs. The second is to contact me, Holly Edwards (thebridge@gesherschool.com) if you would like to contribute a piece to the next issue of The Bridge – or if you know someone or something you think we should include.

That’s it. Enjoy online here, or sign up to receive a free hard copy (same link, bottom of the page), courtesy of Big Change – with thanks.

Holly Edwards Editorial Team

Resources for Schools

Contents

Reimagining Schools By Design: Assessment, Pedagogy and Curriculum

David Jackson

Why Gesher is Now an All-Through School

Sarah Sultman and Sam Dexter

What is Crew? We are Crew! Kvutzah at Gesher

Sarah Sultman and Bradley Conway

Leaving Learners in the Dust

Gesher’s Critical Friendship Group

The Role of Local Systems in Rethinking School

Contributed by Veronica Ruzek and Farmington School District

Three Big Ideas for Assessment for Schools Hoping to Do Better

Julie Temperley

Reimagining Assessment: Views From an Autistic Young Person

Joshua Gross

Creating a Life Skills Space Within a School

Danielle Petar, Emily Bacon, Michal Geller

Project Cards

Gesher, High Tech High, Irving A. Robbins Middle School

Life Skills Shopping List

Danielle Petar, Emily Bacon, Michal Geller

What All Schools Can Do to Support Neurodiverse Learners

Informed by Pete Wharmby

Editorial Team

Editorial Team: Sam Dexter, Ali Durban, Holly Edwards, David Jackson, Dalia Leaf, Sarah Sultman, Julie Temperley

Designer: Holly Edwards

Photo Credits: Jeremy Coleman, Holly Edwards

Reimagining Schools By Design: Assessment, Pedagogy and Curriculum

David Jackson

Teaching: the design and facilitation of great learning through relationships

This short article is about the second phase of the process Gesher School undertook to design the curriculum, pedagogy and assessment they knew they would need to do a brilliant job for children who learn differently, as they moved from primary into their secondary education; from childhood into adolescence, from primary to all-through.

The ‘school design lab’ process – eight workshops involving about 100 stakeholders, completed in March 2021 – resulted in a blueprint for this new school ambition. You can see the final version of the Gesher School Blueprint here: https://gesherschool. com/about-us/blueprint/

It is worth looking at – for its comprehensiveness, its ambition, its philosophical coherence and the obvious seriousness of intent. Beyond that, there is much to recommend in the evident way it unites a school community (internal and external) around a shared mission and sets out the practical requirements needed to achieve this.

Standing on the shoulders of giants

Having agreed purpose and outcomes, the next stage in the process was the development of a set of design principles to achieve these, which form the values and practice architecture – the “laws with leeway” – for the school. In that process the Gesher team engaged with the designs of highly successful schools around the world, in a process known as horizon scanning, to find inspiration and ideas that would help them to learn from the very best that exists and has evidence of success.

You will find more on the Gesher school design process in The Bridge Issue 2

Having the purpose, outcomes and design principles agreed upon, the next couple of workshops focused on assessment, pedagogy and curriculum.

Assessment

The Gesher Blueprint, then, sets out the school’s desired outcomes. They include: skilled for the future workplace; confident in their sense of self; builders of meaningful relationships; and ethical and responsible citizens. Finding meaningful ways to assess, recognise, accredit and value these – to validate them – is the next stage in the design challenge.

The process to develop the blueprint began by asking “What outcomes do we want all our learners to achieve?” We started with a pie chart (six slices), one of which already had “good exam results” filled in, as a given. The task then is to populate the other five slices. (It could be six slices saying “good exam results” if that’s the only outcome that matters – but in a decade of doing this activity, exams have never featured more than once.) The result? Agreement about the purpose of the school and the outcomes for all learners that matter to the school community.

Another desired outcome is qualified for the next stage, and while existing accreditation pathways can obviously fit that bill to an extent, they don’t get close to assessing “meaningful relationships” or “confidence in sense of self”.

Fortunately, there is a different audience for some of these outcomes – the students themselves, their parents, peers, community members, etc –and there are known ways of doing it. There are exhibitions, digital badges, portfolios (real or digital),

records of achievement, transcripts or even a unique, composite and personalised School Diploma owned and endorsed by all stakeholders, incorporating a range of such validation methods.

Professionals generally agree that schools should be free to assess what they value, rather than driven to value what is assessed. Gesher’s Blueprint states that it will generate unique profiles… affirm talents… recognise unconventionally expressed achievements… and work of relevance to the community and the world. This ambition is shared by many schools and there are, as we have seen, a range of possible ways of assessing what is valued. However, few schools do. Gesher, in this respect – as in many others – aspires to be a “beautiful exception”.

Teachers’ professional knowledge-base is the design and facilitation of great learning through relationships. It is the creation of apt pedagogy combined with personalised knowledge and understanding of learners. In other words, teachers are designers. They create great pedagogical designs together.

Only, in most schools, they don’t.

To do this requires scope for interdisciplinary planning; it involves real-world relevant tasks (to make learning matter); it will deploy a repertoire of assessment methods (appropriate to the task, relevant for each person); and it requires time deployment that allows on-site and community learning. This is different from 25 one-hour lessons. It also requires that teachers have time together (to design together).

Pedagogy

Ask secondary teachers about their professional knowledge-base and most will probably talk about subject expertise. This is not their professional knowledge-base: it is what they bring in service of their professional knowledge-base. Lots of

For Gesher, and for most of the astonishing schools around the world that were studied in the horizon scanning, Project-Based Learning (PBL) provided at least part of the pedagogical solution. Real links have been made with the professional PBL knowledgebase from High Tech High and Expeditionary Learning Schools as international examples and with XP and School 21 as domestic ones. Additionally, Gesher commissioned the support of Imagine If to help facilitate its journey.

geographers or scientists or linguists don’t teach.

Year 7 Diversity Project: Students answer their big question “how can my words and actions affect others?” by creating a diversity mural in the school playground. Here they practice different techniques and draft through experimentation.

“Teachers are designers. They create great pedagogical designs together. Only, in most schools, they don’t.”

Year 7 Diversity Project: Students make a start on their mural which will include inspirational quotes and characters they’ve created. They also paint a friendship bench with the intention of uniting children across the school in the playground.

Gesher, together with a number of other schools of course, deploys time and space flexibly (the subject of a future article); combines a core of subject teaching with flexible interdisciplinary learning opportunities (PBL); deploys a range of assessment approaches relevant to the task; and, because it is a SEND school (although all schools are SEND schools), integrates into learning designs therapeutic approaches and support.

And these rich approaches, whilst great for students, are also fulfilling for the professional lives of teachers.

Curriculum

If pedagogy is how we teach stuff and how learners learn it, and assessment, broadly speaking, is the range of ways we let students and other stakeholders know how well they are doing, then curriculum is simply the range of material – the content – we want students to learn.

For most secondary schools the curriculum is pretty straightforward: divide what we teach into “subjects” and have specialist subject teachers deliver it in lessons lasting about an hour. The learning week, for learners, is therefore a jigsaw puzzle of disconnected hour-long subject lessons (French, then PE, then English, then Science, then Maths….) and fragmented relationships.

There is another way.

Gesher’s curriculum statement emphasises “the application of knowledge through real-world assignments and projects… rooted in Jewish values… highly personalised and responsive to individual interests, aptitudes and needs”. Much is packed into those 24 words:

• Application

• Real-world uses

• Projects and assignments

• Overt values components

• Highly personalised

What all this means practically at Gesher is that the curriculum contains all the subject knowledge required, some of it taught as it has always been taught, but much of it designed into projects, with real-world relevance (perhaps real-world need) within which students express agency, personalise their contributions and also integrate or enact the values from relevant parts of their culture. They might be assessed in a range of ways, singly or in combination – tests, exhibitions, vivas, presentations, peer evaluation, portfolios, or whatever.

Endnote

The Blueprint design shows graphically that desired outcomes (purposes) frame everything and lead to school design principles facilitative of those outcomes. In other words, “Here are the things we want all learners to achieve and to do and so we need our school to be designed with features like this.”

The heart, the driver, the energy source to achieve this is the integrated and interrelated core of assessment, pedagogy and curriculum. Beyond that, there is a range of further features related to technology, time and space; culture, leadership and professional development; parental partnerships and community relationships.

More of that next time, perhaps.

Professional Prompts

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If your school was to do the pie chart activity – the six outcome areas that really matter to you – what would be included? (You could try it as a staff workshop activity.)

What scope is there in your school for teachers from different subject disciplines to plan learning together? What could there be?

Do you agree with the definition of teaching at the start of this piece? If so, what implications might that have for your teaching or your school?

Why Gesher is Now an All-Through School

Sarah Sultman and Sam Dexter

In early 2018, when Gesher was a newly opened primary school, we were focused on primary education and growing the pupil population at the school. Having recently opened in 2017 with just seven pupils, whose parents bravely took a leap of faith in sending their children to a brand new, untried and untested school with no track record, we had not thought about what might happen to our students when they reached 11 and would need to leave to find appropriate secondary schools.

In a meeting with a donor, he suggested that we consider becoming “an all-through school”, a term we weren’t familiar with. It felt like too big a leap, too big a dream to entertain; we were too busy navigating Ofsted and determining our primary curriculum to even imagine that this might be a consideration. But the seed was planted nonetheless.

In the early stages of the creation of Gesher, we had been inspired by the advice and counsel of James Wetz, author of Urban Village Schools (see The Bridge 1). His research was strongly influenced by the small-school movement in the US which provides a fertile environment for authentic peerto-peer and student-teacher relationships, safety, learner-centred empowerment, and community involvement.

It was not, though, until early 2020, during Covid, that the plans for Gesher to become an all-through school really developed with speed. By then we were fast approaching 40 pupils and were growing out of our space on the temporary site that we were renting. We became increasingly mindful that our oldest learners were approaching year six and that we would have to signpost them to their next school. Yet, the choices were few and the demand for good secondary provision for pupils with special educational needs and disabilities (SEND) far exceeded the supply in our area and in our community. Our learners were thriving with us, too. And so, the next stage of the Gesher story began in earnest.

All-through schools are not a new idea. There are many of them, particularly in the private and SEND sectors. Private schools often have primary, middle, and upper schools that share a campus, or a private secondary will have affiliated and wellknown feeder schools. What this provides, for pupils and their families, crucially is continuity; providing stability and creating a community with long-lasting relationships. The independent SEND sector mirrors

this. Over the years we have visited over 50 schools around the country to learn from others, to seek out best practice, to establish which models work and why, and to harness what we have gleaned so that we can implement and incorporate those things that work uniquely well at Gesher.

There is little research on the comparisons between all-through schools versus the standard model of a separate primary, secondary, and sixth form. It is interesting, though, that the private and independent SEND education sector has developed this model as a way to recognise the value of growing and developing their students all the way through. The

“It’s great for my child to be around older kids who are also neurodiverse. It creates a real community.”

state sector, conversely, has been driven instead to create huge economies of scale in large secondary schools. The overriding impression we gained from all our visits was that, for children with SEND, all-through schools provide a long-term stable environment where the pupils are well known to all the staff – and where they understand and respect each other, too. Peer relationships are celebrated at Gesher and benefit all of the pupils. Our older students mentor the younger ones; they become role models, giving them a sense of responsibility. As one parent said:

“It’s great for my child to be around older kids who are also neurodiverse. It creates a real community.”

When we sought to expand the school, the views and perspectives of the parents were important to us. We know that transitions are a particularly challenging time for autistic young people and for their parents. In addition, we were aware that for our young people, new environments and their spiky profiles mean that it takes time for staff to know and understand their needs. As two parents at Gesher articulated so well:

“Especially for neurodivergent children who prefer familiarity and routine, having primary and secondary school in the same place makes it a safe space and one they can rely on. Additionally, they won’t ‘lose’ time getting to know a new environment and people and likewise a new set of teachers and peers getting to know them.”

“(We value) knowing all the good work that has been put in during the primary years can be built on and not having to worry about the transition to secondary”.

Thus far, all the families that have attended Gesher primary have chosen to remain at the school, where they feel supported and understood, into the secondary phase. Another parent, whose child is now in the secondary phase at Gesher, felt the continuation of the same curriculum ideas was really important for their son:

“Now Gesher’s an all-through school it is wonderful, especially with the new Life Skills provision that the school now offers. It means that our son will be able to continue to thrive and be happy in an environment that can support his needs.”

Gesher is a learning community, one which puts relationships at the heart of its organisation and design. Attachments and relationships are key to our pupils being stable and happy learners, comfortable in their environment, with their self-esteem enhanced, and confident in their sense of place and space. For our parents, too, it provides security and stability:

“One of the big reasons we chose Gesher is that it is currently a through school. We need a school that will teach kids the skills they need as they become adults, and there’s not really any school like that, especially a Jewish faith one, apart from Gesher.”

Secondary students in Gesher’s Wolfson Makerspace -- a hub for collaboration, exploring creativity and nurturing passion.

In designing their secondary provision, the Gesher team has cast their net wide for examples of schools that make being small in size part of their success story.

Since 1991, the New American Schools Initiative has opened 2,600 new small high schools in 45 states across the USA. Two of the most globally influential school models have arisen as a result:

Big Picture schools, founded by Dennis Littky and Elliot Washor (now 65+ Big Picture high schools in 18 states and more around the world). These small, personalised schools, started for drop-out learners and graduate 92% of their students on time, compared to a national average of 84%.

High Tech High (HTH) is a community of 16 elementary and high schools in the San Diego area creating an all-through local school system. Some 98% of HTH’s graduates have been admitted to college or university. About 35% of HTH graduates are first-generation college students and 85% of their free-school-meals students complete degrees.

With their focus on the centrality of relationships and the personalisation of learning that arises from knowing students well, young people in these schools thrive and consistently outperform teenagers in conventionally sized, conventionally structured high schools with comparable demographics.

Professional Prompts

All-through schooling is not an easily available option for most schools. However, some of the features that professionals and parents value in allthrough schools – relationships, deep knowledge of learners, security, and personalisation of approaches – can be adapted for more familiar models of schooling.

The professional prompts that follow respond to the question: “How could we help different phases of schooling to incorporate some of the virtues of all-through provision?”

Is knowledge transfer about students primarily documented or also face-to-face? How is the more subtle knowledge of children and families communicated?

When there are concerns about a student in their first year after transfer, is the relevant feeder school teacher consulted and involved?

Does your school have any teacher exchanges with your feeder school to build empathy and to forge relationships?

Are feeder school staff invited to events and productions and activities involving their former learners?

When achievements are celebrated, is the contribution of the feeder school recognised?

On graduation from your school are feeder schools notified of results and destinations – can they share in the successes?

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What is Crew? We are Crew! Kvutzah

at Gesher

Sarah Sultman and Bradley Conway

Valerie Hannon and Julie Temperley (both of whom have been good friends of Gesher School) recently published the book “FutureSchool”, which involved the identification and study of around 50 schools across the world that are doing exceptional things in the education of their young people.

There were a few features of note in common, and three are highly relevant for this piece. They are:

Building a “team” culture of mutual support and ambition amongst and between learners.

Creating a relational climate that promotes motivation and wellbeing.

Knowing learners profoundly well, such that engaging learning can be personalised to their interests and passions.

These are foundational features of Crew, which is what this article is about.

What is Crew?

As parents, we know and value the relational qualities of primary education. Our children are taught largely by a class teacher who knows them really well – and they know that they are known. Parents know it, too.

Rod Allen, who co-hosts the podcast Free Range Humans: how can we make schools fit for human consumption? recently cited an experience from his daughter’s primary-class years. Her teacher loved photography and committed to taking a photograph of each child in her class illustrating who she felt each child really was. At parents’ consultation he and his wife were shown a photograph of their daughter in the playground with other children, which caused

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him to say: “I didn’t need to hear any more. It was obvious that this teacher understood our child and valued in her what we valued – Maths and English and love of learning – she was in good hands.”

Contrast this with the dominant model of secondary schools where a student is likely to be taught by between eight and 10 teachers a week (or more) for, at most, three one-hour lessons. Few youngsters will feel well known; many won’t even have their names known by all their teachers. Crew is an antidote to this.

Crew is a secondary (and primary) school approach that enables youngsters to feel profoundly secure and well-known by their Crew Leader. It occupies perhaps one hour or more each day, and there are three key features:

It prioritises relationships and wellbeing.

Knowing learners really well enables learning support to be personalised to student interests and passions.

It generates within the “crew” a community of mutually supportive learners. It is not a teacher and 25 students, but 26 learners and teachers working together with their different knowledge, experience and capabilities.

Put another way, Crew is two things. “It is a schoolwide culture that supports social and emotional wellness, character development, and academic and life success for students and staff. It is also a unique and transformational meeting structure for secondary school advisories, elementary school morning and closing circles, and for staff collaboration.” Ron Berger, CEO of Expeditionary Learning Schools is considered to be the architect of Crew, and EL schools have been practising it for 25 years. The quote above is taken from the introduction to his book “We Are Crew”

Ron Berger’s insight into the alchemy of Crew goes something like this: “If you are a member of a climbing team trying to get to the top of the mountain,

that is only possible if the whole team makes it to the top. So, your job is to support every other member of the team to make it – and they in turn will be supporting you.” This is it in essence – a mutually supportive community that cares enough to support all members to success.

That is Crew. We are all crew, not passengers. This is Crew

Crew in the UK

Crew is not part of secondary school culture in the UK. Traditionally, UK schools have short “form tutor” periods involving registration, administration and occasionally some personal and social education. This is nothing like the Crew model, which is at the heart of EL schools and a range of other US school designs. There, it is both a structural component and the foundation of school culture. It “serves as an ethos of inclusion: students strive to reach ambitious goals together as a community. They are responsible for their own wellbeing and their classmates’ wellbeing.”

One UK school that has made Crew foundational is XP School in Doncaster, for which the school maxim is “Above all, compassion”. XP is an Ofsted outstanding school, where inspectors remarked on features that relate to Crew: “Leaders are driven by the conviction that everyone can and should do well. Pupils are kind, generous-spirited and aware of the needs of others, both at school and beyond…..

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“With the dominant model of secondary schools, few youngsters will feel well known; many won’t even have their names known by all their teachers. Crew is an antidote to this.”

personal development and wellbeing are very well supported and pupils are taught to be considerate, kind and confident.”

Crew at XP is foundational. Students are aware of its impact: “At XP we are not just a school, we are a family,” and “It’s basically a metaphor for us all achieving our goals and we all do it together, so if someone falls behind we don’t just leave them,” and “We don’t just remember facts. We create memories.”

If you are not yet inspired, watch this video. As Andy Sprake (XP’s Executive Principal) says in it: “If you are going to make any difference to young people’s lives, you’ve got to know who they are.”

Crew or Kvutzah at Gesher – Its Origins

Gesher uses the term “kvutzah” instead of the word “crew”. As a faith school, this embodies the ethos, as Judaism is an insistently communal faith. Our sages tell us “do not separate yourself from community” and this notion of living our lives supported, enmeshed and emboldened by others defines our existence. The original meaning of the word kvutzah is “a Jewish communal and co-operative farm or settlement” but over the decades this has evolved into meaning the group you are a part of, or belong to. Urban Dictionary quite wonderfully describes its meaning as “a tight-knit group of crazy kids who spend summers together but will stay close no matter the distance”. And that is the purpose of kvutzah or crew at Gesher – to create a trusted community of people, a social collective where all voices are valued, bonds are created and everyone feels supported and understood.

There is a wealth of literature spreading across several disciplines that shows how important it is to wellbeing, to be surrounded by friends. Having people to talk to makes a difference. We speak of “unburdening” ourselves to others, and the metaphor is exact. There is something about human nature that makes troubles or concerns shared easier to bear. We are, as Aristotle and Maimonides said, social animals. What distinguishes homo sapiens from other life-forms is the extent and complexity of our sociality. Kvutzah encourages and champions this notion of respectfully sharing thought and feelings which in turn creates bonds between teachers and students; student to student, which in turn creates a culture of community at the school. (Adapted from Rabbi Sacks’ Community of Faith.)

The two statements below are taken from the “day in the life” created as a practicalisation of the school and community’s Blueprint vision for the school.

“At the beginning of every day we spend time together. Kvutzah is our secure base. The name provides the

clue to how it works – we care about one another and pull together to help each other to succeed. We check in; have learning circles; plan our day, etc. Above all we focus on mindfulness, wellbeing and motivation. We focus our mind and collectively start our day, using tefillah/prayer to help us.

“School day also ends with Kvutzah when we are not out doing community projects. There is check-in and sharing and planning for extended and home learning. There is fun, too.”

It is no stretch of the imagination to understand that the diversity of need and talent amongst SEND learners makes something like Crew or Kvutzah essential. Autistic and neurodiverse young people need to be known; need to have their profile of behaviours understood and accommodated; need to feel valued and respected within a supportive community of peers; need to feel that they belong. This is even more important in a context where many young learners have had damaging prior experiences in mainstream schools.

Crew at Gesher in Practice

In practice, Crew time is an opportunity for the students to focus on, and enhance, any, and all, of the three key relationships in their life – their relationship with G-d; their relationship with other people; and their relationship with themselves. Through prayer, a daily review or quiet contemplation/meditation, the students work individually, and together, to enhance their own mental, emotional and spiritual wellbeing. They learn to care, share and be aware of their own needs as well as each other’s, which enables them to develop their compassion, collaborative skills and resilience – key attributes of life.

However, crew time at Gesher is not restricted to the students. Staff have their own form of crew time. Every week, a staff member chooses a key theme which permeates through three morning briefings and enables all staff to be aware, involved and connected with key aspects and events within Judaism, other faiths or none; within SEND or therapy; within education or their environment; and within the UK or beyond. Regularly enhancing our staff’s personal and professional development has had a profoundly positive effect on the camaraderie, cohesion and teaching within the school and ensures that everyone’s inspiration and passion is valued and shared.

Who is wise?

One who learns from everyone!

(Ethics of the Fathers 4:1)

Professional Prompts

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Where Crew (or Advisory, or Kvutzah) is practised, there is a school-wide body of practice that supports it. Is that true of tutor time in your school?

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Watch the XP video as a staff or as a year team. What can we take from that to influence our own practice? What might be easy to do tomorrow?

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Do your staff “have their own crew time”? Should they? Could they?

Scan to watch ‘CREW at XP’

Scan to watch ‘The Power of CREW’.

Leaving Learners in the Dust

Authored from the outcomes of a Critical Friendship Group discussion on Assessment, November 2022

Assessment, neurodiversity and some ideas for how schools can do better

For the team at Gesher School, who are committed to personalised, project-based and real-world learning for students with neurodiversity, finding appropriate, reliable and motivational ways to assess learning and to provide the feedback and recognition of learning that learners need to progress is an ongoing and very practical challenge.

Joshua, a recent graduate from sixth form college, explained his experience with assessment – on this occasion his A-Levels – like this:

“The big problem with existing assessments is that they are the be-all and end-all. You either fit the mould or you don’t and, if you don’t, you really are kind of left in the dust. Most people don’t fit the mould – and especially neurodiverse people don’t – so that does lead to problems.”

Unfortunately, Joshua’s experience is far from unique. Too many learners find themselves left in the dust by assessments that test the wrong things, at

the wrong time, using the wrong measures.

And the cost of getting assessment wrong can be very high indeed, as Joshua points out:

“So often the pressures of the school system can break a student easily and quickly. And it becomes really difficult to come out the other side and still be a strong candidate when the only important thing is what grade you got.”

So what is so wrong with assessment? And why are these failings especially problematic and potentially harmful for neurodiverse learners?

Five Things Wrong with Assessment in Schools

1. Schools assess all learners at the same time

Partly because of the way the school year is constructed and partly driven by the dropdeadlines of national standardised testing at 16 and 18, assessments in schools follow a rhythm that is largely dictated by how much of the curriculum it is possible to cram into any given period. Learners study skills and knowledge through the curriculum and then teachers (or exam boards) use assessments, usually tests, to measure how skilled or knowledgeable learners have become after an allotted time has expired.

This model is so familiar that it feels like the only sensible way to approach the timing of assessment. It isn’t. In most other aspects of their lives where learning features, learners choose, with the help of their teacher or mentor, when is the right moment to complete an assessment. From gymnastics badges to music grades; the Duke of Edinburgh’s Award to driving tests, learners and teachers work together to agree the best moment to assess progress. By assessing all learners at the same time, schools ignore everything we know about how learning happens, specifically that different learners learn different things at a different pace and that the right moment for assessment – the moment that is optimal for learning – will therefore be different too.

What if… individual learners and their teachers could decide together when to begin a formal assessment, at a time when each learner feels ready and confident to “take the test”?

2. Schools only assess what’s taught in school and/or by teachers

“I can make a video game using languages that the curriculum doesn’t even know exist, but none of them get recognition. I can do all this stuff and it doesn’t matter because it wasn’t what I was told I had to do. I didn’t fit that specific guideline and therefore it’s not good enough.” Joshua

Curriculum so dominates in schools that not only does it dictate the pace of learning, it can also constrain the scope of learning too. This may be an unintended (but not unnoticed) consequence, amplified by assessment, which concentrates on learning that is delivered in school and by teachers and ignores learning that happens at home, in sports clubs, dance or music schools, or anywhere where it is unseen by teachers.

What if… schools could recognise learning that takes place in these other settings and celebrate the full range of knowledge and skills that learners have acquired?

3. Schools assess everything that is taught in schools and/or by teachers

In the interests of leaving as many doors open as possible for learners’ futures, schools crowd their timetables with curriculum and assessments, some of which are, for the vast majority, irrelevant to where learners want to go next. This squeezes out other learning opportunities that might actually engage and inspire learners to choose and follow a path they can feel passionate about. Schools waste so much time deciding what learners should care about and what help they might need to get there when, with a little more trust, curiosity and empathy, they could simply ask them. And many learners are exhausted by cramming for tests across a much wider range of subjects than they could ever possibly need.

What if… individual learners could choose to be assessed in specific areas of their learning only where a standardised recognition or qualification is helpful?

4. Schools (mostly) assess learning when learning is ‘finished’

There is no question that many teachers skillfully incorporate formative assessment into their practice, for example, in how they ask questions in class and the assignments that they set. However, it is also the case that most formal assessment of the kind that makes it onto report cards and transcripts happens at the end of modules or units of learning when they are summative and final, often pass or fail, and always too late to act upon.

What if… learners could practise assessments numerous times and get the feedback they need to achieve mastery, before deciding to “take the test”?

5. School prioritises assessments that schools and teachers are judged on, not assessments of most value for learners

In our highly regulated education system, it is unsurprising that the people who lead schools are anxious to demonstrate that their school and their staff can deliver the results that the system demands. Reputations and livelihoods depend on it. Unfortunately, the system, comprising around 24,000 schools serving just under nine million learners in England, also requires those results to be demonstrated with a high degree of standardisation to facilitate judgments about quality, consistency, value for public money and so on. Standardisation also helps keep costs down and makes moderation possible (although not inevitable, as is demonstrated by the removal of several education ministers shortly after results day).

This is all very understandable and has really very little to do with learners and their individual or personal needs, now and for their futures. Worse, it produces assessments and a related culture which, as we have seen, are arguably not in any learner’s best interests and, for some learners, can be horribly damaging.

“Assessments led me into a very unhealthy revision cycle. Assessment as it is now is not actually really a test of knowledge, but more a test of memory, so you end up sitting in a Costa drinking more coffee in one hour than I would in a week normally, just to stay awake, then sleeping three hours a night, cramming knowledge just to end up being tired on the day and messing up the exam.” Joshua

What if… schools were empowered to assess and celebrate learning that was of the highest value to the learners and communities they serve?

Professional Prompts

1. 2. 3.

Which two of these five “What if…” statements most resonate with you? What would you need to do to introduce practices that were consistent with them?

How might you assess and recognise young people’s achievements outside the classroom and at home?

How might the agency of young people feature more strongly in the assessment approaches at your school?

“Too many learners find themselves left in the dust by assessments that test the wrong things, at the wrong time, using the wrong measures.”

The Role of Local Systems in Rethinking School

As has been said in Holly’s introduction, there are three sections to each issue of this journal.

The first is “Rethinking School”, and most of the articles do just that – imagine how school could function differently. However, schools don’t exist in a vacuum and this short piece focuses on the enabling role that the wider system within which the school is nested, can play.

In the final section, “Resources for Schools” you will find some inspiring project cards from schools in Farmington, Connecticut, USA – with many thanks to Veronica Ruzek, Director of Curriculum and faculty members across the Farmington schools for sharing them. Farmington Public Schools has a mission and vision statement to “enable all students to achieve academic and personal excellence, exhibit persistent effort and live as resourceful, enquiring and contributing global citizens aligned to our Vision of the Global Citizen”.

This Vision of the Global Citizen is worth sharing, partly because of the system leadership it displays – a bold, inspiring and invitational vision for all Farmington’s schools – but also because of the direct connection one can make with the moral underpinnings and student agency displayed in the Project Cards.

Read it, then read the cards, and the connection will be obvious.

With thanks Veronica Ruzek, Director of Curriculum and faculty members across the Farmington schools.

Farmington Schools, Connecticut, USA.

FPS Vision of the Global Citizen

Self-Aware Individual

I know myself and how to care for my own wellbeing

I can assess my own personal strengths and needs, persist in overcoming obstacles to reach my own goals, make wise choices and informed decisions, and adapt to new challenges and opportunities by regulating my emotions and adjusting my behaviour to positively impact myself and others.

Empowered Learner

I am a knowledgeable, reflective, and resourceful learner

I can explore interests, take initiative, ask questions and conduct research. I can use technology and media tools skillfully, and learn from my successes and failures by engaging in feedback and self-assessment protocols.

Disciplined Thinker

I can apply strategic thinking to develop ideas and solve problems

I am a critical consumer of information recognising point of view and bias. I can reason with evidence, synthesise and evaluate data, and connect concepts and ideas while thinking creatively and flexibly to design and develop innovative solutions, strategies, and outcomes.

Engaged Collaborator

I can work effectively and respectfully with diverse groups of people

I can actively listen and seek to understand the ideas of others, self-monitoring for biased thinking. I can create inclusive environments for dialogue that establish and adhere to group norms for effective communication and conflict resolution.

Civic-Minded Contributor

I can actively contribute to a civilised society

I understand complex interdependent systems and their impact on people and the environment. I question prevailing assumptions, develop my cultural competence, and seek solutions through negotiation and compromise in order to contribute to the betterment of my local/global communities through service and civic participation.

I am learning to exhibit

• Emotional regulation

• Wellbeing

• My own sense of identity

• Confidence

• Integrity

• Gratitude

I am learning to exhibit

• Agency

• Resilience

• Organisation

• Resourcefulness

• Curiosity

• Initiative

I am learning to exhibit

• Focus

• Creativity

• Logical reasoning

• Attention to accuracy

• Flexibility

• Persistence

I am learning to exhibit

• Empathy

• Perspective

• Open-mindedness

• Personal accountability

• Effective communication

• Adaptability

I am learning to exhibit

• Compassion

• Global fluency

• Cultural competence

• Responsibility

• Service

• Stewardship

The mission of the Farmington Public Schools is to enable all students to achieve academic and personal excellence, exhibit persistent effort, and live as resourceful, enquiring, and contributing global citizens.

Three Big Ideas for Assessment for Schools Hoping to Do Better

Julie Temperley

1. Agree together the outcomes you value most for your learners (the knowledge, skills, values and characteristics). Which of these do you currently assess well?

Some things to try:

Run a whole school enquiry to surface what learning teachers, learners, families, and the wider community consider most important to be able to assess or demonstrate. Knowledge is sure to feature, but so too will skills like problem-solving, and characteristics like confidence and kindness.

Explore together how much time is spent in school on assessing learning that is not congruent with the things that you value. Do you have the balance right?

Co-design with staff, students and stakeholders a learning dashboard that teachers and learners can complete together to track and communicate progress in knowledge, skills and characteristics important to everyone in the school and beyond.

2. Expand the range of assessment tools and methods used in school and grow teachers’ confidence and capability in their use.

Some things to try:

Group assessment – instead of awarding individual marks, teachers and learners agree assessment criteria for group work and, on completion, the whole group gets the same mark. This approach is especially useful in project-based learning, but can be

applied to any group-work activity, and encourages the development of skills for collaboration, teamwork and shared responsibility.

Routinely include an element of self-assessment –learners use the same criteria as teachers to “mark” their work, then teachers and learners discuss the differences between their assessments and what might sit behind these.

Mastery learning – learners explore success criteria at the beginning of a unit of learning (perhaps using “exemplar work”) and make as many attempts at some or all of the assessments as they need to, in order to identify gaps in their knowledge and skills. They can then seek help from their peers, teacher or other resources to address the gaps. Learners do not move onto the next unit of learning until they are confident they have mastery and can pass the assessment.

A variation of mastery learning is repeating assessments but with reduced support, where success becomes a learner being able to complete

“Instead of awarding individual marks, teachers and learners agree assessment criteria for group work and, on completion, the whole group gets the same mark.”

similar tasks over time with an increasing degree of independence.

3. Engage a wider range of people and perspectives in assessment, including learners and their families – and ensure that teachers are all “assessment literate” to lead this.

Some things to try:

Co-design of assessment rubrics and criteria charts

– teachers and learners work together to design a rubric that describes success criteria and sets out what good looks like. Rubrics like this are often codesigned on the basis of shared examination of an exemplary piece of work, identifying and agreeing what makes it so good. Rubrics promote learner agency and empowerment by giving learners a sense of control over their learning and how they are being assessed.

Learner portfolios – portfolios and learning passports record learning in a variety of ways, for instance using narrative and photographs and annotated copies of learners’ work to give a clear and detailed perspective on what the learner has achieved and why this is important to them. Recently, digital tools have expanded the range of evidence and examples that can be collected in a portfolio, to include video, audio and presentations, for instance.

Exhibitions of learning – there is a long history of exhibition or performance as a means of making achievement visible and assessing it. Art exhibitions, drama or music performances, sport, chess tournaments – there are multiple examples. More significantly, there are examples in the UK and around the world of schools where exhibition

and learner portfolios are the principal forms of assessment.

Final word

There is, of course, much more that we could add to this – and much more was contained in the Critical Friendship Group conversation from which this article was drawn. What all the suggestions have in common, though, is that they are driving towards assessment processes that facilitate growth, the exploration of oneself, deeper learning and selfworth. They are about creating – for all learners –hope for the future.

Acknowledgements

This article has been developed by drawing on contributions made in a Gesher School Critical Friendship Group by generous friends and colleagues who are expert in assessment and/or neurodiversity. They are:

• Dr Amelia Peterson (London Interdisciplinary School)

• Alison Woosey (Bolton Impact Trust)

• David McVeigh (Head of Assessment Design at Pearson UK)

• Kelly Sanders (Former USA school principal; consultant)

• Joe Pardoe (School 21 and Big Education)

• Joshua Gross (a neurodivergent schoolexperienced young person)

• Anne-Marie Twumasi (Big Change)

We would like to take this opportunity to offer our sincere thanks for the time, energy and insight that each of our critical friends brought. Your advice and ideas are already making a difference.

Reimagining Assessment: Views From an Autistic Young Person

Since the 1990s, the way we assess young people has been dominated by a culture of public accountability and competition, leading to the unhealthy belief that the grade is everything. The idea is now so important that many exams, like GCSEs and A-Levels are referred to as “high-stakes” tests because of the way they determine the next stage of someone’s life.

Those who create the high-stakes assessments claim that they are the fairest and most rigorous tool we have to demonstrate student achievement. However, the evidence used to back up these claims is often insubstantive (Richardson, 2022). One of the consequences of these high-stakes assessments is that young people’s outcomes are reduced to a number or letter which only reflects a very small proportion of their experiences and achievements at school and usually only in academic subjects.

experiences of Joshua, an autistic young person who has the lived experience of feeling let down and misrepresented by the current system and who has vital ideas on how it might be reimagined to prevent the same thing happening to others.

“The big problem with existing assessments is that they are the be all and end all when you leave school.”

Joshua

The same idea is expressed in the opening sentence to this article and yet what this means for young people can often get lost in the statistics. For Joshua, who at the time of writing is applying for apprenticeships, the implications are clear.

Whilst this affects all young people, data has shown that, on average, autistic young people do not achieve the same levels of academic success as their non-autistic peers assessed in this way. The most up-to-date government data shows that 64% of non-autistic students achieved a Grade 4 or above in Maths and English, compared to 31% of autistic students – and this data is not a one-off. The same pattern exists in the previous three years’ data. While the statistics alone are striking, even more profound are the hidden stories behind the data. As such, in this piece, we share the reflections and

“I can only put my grades, not the fact that I spent most of my A-Level time suffering through extreme mental health issues and that it was a miracle I even made it to sit the examinations, not the six times I almost dropped out and came back to them later… It becomes really difficult to come out the other side and still be a strong candidate when the only important thing is what grade you got.”

Joshua’s solution to this problem would be for schools to recognise the skills that young people have through a more flexible approach to curriculum and to assessment. In Joshua’s case, he has a talent and passion for computer programming and, while he was able to take this as an A-Level, he was still

Joshua Gross

“It becomes really difficult to come out the other side and still be a strong candidate when the only important thing is what grade you got.”

assessed within the constraints of that curriculum and the conventions of exams.

“In my A-level computer science class we had people who had never opened the Python Editor before and we had people like me who had made full video games in one day before… I would be running off doing these ultra-complex things at home that would never be recognised because they weren’t even remotely related to the curriculum. Like, I can make a video game using languages that the curriculum doesn’t even know exist. And I’m just sitting there doing these things, but none of them get recognition. I can do all this stuff and it doesn’t matter because it wasn’t what I was told I had to do. I didn’t fit that specific guideline and therefore it’s not good enough.”

By having a curriculum that is less constraining, less of a rule book, there would be more scope for teachers to work with young people in their area(s) of interest and strength, aligned with their passions. While this would have benefits for all learners, there would be particular benefits for some autistic young people who often have a special interest or aptitude. Recent research by King’s College London, for example, has shown that when adults are accepted as having a special interest, and where it is responded to positively, recognised and valued, this can lead to them excelling in the linked curriculum area (Wood, 2021).

As not all neurodiverse young people will have a special interest that can be assessed within school, it is also worth considering other ways in which a more flexible assessment process would be beneficial. Here, Joshua has further important ideas to share.

“Assessment as it is now is not actually really a test of knowledge, but more a test of memory. I found often that those kinds of assessments really did not work for me, but one that I really excelled in were the two B-techs that I took in Business and Digital Media. Instead of having this one assessment that you’re building up to and studying in unhealthy ways for, you’re working on it throughout the entire course. It’s not one giant thing, it’s a bunch of smaller things. Break one big problem down into a bunch of smaller ones, and suddenly it becomes less of a big problem.”

Joshua’s views about coursework are echoed in the academic literature, which has shown the pedagogical benefits of such forms of assessment, as well as the fact that students prefer it to exams (Richardson, 2015). Despite this, under the current assessment system in England, none of the Maths, English or Science GCSEs have a coursework component which counts towards a student’s final grade. As such, the work that a student does across two or three years of study is condensed

and assessed through a few hours of exams. This in turn then shapes their future opportunities. Joshua considers this system to be a particular challenge for autistic young people as “Often the pressures of the school system can break a student so easily and so quickly. And it becomes really difficult to come out the other side and still be a strong candidate when the only important thing is what grade you got.”

There are two more things that we know about the lack of fit between the current assessment system and neurodiversity. One was well articulated by Joshua: “If you emphasise ‘standards’ and ‘standardisation’, then by definition this will not work for autistic young people who are, by definition, non-standard.” The other, which is linked, relates to the idea of “spiky profiles”. Autistic learners are less standardised, less conventional – they have great strengths alongside different challenges. An assessment model that emphasises the challenges (e.g. writing essays) and minimises the strengths and passions (e.g. technical capability, creativity) will serve both autistic youngsters and the system badly.

Endnote

Joshua’s views are those of just one student, but the dearth of autistic voices in both the academic and non-academic literature in this field makes this a provocative contribution and one that we hope is built on by further activity in this area.

References

• Richardson, J. T. (2015). Coursework versus examinations in end-of-module assessment: a literature review. Assessment & Evaluation in Higher Education, 40(3), 439-455.

• Richardson, M. (2022). Rebuilding Public Confidence in Educational Assessment. UCL Press.

• Wood, R. (2021). Autism, intense interests and support in school: From wasted efforts to shared understandings. Educational Review, 73(1), 34-54.

Professional Prompts

1.

2.

What rings true for you in Joshua’s comments?

You will almost certainly have neurodiverse learners in your school. Might a small piece of research or a focus group with them help to unearth challenges they face to which you could respond?

Creating a Life Skills Space Within a School

Danielle Petar, Emily Bacon, Michal

At Gesher we want our young people to enjoy school. We want them to enjoy learning with one another and supporting each other to succeed. We want them to have great experiences; to love physical and creative activities; to enjoy the unity of a shared faith; to find things in the curriculum that they can be passionate about; to be proud of their exhibitions of work and the real-world projects that make a difference in our community. And, of course, we want them to leave us with the best qualifications possible.

All that having been said, we are a school for young people, many of whom started their school career in a mainstream school which was not well equipped to support them. Parents (and young people as they mature) inevitably have concerns about how well they will cope with the mainstream life of employment and relationships and independent living. This is the world beyond Gesher.

And this is why we have developed a coherent, progressive and continuously evolving life skills curriculum. We are passionate about preparing learners to be assured and adept when they eventually progress from Gesher, as employees, friends, partners and citizens of the world.

Creating a life skills space within a school

Ask ChatGPT what you need to set up a life skills classroom and you’ll be given a list of eight steps which include finding a space, making a budget and employing a member of staff. Do some of your own research via academic articles and practical textbooks and the same three themes emerge. Sadly, what the AI and the “old-fashioned” research tool don’t take into account is that schools are not generally known for having spare rooms, giant financial budgets, or bonus staff on hand to deliver extra lessons. It can therefore be difficult to know where to start with something like life skills, which generally falls largely outside the traditional curriculum subjects like Maths, English and Science.

In Issue Two of The Bridge, we featured an article about Gesher’s life skills curriculum, so we won’t pretend that we were starting from scratch when we created our life skills classroom space. We knew what our curriculum required by way of facilities. We also won’t pretend that we weren’t lucky enough to

have a small space in our school, a modest budget and a skilled member of staff to deliver our sessions. Perhaps we made our own luck!

However, the journey we have travelled puts us in a position to share some of our insights in a practical and accessible way. We are also conscious that, as a result of our own journey, there isn’t a huge amount of practical advice out there for schools wanting to implement and integrate life skills-related learning. We hope this article helps.

Ideally you will find a space, but it can be a shared space.

How we’ve done it

We moved school sites in 2021 and, as such, were in the fortunate position of being able to include in our plans a dedicated space within our building for life skills – in other words, to give it equal claim in the allocation of space, rather than stealing space back from existing use. However, even the room we are currently using is a temporary solution which is shared with our library. (Although, of course, library use is a life skill, too!) To manage this space the room is carefully timetabled to allow for classes to use the library and for classes to use the life skills space. The room is also used for lunchtime clubs and school council meetings, and can be available as an extra learning space.

Geller

“We are passionate about preparing learners to be assured and adept when they eventually progress from Gesher, as employees, friends, partners and citizens of the world.”

Things you could try in your setting

Despite the title of this article specifically referring to a space, there is no necessity for life skills to take place in just one place. We could have called it “Creating a life skills mindset”. Areas such as the lunch hall and the staff room (when not being used by staff) are ready-made life skills areas because of the practical and real-world activities that take place in them. The lunch hall, for example, can be used to practise setting the table and preparing food while the staff room is likely to contain a dishwasher, sink, and perhaps even an oven, making it an ideal environment for students to work on kitchen-based skills.

What’s coming next

One of the end goals for the life skills space at Gesher is to have a full-size, self-contained flat

which includes a kitchen, bedroom and living area for students to be able to access during their life skills sessions. To do this we are keen to have students’ input to the design and to make it relevant to their interests.

Making good use of the space

How we’ve done it

Our classroom space is set up to emulate elements of a small flat with a kitchen area, a bed and a sofa. Within the room, each item is labelled to support the learning of organisation skills as well as encouraging independence. All of our students use the room once a week for their timetabled life skills lesson. In addition, we have a group of learners (known as our

The Gesher Life Skills Space -- from top left (clockwise): bed, wardrobe, lounge area, fully functioning kitchen with hot plates, toaster, kettle, microwave, blender, fridge, sink, dining table and chairs, cash register, desk and computer, ironing board and iron, and a ‘my body’ area with a mirror and personal grooming tools.

Life Skills Legends) who attend daily life skills sessions in the space. This gives them more time to practise skills and the way the room is laid out also means that skills can be practised in sequence. For example, when doing bedroom-related life skills, students can take the sheets off the bed, wash them in the washing machine, dry them on an airer and then put them back onto the bed.

Things you could try in your setting

If you don’t have the luxury of having a classroom space where life skills teaching can take place, then an alternative could be to have smaller life skillsrelated materials stored in one place and accessible to staff. For example, items such as a kettle, a toaster and a blender could be stored relatively easily and used for food preparation skills, while items like hairdryers, straighteners and mirrors could be available for students to practise self-care skills. (We’ve included a full list of resources in the Resources for Schools section of this issue). These materials could then be used for in-school sessions. Activities which require large resources, such as a bed or washing machine, could be completed as part of homework tasks which are developed alongside parents. (It is a feature of our programme that parents are partners –deliverers and accreditors.)

What’s coming next

The next phase would be transferring some of the basic life skills activities into employment-related ones. For example, opening an on-site cafe run by the students would allow for greater independence around their food and drink preparation skills. Other examples are creating an allotment on the grounds, planning and running a school visit, or hosting an employers’ event.

Equipping the space

How we’ve done it

To furnish and equip the life skills rooms, we appealed for donations of furniture from our students’ families and friends, as well as a small amount of financial support from a community donor. Before adding anything to the room we involved parents as well as students to hear their thoughts about what should be included. The clearest piece of feedback that we received from both groups was that the room should be a place where students (as much as possible) could do things independently.

Things you could try in your setting

In the Resources for Schools section at the back of this issue, we have included a shopping list of items that might be useful for life skills sessions. Alongside each item on the list are ideas and suggestions for use. By no means do we have all the answers to these questions, so we would love to hear from you with further creative ideas. You can email us directly via thebridge@gesherschool.com.

Things that we would like to do…

Moving forward, we would like to incorporate more technology into our life skills sessions. In the first instance, this could involve using online banking and doing an online food shop. However, we would also like eventually to include working with artificial intelligence tools like ChatGPT which, despite offering a rather generic answer to our opening question, will undoubtedly be a huge part of our students’ lives in the future.

Professional Prompts

1. 2. 3.

Is life skills education on the agenda for your students, especially the ones most likely to be challenged by the transition to life beyond school?

What ideas in this article have most resonance for you? What ideas does your school have that you could share on an email as suggested above?

If life skills is not currently a high priority in your school, who might you need to gather together to read this article (and the one in The Bridge 2) and to discuss possible ways forward?

Scan to explore Gesher’s Life Skills Scheme -- Bridges: Foundation

Choose Your Own Adventure Through U.S. History

Tim Briggs, 11th Grade Humanities

High Tech High Chula Vista

For this project, students researched, wrote, and self-published a collection of choose your own adventure stories based on U.S. History. To create their story, each student researched a historical time period and created a story map of possible choices for their character based on the significant events in their era. In writing their stories, students incorporated dialogue, sensory details, and narrative techniques to create gripping second person narratives. Each narrative was then edited by a student editorial team while other students created original art and designed a layout to format our book for publication. At our final exhibition, students presented their work to teachers, students, and community members at the Grossmont Literary Arts Festival.

Teacher Reflection

This project far exceeded my expectations for the depth and complexity of the students’ narratives. What I had envisioned as a 200300 page book sprawled to nearly 600 pages as the students dug deeper into their historical periods and created pathways for their character to explore different events. Students were invested in the creation and publication of our book. Every narrative was reviewed and edited by a team of students for content and historical accuracy and then formatted for publication by our design team. It inspired me to see students work hard to prepare our book and take pride in completing such a large task as a team.

Student Reflection

Being a member of various groups helped me develop new skills. As a member of the editing group, I improved my understanding of grammar and writing by reviewing the work of other students. I also learned how to use Adobe Acrobat to publish our writing in a professional format. Being a part of the leadership and exhibition crew made me step out my comfort zone and practice my communication and leadership skills. Overall, the project helped me not only to become a more creative writer, but it also let me improve how I work with other students.

—Rafely Palacios

To learn more about this project and others, visit http://timbriggsdp.weebly.com/

Medical Moment Project

S h a r o n B e c k e r, B e t h B l o c k , K e r r y V i s o n e , 8 t h G r a d e S c i e n c e T e a c h e r s A l y s s o n O l s e n , L I b r a r y M e d i a S p e c i a l i s t I r v i n g A . R o b b i n s M i d d l e S c h o o l , F a r m i n g t o n , C T W h e n w a s t h e l a s t t i m e y o u t o o k a m o m e n t t o e d u c a t e y o u r s e l f o n y o u r o w n w e l lb e i n g o r o n f a c t o r s t h a t c o u l d a f f e c t y o u r f u t u r e h e a l t h a n d t h o s e o f p e o p l e y o u c a r e a b o u t ? O u r 8 t h g r a d e r s e d u c a t e o u r I A R c o m m u n i t y a b o u t t h e i n t e r d e p e n d e n t s y s t e m s o f t h e h u m a n b o d y a s r e l a t e d t o a m e d i c a l t o p i c o f t h e i r c h o i c e . M a n y s t u d e n t s c h o s e p e r s o n a l l y m e a n i n g f u l a r e a s o f s t u d y r e l a t e d t o f a m i l y , f r i e n d s o r e v e n t h e i r o w n p e r s o n a l m e d i c a l a n d / o r m e n t a l h e a l t h s i t u a t i o n s . S t u d e n t s h a d t h e c h a n c e t o r e s e a r c h u s i n g d a t a b a s e s , b o o k s a n d r e l i a b l e w e b s i t e s T h e y e v e n h a d t h e o p p o r t u n i t y t o i n t e r v i e w m e d i c a l e x p e r t s i n o u r c o m m u n i t y w h e r e t h e y c o u l d a s k s p e c i fi c q u e s t i o n s r e l a t e d t o t h e i r r e s e a r c h . S t u d e n t s p r e s e n t e d o n t o p i c s f r o m P a r k i n s o ’n s d i s e a s e t o d i a b e t e s , t o b r o k e n b o n e s a n d s e l e c t i v e m u t i s m . T h e c h o i c e o f e n g a g i n g n e w s l e t t e r s , p o w e r f u l M e d T a l k s , a n d c a p t i v a t i n g s c r e e n c a s t s a l l o w e d o u r s t u d e n t s t o s h i n e i n t h e i r o w n u n i q u e w a y s a s c i v i cm i n d e d c o n t r i b u t o r s . T h e y e d u c a t e d o u r c o m m u n i t y a b o u t t h e c a u s e s , e f f e c t s , t r e a t m e n t s , a n d i m p l i c a t i o n s o f t h e i r t o p i c . S t u d e n t s a l s o r a i s e d m o n e y v i a s c h o o lw i d e p a j a m a d a y sm o n e y c o l l e c t e d t h a t p r o j e c t w i n n e r s , v o t e d o n b y t h e i r p e e r s , c o u l d d o n a t e t o c h a r i t i e s r e l a t e d t o t h e i r m e d i c a l m o m e n t t o p i c

T e a c h e r R e f l e c t i o n s It is incr edibly r ewar ding t o watch students go thr ough the pr ocess fr om choosing a disease, disor der, or neur odiv ersity t o becoming an exper t on that t opic. I continue t o be in awe of how much the y learn thr oughout the pr ocess. Medical Moment is a highlight of the school y ear!

K err y Visone

I am most pr oud of how the students become mor e awar e and mor e thoughtful and understanding of how people ’s daily liv es ar e aff ected b y the diff er ent medical conditions that ar e pr esented.

Beth Block S t u d e n t R e f l e c t i o n s It helped educate people on diff er ent diseases and disor ders, which I think is going t o be v er y helpful when we gr ow up int o adults (some of us might e v en go int o the medical fi eld because of this pr oject).

Leena

I think Medical Moment r eally helped me understand many diff er ent aspects of the medical fi eld and what people do e v er y da y t o sa v e liv es. The pr oject helped me become mor e awar e and appr eciativ e for e v er y one in the medical fi eld.Clair e

This pr oject helped me be a mor e positiv e global citiz en because I am now mor e awar e of medical conditions and am less lik ely t o judge befor e I know the whole st or yBr ook e

L i s a M i s h r i k y S t u d e n t R e f l e c t i o n s “ I r e a l l y l i k e d t h e P o d c a s t C h a l l e n g e p r o j e c t I t w a s f u n t o r e s e a r c h w i t h a p a r t n e r a n d l e a r n a b o u t s o m e t h i n g w e b o t h r e a l l y w a n t e d t o l e a r n a b o u t . C r e a t i n g t h e p o d c a s t f r o m s t a r t t o f i n i s hr e s e a r c h t o e d i t i n gw a s r e a l l y i n t e r e s t i n g a n d m a d e m e r e a l l y p r o u d . I t d i d n ’ t f e e l l i k e s c h o o l t o b e h o n e s t . ”L u k e “ T h e i n t e r v i e w w i t h t h e p r o f e s s i o n a l s w a s t h e h i g h l i g h t o f m y p r o j e c t I t w a s r e a l l y a w e s o m e t o i n t e r v i e w s o m e o n e a b o u t a t o p i c t h a t w e w e r e a l l s o p a s s i o n a t e a b o u t ”J o n a h

Life Skills Shopping List

Danielle Petar, Emily Bacon, Michal Geller

‘Making your own Life Skills Space’

The shopping lists below have been organised around the same themes as the article in the ‘Teaching and Learning with Neurodiverse Children’ section of this edition.

Shopping List 1

Ideas for identifying spaces you could use Staff room (when not used by staff): This space could be used to practice kitchen skills such as using the dishwasher, oven, hob or microwave.

Lunch hall: This could be used for food preparation life skills.

Local shops: These could be visited in small groups to practice buying items and transactions.

Student’s homes: Tasks which require large items such as a washing machine or bed could be practiced at home with visuals and supporting materials provided by school.

School playgrounds: For gardening and learning how to be safe in nature.

Local towns: For learning how to buy groceries and how to buy sustainable, or how to cross a road safely.

School car parks: For learning how to clean cars (and litter picking).

Shopping List 2 Potential Equipment

Food Preparation:

• Kettle

• Toaster

• Blender

Self-care:

• Hairdryer

Domestic Tasks:

• Bowls and plates

• Cutlery

• Knives

• Straighteners

• Mirror

• Washing up equipment (bowl, plate, sponges, etc)

• Bed & duvet/cover (inflatable camping bed)

• Washing machine (could also happen at home/local laundrette)

• Ironing board

• Hoover

• Mop

Travel:

• Bike

• Bike locks

• Scooter/e-scooter

• Tools for adjusting/mending a bike (pump, puncture kit)

What All Schools Can Do to Support Neurodiverse Learners

With thanks to Pete Wharmby (Centre for Research in Autism and Education, CRAE Annual Lecture, 2023)

10 Things All Schools Can Do

Make sure that all staff know the profile for all relevant learners.

Have a mentor for each neurodiverse learner – one in which they have some agency.

Educate all staff about autism – if they have knowledge, they can do a lot.

Work with your community – employers need to understand neurodiversity, too.

Open up the issue of difference – move it from insult to fascinating.

Promote tolerance of and accommodation of difference.

Accommodate idiosyncrasies (e.g. stimming, walking around, repetitive behaviours, sensitivity to noise, obsessive interests).

Make the school sensitive to known or potential triggers “of stress or behaviours”. e.g.

• Changes to routine or schedule

• Group work

• Work deadlines

• Presentations

• Reading aloud

• Picking teams

Prioritise positive relationships with learners and parents (e.g. regular dialogue with parents; support groups for parents) – working together is in everyone’s interests.

Have available appropriate therapeutic strategies.

Guidance for schools

The 10 suggestions above provide a useful checklist. They can also be used to create a workshop activity for staff that will sensitise everyone to the issue of supporting neurodiverse learners. They were stimulated by Pete Wharmby’s presentation at the 2023 CRAE Annual Lecture, and most of them were specifically referenced there. Pete is an autistic teacher, writer, speaker, advocate and author. Below are two suggestions about how “10 Things” might be used.

1. 2.

The first is a simple “bright spots” activity, designed to identify the best of what is currently happening in all 10 areas. The logic of discussing bright spots is to build from the best of what currently happens. “What are the characteristics of this that could be applied more broadly?” and “What would be required to have more like this?”

The second is an evaluative activity to identify strengths and areas for growth – what is going well (or not) and what more might be done.

Activity 1

• Pre-arrange groups so that there is a good mix of experiences and roles in each group. Prepare a facilitator for each group –someone who will advocate for the activity.

• In groups, discuss the “bright spots” in your school for each of the 10 items. What is the best of what you do? What are the key features of these bright spots?

• Then, come together with new ideas being suggested for each of the 10 items, where relevant, based on the principles or features of your bright spots.

Activity 2

• Before the activity, create sets of cards with one of the 10 suggestions on each card plus five blank cards (to add new things). One set is required for each group.

• Pre-arrange groups (as above).

• First, each group discusses whether they have additional ideas to add on the blank cards.

• They then sort out their top 10 as a group.

• Groups come together and are facilitated to create a composite or consensus top 10 across the groups (“Our school’s top 10 ideas”).

Subsidiary activity either in groups or as a whole staff:

• Arrange this top 10 into three groups – things we do well; things we need to improve on quite a lot; things we value but are not currently ready to do.

• Using post-it notes (green for positive affirmation, amber for creative improvement ideas, red for “we’re not close on this”), decorate ideas around the ten cards, starting with amber, then green, then, if time, red.

Thank You

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