Core Values, Student Learning and School Transformation - with special reference to the teaching of the arts and humanities

该项目将传播唐卡斯特Trinity学院的整个学校价值观的重要性的原始案例研究的结果，该学校服务于2008年被指定为“英格兰学术进步最大的学院”的社会优先领域，将其学生在A*-C获得5+ GCSE的比例从28%提高到95%。个案研究的重点是作为活动理由的整个学校价值观，并调查学校如何培养儿童成为自由多元民主国家的好公民。特别是，创新的方法来探索其价值观（荣誉的目的，谦卑，同情心，诚信，问责制，勇气，决心）在英语，历史，地理和RE报告。这些价值观支撑着：1）学校领导者的校风; 2）艺术和人文教师的教学方法，从课程规划到评估; 3）学生的愿望和通过艺术和人文学习。尽管最初的研究结果发表在《牛津教育评论》（Pike，2010年）上，并引发了辩论（ORE，2011年8月），但向更广泛的公众和专业受众传播将大大增加最初研究的价值和影响。Trinity学院的案例研究与联合政府下教育政策的几个领域的重大转变直接相关。英语学士学位（EBacc）的引入更加重视人文学科，特别是历史，标志着在“公民身份”作为一门学科的重要性似乎在下降的时候，转向强调这些更“学术”的学科。然而，培养良好公民的需要仍然存在，案例研究表明如何通过价值承载的艺术和人文学科来解决“公民”问题。Trinity Academy培养责任感、社区和良好公民意识的方法非常成功，知识转移可能会产生重大影响。该项目将使我们能够衡量在何种程度上强调选定的核心价值观，在原始研究中记录，可能会告知其他学校的做法，特别是在具有挑战性的情况下。知识交流和积极传播将通过主办活动和为不同的最终用户制作资源来实现。在颁奖结束时，我们将为学校领导、教师和家长提供与他们需求相关的活动和资源。我们将在唐卡斯特附近的Trinity Academy举办活动，这些活动对于那些前往活动的人来说是方便的，就在M18的Jct 6附近。我们还将制作DVD和资源，以支持领导人，教师和家长。重点将是如何整个学校的价值观通知领导，教学和育儿，特别是在艺术和人文学科的学习，以及这些特别价值负载的科目在调解校风的作用。Trinity学院的学生将向来访的学校领导、教师和家长介绍他们对学校领导、教学和育儿的看法，以及他们认为最能支持他们学习的东西。我们预计，我们的活动将具有创新性和新闻价值，因为14-19岁的学生将在学校领导，教师和家长的教学中发挥关键作用。标题沿着“孩子教父母”或“学生教校长”的路线设想。Trinity学院现在属于美国最大的学院，美国最大的学院，美国最大的学院的资源和国家形象无疑将促进影响，代表600所学院的IAA主席的积极支持和渠道也将促进影响。这一传播和影响项目的重点是包容性价值观的宗教来源，这些价值观得到学生和教师的认可，支持良好的公民意识，并对自由社会中的青年人寄予厚望，无论其背景如何。

This project will disseminate findings from the original case study of the significance of whole school values at Trinity Academy, Doncaster, a school serving a social priority area that was designated the 'most academically improved academy in England' in 2008, raising the proportion of its students gaining 5+ GCSEs at A*-C from from 28% to 95%. The focus of the case study was on whole school values as a justification for activities and investigated how well the school prepared children to be good citizens in a liberal, plural democracy. In particular, innovative approaches to the exploration of its values (Honourable Purpose, Humility, Compassion, Integrity, Accountability, Courage, Determination) in English, History, Geography and RE were reported. These values underpinned: 1) the school ethos intended by leaders 2) arts and humanities teachers' pedagogy, from lesson planning to assessment, and 3) students' aspirations and learning through the arts and humanities. Although the original findings were published in the Oxford Review of Education (Pike, 2010) and have generated debate (ORE, August, 2011) dissemination to a wider public and professional audience would significantly increase the value and impact of the original research. The case study of Trinity Academy is directly relevant to significant shifts in several areas of education policy under the Coalition Government. The introduction of the English Baccalaureate ('EBacc') that assigns greater importance to humanities subjects, especially history, marks a shift towards an emphasis on these more 'academic' subjects at a time when the importance of 'citizenship' as a subject appears to be in decline. Yet the need to foster good citizens remains and the case study demonstrates how 'citizenship' can be addressed through value-laden arts and humanities subjects. Trinity Academy's approaches to fostering responsibility, community and good citizenship have been so successful that knowledge transfer could have significant impact. The project would allow us to gauge the degree to which the emphasis upon selected core values, documented in the original research, might inform practice in other schools, especially in challenging contexts. Knowledge exchange and active dissemination will be achieved through hosting and events and producing resources for different end users. By the end of the award we would provide school leaders, teachers and parents with events and resources relevant to their needs. We will host events at Trinity Academy near Doncaster which is accessible for those travelling to the events, being just off Jct 6 of the M18. We will also produce DVDs and resources to support leaders, teachers and parents. The focus will be on how whole school values inform leadership, teaching and parenting with special reference to learning in the arts and humanities and the role of these especially value-laden subjects in mediating school ethos. Students at the Trinity Academy will address visiting school leaders, teachers and parents about their perceptions of school leadership, teaching and parenting and what they believe best supports their learning. We anticipate wide and positive coverage of our events which will be innovative and newsworthy as 14-19-year-old students will play a key role in teaching school leaders, teachers and parents. Headlines along the lines of 'Children Teach Parents' or 'Pupils Teach Head Teachers' are envisaged. Trinity Academy now belongs to the ULT family of academies, the largest in the country, and the resources and national profile of the ULT will undoubtedly facilitate impact as will the active support and channels of the Chair of the IAA which represents 600 academies. The focus in this dissemination and impact project is upon the religious sources of inclusive values which are endorsed by students and teachers alike and which support good citizenship and high expectations for young people in a liberal society regardless of background.