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

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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.