Field Notes and Classroom Observation

The lack of invitations to carry out formal observations clearly limited the amount of confirmatory and empirical data collected from Case-study 3. This situation was in itself revealing because the explanation given was that the time interval between the initial approach and explanation of the research project in a March 2011 staff meeting, and the follow up requests for observations in June, created some ill-feeling and a loss of credibility on behalf of the researcher. As the project developed and field work was carried out, from the autumn term of 2011 onwards, it also became clear that there was an observable tension between the new head-teacher and some of the senior teaching staff including quite open resistance against initiatives that were seen to come from the head (including this research project).

The one observation that was carried out was not particularly revealing. It indicated that at the level of individual lessons practice was virtually indistinguishable from many other aspects of subject-led integration, in this example clearly based around the curriculum 2000 history unit (DfEE: 1999b: 106-7) on Ancient Greece. There were many good examples of meaningful cross-curricular links, and unquestionably strong examples of historical learning and insight including enquiry, reasoning and imagination, but no real indication that the ‘Ribbon’ curriculum was profoundly different from other examples of subject integration. However, it also demonstrated that individual history lessons could be effective.

In lieu of observations, field notes and ethnographic conversations became increasingly more important. Because the ‘Ribbon’ curriculum was clearly identified with the head-teacher, it seemed sensible to focus on conversations with him, and so in addition to a formal interview, an informal ethnographic conversation was also recorded. Other ethnographic conversations, including the deputy head, were conducted throughout 2013 and focused on planning, decision making, the level of subject integration and work outcomes. In many respects this data did compensate for

174 | P a g e the lack of formal observations, but it also meant that teachers’ interpretations of subject integration and the quality of work outcomes had to be accepted, not uncritically, but without confirmatory observational evidence. It was because of this situation that examples of children’s work, both in their books and wall displays, became increasingly significant as evidence of the success of the school’s approach.

One aspect of extended research over an eighteen month period was that model building and conceptual analysis had started before the field work had been completed, and this resulted in increasingly focused and targeted conversations. It resulted in the focus moving away from planning and curriculum organisation, although these remained important, towards leadership and decision-making because of the growing awareness of tensions within the school.

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The Year 6 pupils also carried out DT work that involved creating fairground rides that linked with a ‘Seaside’ mini-theme that had a strong history element.

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Case-Study 3 Field Notes Matrix Field Notes

Matrix

FN1

Informal Conversation following Interview with LA (Head- teacher)

02/05/2013

FN2

Informal discussion with DB (Deputy Head-teacher) 12/07/13

Context Influences on the Ribbon Curriculum; the delegation of monitoring and curriculum delivery

Influence of Rose and Cambridge curriculum reviews and the idea of grouping subjects together

NC subjects managed as thematic groups such as ‘creativity’ rather than individual subjects; Coordinators check coverage and rigour

The focus on skills derived from links and visits to other schools This fed into everything we did to make is successful and sustainable – a committed programme

Chunks or blocks of content through themes rather than a weekly allocation. The ribbon links subjects through medium term themes

The ‘Ribbon’ is part of the ethos and values of the school and encompasses internationalism and sustainability as well as thematic teaching

Values are deeply embedded in our approach; they filter through the curriculum

There is a big focus on linking PSHE through the Ribbon themes

Discussion of planning, documentation, pedagogy and philosophical approach to curriculum

Original plan was thematic teaching – e.g. Invasion

Subject Coordinators found it difficult to get the information they needed for planning and assessment

Returned to subject plans but with a topic web at heart

This is not topic teaching – ‘it looks as if we have gone back to topic teaching, but we haven’t’

Discussion of motivation and idea of defensive / reactive leadership, DB admitted that the success and middle-class status of school disguised a boring and safe learning where children were passive ‘Now it is livelier in the classrooms and children are more engaged and challenged’

There was some criticism from Ofsted so it was partly reactive The teachers were generally supportive of the head’s ideas, but there was some resistance from the established teachers

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Cycle Codes

Inspired by policy and shared good practice Clear leadership alongside delegation

Curriculum grouping as well as thematic planning and teaching Focus on skills

Linked to school ethos Embedded values

Not exclusively from a position of strength, some defensive aspects too Boring curriculum Lack of challenge Clear leadership Visionary approach Second-Cycle Codes

Moral approach to education skills focus

Democratic ethos Delegated leadership

Tension between safety and challenge – Inertia and some resistance

Negotiated agreement between HT’s aims and support from staff;

Middle class attainment and success stifles curriculum innovation;

NC equates with boredom

Cross- Curricular Links

PSHE Citizenship

Global Citizenship and Sustainability

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Case-Study 3 Observation

Coding & Analysis Observation 1 FE Year 4 21/02/2013

Second-Cycle Codes (Laddering)

Theme / NC Links Civilisations theme Ancient Greece NC unit

Concept driven Codes (a priori)

A lot of information about 3 types of Greek school Teacher led, but balance between transmission and enquiry

Skilled balance (between information and enquiry) Knowledgeable and confident teacher

Content & Knowledge Within CC Topic

Enquiry

Group activities shaped by pre-set questions. Whole lesson introduction shaped by a series of questions (both open and closed)

Directed Enquiry

Evidence (Primary Sources)

Children answered pre-set questions using provided texts.

Mostly secondary sources, but also facsimile artefacts such as slate and scribe used

Controlled

Chronology

Timeline in room, but this was not addressed in lesson

Interpretation & criticality

Interpreting and comparing differing school experiences within Greek states, and also with today

Comparative Analysis

Reasoning:

 Cause & effect

 Significance

 Change

 Insight

 Imagination

Comparison (see above) was main analytical approach Also skilful use of imagination to get children to understand the nature of Ancient Greek Schools

Inferential reasoning using secondary sources to answer questions

Directed Reasoning and Imagination

Skilled Teaching

Narrative

N/A

Memos

Enquiry based – skilful blend of teacher providing information and directing children to reason and answer challenging questions

Comparative analysis was evident in group discussions monitored

First-Cycle Open Codes

Discussion

Good Questioning techniques Drawing upon children’s imagination Motivated children

Strong link between literacy and history

Evidence for comparison, analysis and reasoning

Motivation Inspirational

Historical Understanding

Links with Other subjects

Literacy - Second half of lesson required children to write a poem in Greek style

Initially this seemed to be a case of literacy fitting into history, but by end arguably more equal

Music – FE played an example of Ancient Greek Lyre music Hierarchical – history topic in which other subjects fit in

Balance between literacy and history with good outcomes for both subjects

Hierarchical Equitable Parity

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