CAPCOM (Central Academic Policy Committee) COLLABORATION
DEVELOPING TEACHERS WITHIN THE DEPARTMENT PATRICK WHIBLEY
In the Developing Teachers Working Party, we have explored ways in which teachers can connect, discuss and explore both their individual and department-wide teaching and learning priorities. Our discussions led to one major consideration: is there consensus within and between each department around what ‘expert teaching’ means? Within this context, visits from Peps Mccrea and Lucy Crehan have spurred conversations about alignment and support between teachers within the departmental unit. The continuity between Individual > Departmental > College targets will be more explicitly embedded from September 2024.
Inter-departmental working groups at the forefront of teaching and learning practices Across the academic year, Heads of Department have joined forces in small working parties, addressing key topics at the heart of teaching and learning. Here is an overview of the ongoing themes and challenges that each group has been tackling.
FREE LEARNING IN THE CLASSROOM ROSIE SYM
ASSESSMENT AND FEEDBACK SIMON DUNGATE-JONES
In the Free Learning Working Party we looked to redefine free learning, with a focus on practical suggestions to develop its application in the classroom. Key outcomes for consideration include:
The Assessment and Feedback Working Party aimed to identify efficient and effective ways of delivering impactful feedback. Impactful feedback must facilitate pupil progress, a point of focus within the new ISI inspection framework. In discussion, it became clear that departments have their own assessment policies that are suited to their specific needs. However, we identified the scope for inter-departmental sharing of best practice and research in this area. The group therefore compiled a glossary of different strategies designed to suit different contexts and subjects. The aim is to provide all teachers with an array of strategies to try out, critique and develop.
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a free-learning passport for lower school pupils
• interdepartmental collaboration ‘pop-ups’ • colours in the upper school, to acknowledge breadth of study • a free learning prefect • a free learning display board to showcase best practice each week
ARTIFICIAL INTELLIGENCE RORY FISHER JAMES WISSON
INDEPENDENCE IN UPPER SCHOOL STUDENTS MARY-JO DOHERTY
The AI Working Party has explored the opportunities and potential harms of generative AI technology. Early feedback reveals that AI, most prominently in the form of ChatGPT, is already in widespread use by teachers and pupils: there is a pressing need to educate the whole Dulwich community about its safe use in an academic context.
Our discussions highlighted the need for College-wide strategies aimed at fostering independence in learning, beginning in Year 7 and building through all year groups. Key factors considered were: • teacher vs student responsibilities • intervening and ‘steering’ student work • passivity among students when independence is removed • the paradox of ‘teaching (for) independence’
The Working Party has devised three documents:
• Whole-School Policy • Staff Integration and Innovation Guide • Pupil Safe Usage and Malpractice Guide
Next steps include evaluating the benefits and drawbacks of technology, such as Microsoft Teams, and exploring other barriers to independence.
As collaboration with the school’s Digital Strategy Group continues, the aim is that AI tools are always used appropriately and with integrity.
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