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PLANNING THE LEARNING AWAY PROGRAMME
Book Carrotty Wood (big enough, lower-cost, variety of activities,
development of prior programme); launch to students; identify dept. &
subject staff involved; identify funding; clear with SMT; target hard to
reach students - work with families; Chef’s Academy catering.
IDENITIFIED LEARNING PROBLEM OR OPPORTUNITY
Significant cohort at risk of ending Year 11 below level 2 threshold.
PLANNING FOR SUSTAINING IMPACT
Staff take students outside the classroom more
for learning; further residentials for targeted
students; share outcomes/impact with all staff.
PLANNING FOR EVALUATION
Pre- and post- subject practice papers/tests;
predicted/actual GCSE grades; assessed coursework;
student & staff surveys & focus groups; two case
studies.
This planning template was developed for Learning Away by Julie Temperley, Director of Temperley Research Ltd
You are free to share for non-commercial purposes, but please signpost: http://www.learningaway.org.uk
Learning Away Theory of Change Planner
Name of residential programme: Canterbury High School GCSE attainment
Specific residential (if relevant): Carrotty Wood GCSE attainment
OUTCOME
Engagement, motivation
with subjects, staff &
school community.
TASKS
Mix of GCSE
curriculum &
adventure activity
sessions.
RELATIONSHIPS
Staff/student
relationships
developed e.g. first
names, activities in
informal time.
ENVIRONMENT
Different to school -
mix of wooded
outdoors areas &
centre classroom;
own clothes (not
school uniform).
LEARNING PROCESS
Teamwork,
experimental
learning, informal
education, learning
relationships.
INFORMAL TIME
To build
relationships, self-
management,
tolerance, discovery
of boundaries.
LENGTH OF STAY
4 nights, 5 days.
OTHER
Core subjects plus
variety of option
subjects make up
curriculum. All do
core subjects.
LONG-TERM AIM/S
Improved relationships, attendance, GCSE attainment, engagement.
ASSUMPTION
INPUT/OUTPUT
Students & staff enjoy
& feel confident in
residential context;
activities planned are
effective.
ASSUMPTION
OUTPUT/OUTCOME
Previous experience &
previous residential
outcomes lead to
sustained change.
OUTCOME
Improved student/staff
relationships results in
improved behaviour
around school.
OUTCOME
LOtC teaching methods &
residentials integrated
into curriculum.
OUTCOME
Sharing of experience by
students upon return to
school leads to growth of
residential numbers.
OUTPUT
Learnt they can achieve.
OUTPUT
Learnt self-management
skills, confidence, growth
in self-esteem.
OUTPUT
Learnt skills to participate
in activities e.g. climbing,
canoeing.
OUTPUT
GCSE exam results and
assessed course work.
INPUTS
INPUTS
OUTCOME
Sustained student
positivity & confidence
upon return to school.

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Canterbury High Schools Learning Away Planner (theory of change)

  • 1. PLANNING THE LEARNING AWAY PROGRAMME Book Carrotty Wood (big enough, lower-cost, variety of activities, development of prior programme); launch to students; identify dept. & subject staff involved; identify funding; clear with SMT; target hard to reach students - work with families; Chef’s Academy catering. IDENITIFIED LEARNING PROBLEM OR OPPORTUNITY Significant cohort at risk of ending Year 11 below level 2 threshold. PLANNING FOR SUSTAINING IMPACT Staff take students outside the classroom more for learning; further residentials for targeted students; share outcomes/impact with all staff. PLANNING FOR EVALUATION Pre- and post- subject practice papers/tests; predicted/actual GCSE grades; assessed coursework; student & staff surveys & focus groups; two case studies. This planning template was developed for Learning Away by Julie Temperley, Director of Temperley Research Ltd You are free to share for non-commercial purposes, but please signpost: http://www.learningaway.org.uk Learning Away Theory of Change Planner Name of residential programme: Canterbury High School GCSE attainment Specific residential (if relevant): Carrotty Wood GCSE attainment OUTCOME Engagement, motivation with subjects, staff & school community. TASKS Mix of GCSE curriculum & adventure activity sessions. RELATIONSHIPS Staff/student relationships developed e.g. first names, activities in informal time. ENVIRONMENT Different to school - mix of wooded outdoors areas & centre classroom; own clothes (not school uniform). LEARNING PROCESS Teamwork, experimental learning, informal education, learning relationships. INFORMAL TIME To build relationships, self- management, tolerance, discovery of boundaries. LENGTH OF STAY 4 nights, 5 days. OTHER Core subjects plus variety of option subjects make up curriculum. All do core subjects. LONG-TERM AIM/S Improved relationships, attendance, GCSE attainment, engagement. ASSUMPTION INPUT/OUTPUT Students & staff enjoy & feel confident in residential context; activities planned are effective. ASSUMPTION OUTPUT/OUTCOME Previous experience & previous residential outcomes lead to sustained change. OUTCOME Improved student/staff relationships results in improved behaviour around school. OUTCOME LOtC teaching methods & residentials integrated into curriculum. OUTCOME Sharing of experience by students upon return to school leads to growth of residential numbers. OUTPUT Learnt they can achieve. OUTPUT Learnt self-management skills, confidence, growth in self-esteem. OUTPUT Learnt skills to participate in activities e.g. climbing, canoeing. OUTPUT GCSE exam results and assessed course work. INPUTS INPUTS OUTCOME Sustained student positivity & confidence upon return to school.