Bridge to learning

• Further resources

Building a bridge to better learning: Curriculum redesign at the Bridge Learning Campus

Website

www.bridgelearningcampus.org.uk

Key challenges:

• What was the impact of thinking about the long-term future to the curriculum?
• Is curriculum planning a shared responsibility? If so, who is involved - teachers, governors, parents, support staff, children, the local community, local businesses?
• What if informal learning was valued as much as formal learning?

Overview:

Promised and planned for 20 years, Bridge Learning Campus is an ambitious amalgamation of Teyfant Infant School, Hartcliffe Engineering College, and shortly, New Fosseway Special School and the City of Bristol College.

The need for a new model was emphasised by the "challenging position" of Hartcliffe Engineering College. A high proportion of students failed to pass their core exams in English Maths and Science; students were often NEETS (not in education, employment or training) ranged between 5% to 7% from year to year. The school was in need of innovation and change.

Approach:

Driving the process was the senior leadership team comprised of the Executive Principal and the primary and secondary heads, and staff from both schools. Some were recruited from outside the school specifically to assist in the BSF and curriculum redesign, and some internally, via a rigorous selection process to ensure a spread of skills, subjects and specialisms.

The current Assistant Head-Partnerships had spent a year off timetable to talk to people about the future, read and think; travelling around the UK speaking with business and educationalists. He brought much of this thinking into the new campus, which added to the knowledge of all in the team who were tasked to bring change and innovation. An "innovations team" of teachers fed ideas and issues for discussion to leadership and heads of department.

They then developed the strategy and added depth to the original ideas. Plans sometimes changed radically; it was a "network, patchwork, jigsaw of innovation".

A shift in thinking

Bridge Learning Campus offers an all-through-learning agenda to students from age 4. A shift in curriculum means vocational skills are taught from 9 years old, with the emphasis on soft skills like talking, listening, problem solving, and IT/presentation skills. All levels of vocational qualifications are offered for 14 to 19 students and adults.

The all-through-learning agenda comprises four phases; students attend classes according to ability rather than their age - and the final phase depends on performance in the previous three. The phases are designed to help students follow their own pathway, which may not revolve around school; other organisations such as local businesses or charities could be involved.

The strategy is about changing "from hope of some success into expectation of success for all", based upon curriculum design and improved teaching and learning

Essential regional considerations

Another unique aspect is that vocational training is based on regional labour force trends. The school leadership team looks at projected online employment figures, aiming to reduce the mismatch between the numbers schools produce and what is required. For example, where there are many hairdressers in a community, training more may reduce the salary of those already working and lower the expectations of new trainees. So the number of vocational hairdressing places would be reduced.

Finally, Bridge Learning Campus is committed to supporting its teachers in adapting to the all-through-learning agenda. Much needs to be done to bring the primary and secondary workforces together. The move is popular amongst many teachers. For example, there have been 48 applications for an art post that involves teaching 9 to 16 year olds.
Overall this is a long-term shift in thinking and will take at least 5 years to fully implement and evaluate.

Key points and recommendations:

• Look beyond educational sources for ideas; consider how the commercial world and other environments motivate and raise attainment.
• Start planning as soon as possible and involve all stakeholders - including parents and students.
• Use the vision development tool to create a vision to be shared.

Bridge Learning Campus buildings