Developing 'Deep' Practice

Introduction

The Kent Secondary Strategy states:

“To significantly raise achievement levels in Kent we need to develop highly motivated autonomous, collaborative and creative learners who are equipped for life and work in the 21st Century. This will require us to personalise the education we offer so that we fully understand how to stimulate, nurture and stretch every young person in accordance with his or her abilities, interests and needs.”

To achieve this there needs to be a transformation of the organisation of learning in schools, including a redesigned and tailored curriculum, ICT-rich learning environment, a diversity of learning methods and a range of extended services which motivate, develop aspiration and actively engage young people, families and the community.

To support these aims, this section of the website provides examples of innovative or next practice in Kent secondary schools. These examples are not intended to be comprehensive: their aim is to provide school leaders and other interested parties with pointers to developing and transformational practice and provide opportunities for networking and collaboration.

The examples have been organised in line with the categories of the four 'deeps' developed by Prof David Hargreaves with the Specialist Schools and Academies Trust. These are:

Experience:	Curriculum development and new technologies
Leadership:	School organisation, workforce reform and staff
Learning:	Assessment for Learning, Student Voice & Learning to Learn
Support:	ECM, IAG, and mentoring and coaching

 

 

More details about the Four 'Deeps' is provided in the item below.

If you cannot find what you are looking for, or would like to submit an example of practice at your school, please contact SECTT by emailing jerry.owens@kent.gov.uk

Personalising Learning

The '9 Gateways' Model

In 2004, the Specialist Schools and Academies Trust, in partnership with Professor David Hargreaves, undertook a journey with English schools to explore what was meant by personalising learning and what it looked like in practice? This work resulted in the development of  ‘9 gateways’ model:

The 'Deeps'

As work progressed it became clear that the interactions and links between the gateways are far more complex than was previously imagined. This led to a reassessment of the gateways model, and the development of the ‘Four Deeps’:

For more information, please visit the International Networking for Educational Transformation (iNet) website: iNET