The Compass Course
The Compass Course at Arnold House aims to encourage independent learning in Years Five and Six. Independent learning is an identified methodology for developing the skills and disposition in pupils to become independent. The theory is that independent learning succeeds because it focuses the pupils on the process of learning. The skills and knowledge become the context in which pupils are working. It is essential that they reflect on their successes and mistakes in a way that enables the pupils to learn from them. Group dialogue, teacher facilitation and problem solving all have key roles to play. During Compass, boys work in collaborative groups. These vary in composition, where mixed ability and different learning styles provide added challenge and value to the learning experience. By working collaboratively students are able to share and recognise talents. Research indicates that pupils working in groups enjoy learning more, work harder thanks to mutually supportive motivation and attain at higher levels.
The Objectives of the Compass Course:
The Course’s objectives are well outlined using twelve factors identified by Dr Rhys Griffith. His work is based on five years' research in 97 educational establishments.
From this research, Dr Griffith concludes that the current emphasis of the curriculum is on the perception of the child as a passive vessel for accumulating knowledge. This encourages conformity rather than the enquiring and active mental state which Griffith considers essential to the global citizen of the next century. He proposes in detail how the present system can be adapted to promote greater participation among pupils and, through this, increased independence and flexibility.
Collaborative groupwork: The pupils’ ability to work in groups of 3 to 5. Larger than 5 and members will become isolated, less than 3 and there are insufficient ideas and a lack of social dynamic.
Cooperative groupwork: The interaction between individual groups and the wider school community. It can involve sharing of skills, resources and research.
Individual responsibility: The ability of individuals in their groups to work with their fellow members. This can include individual task completion, supporting others and extra contributions towards the final outcomes
Pupil-designed tasks: Pupils need to plan their own tasks within the stated area of focus. This process should involve the entire group. The plan then becomes central to reflection and work schedules.
Pupil-designed assessment: Pupils are responsible for setting their own achievable targets, which requires regular reflection against success criteria.
Pupil-initiated research: Pupils should be encouraged to set their own research brief. This should include both primary and secondary research.
Pupil-negotiated deadlines: Within the time frame allowed for the whole project groups need to timescale their work.
Reflexivity: This is central to becoming a reflexive learner. It involves making a judgement as the success of a direction of implementation of planning and doing something about that direction if necessary.
Pupil-use of a range of ICT: This gives pupils access to the use of the latest technology available. It will develop their technical expertise in the use of that technology and increase their awareness and competence impractical application.
Community involvement and use of the environment: Pupils need to develop a sense of learning beyond school. By involving parents, wider family, local agencies and local surroundings pupils will become more aware of the learning potential that lies beyond the school gate.
A sense of audience: Pupils have the opportunity to develop a different sense of communication by being able to feedback to different audiences.
Presentation in different forms: Pupils usually present their outcomes orally, using PowerPoint for illustrative purposes. This allows them to play to their strengths and realise that written word has its limitations as well as its strengths.
Benefits provided by Compass:
- Development of ability in pupils to take responsibility for outcomes
- Ability to make optimum use of resources centres
- Development of project/coursework management skills
- Builds social cohesion/ shared learning opportunities
- Development of transitional/lifelong learning skills
- Focus on process and development of pedagogy
- Cross-curricular delivery tool
- Challenge, excitement and motivation
- Promotes links of ICT, Citizenship and PSHE with other areas of the curriculum
- Promotes independent study and learning strategies
- Highly memorable leaning for pupils
- Uses technology to produce real and relevant outcomes
- Liberate the language of learning, making it inclusive
The Compass Course aims to actively develop skills of learning, which include:
- Nurture creativity in terms of uniqueness of outcome and process
- Intrinsic Motivation
- Ability to motivate others
- Optimistic outlook
- Seek resources
- Research
- Spatial awareness
- Organise time
- Discussion
- Respect others
- Editing
- Prioritising
- Summarising
- Referencing
- Handling risk
- Adaptability
- Flexibility
- Allocating tasks within a team
- Team work
- Presentation of information
- Awareness of the process of learning