The InterHigh Story - Revision history

Jacqueline Daniell: /* Battling for recognition */

2012-12-03T14:21:10Z

Battling for recognition

← Older revision		Revision as of 14:21, 3 December 2012
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	===Battling for recognition===		===Battling for recognition===

	Like all pioneers, InterHigh has faced an uphill battle to gain acceptance from the establishment. While it operates like a school, it is not officially recognised as being one. "We want to be registered as a school and subject to inspection just like any other," says Jacqui. "We would welcome government inspectors to come in and see what we do and how we work. But the authorities have given us all sorts of weak excuses as to why we can't be registered. The latest is that we don't have a proper fire certificate because they can't carry out a safety inspection of the home of every one of our pupils, which is clearly ridiculous. We may not have won that particular battle, at least not yet, but we will continue to call ourselves a school because that is what we are." Meanwhile, the school has been granted 'New Provider' status by the Open and Distance Learning Quality Council and is working towards ~~full accreditation~~.		Like all pioneers, InterHigh has faced an uphill battle to gain acceptance from the establishment. While it operates like a school, it is not officially recognised as being one. "We want to be registered as a school and subject to inspection just like any other," says Jacqui. "We would welcome government inspectors to come in and see what we do and how we work. But the authorities have given us all sorts of weak excuses as to why we can't be registered. The latest is that we don't have a proper fire certificate because they can't carry out a safety inspection of the home of every one of our pupils, which is clearly ridiculous. We may not have won that particular battle, at least not yet, but we will continue to call ourselves a school because that is what we are." Meanwhile, the school has been granted 'New Provider' status by the Open and Distance Learning Quality Council. More recently, InterHigh Education has become a member of the British Standards Institute and is now working towards ISO 9001 certification.

	Paul and Jacqui believe InterHigh has been denied wider recognition because education officials fear any endorsement of online teaching and learning will encourage parents to withdraw their children from school. In the UK, all children aged five to 16 must receive an education - but it is not compulsory for them to attend school. The law applicable to England and Wales (the Education Act 1996) states: "The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable a) to his age ability and aptitude, and b) any special educational needs he may have, either by attendance at a school or ''otherwise''." Thus, mainstream schooling and home-based learning have equal legal status.		Paul and Jacqui believe InterHigh has been denied wider recognition because education officials fear any endorsement of online teaching and learning will encourage parents to withdraw their children from school. In the UK, all children aged five to 16 must receive an education - but it is not compulsory for them to attend school. The law applicable to England and Wales (the Education Act 1996) states: "The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable a) to his age ability and aptitude, and b) any special educational needs he may have, either by attendance at a school or ''otherwise''." Thus, mainstream schooling and home-based learning have equal legal status.
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	While InterHigh is a provider of home-based learning, it has never positioned itself as a member of the burgeoning home education community. "We don't see ourselves as home educators," explains Jacqui. "Home education is more about parents teaching their own children. We are a school and we teach our pupils just like a school would - but over the internet. At InterHigh you will find everything you would expect to see in a traditional school - subject lessons, homework, exams and academic prizes, all of which we can provide online." InterHigh accepts, however, that many parents who teach their children at home during their primary years and then enrol them with InterHigh - because they are unable to provide the more structured curriculum required at secondary level - will consider that their children are still being 'home educated'.		While InterHigh is a provider of home-based learning, it has never positioned itself as a member of the burgeoning home education community. "We don't see ourselves as home educators," explains Jacqui. "Home education is more about parents teaching their own children. We are a school and we teach our pupils just like a school would - but over the internet. At InterHigh you will find everything you would expect to see in a traditional school - subject lessons, homework, exams and academic prizes, all of which we can provide online." InterHigh accepts, however, that many parents who teach their children at home during their primary years and then enrol them with InterHigh - because they are unable to provide the more structured curriculum required at secondary level - will consider that their children are still being 'home educated'.


	===Backing the case for online schools===		===Backing the case for online schools===

Jacqueline Daniell: /* Backing the case for online schools */

2012-12-03T14:19:19Z

Backing the case for online schools

← Older revision		Revision as of 14:19, 3 December 2012
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	As for the issue of socialisation, the father of one InterHigh pupil comments: "It's considered the right thing to put as many as a thousand children together in the same place but I think the social benefits are wildly overstated. I think school is a very unnatural environment for children because for the rest of their lives they will be mixing with people of different ages, not just their peers." The mother of two boys being schooled by InterHigh says: "I think children who go to school are the ones who are socially disadvantaged. They just mix with people their own age and are scared of children bigger than them and look down on those younger than them. My children are very sociable and can talk and interact with adults and children of all ages."		As for the issue of socialisation, the father of one InterHigh pupil comments: "It's considered the right thing to put as many as a thousand children together in the same place but I think the social benefits are wildly overstated. I think school is a very unnatural environment for children because for the rest of their lives they will be mixing with people of different ages, not just their peers." The mother of two boys being schooled by InterHigh says: "I think children who go to school are the ones who are socially disadvantaged. They just mix with people their own age and are scared of children bigger than them and look down on those younger than them. My children are very sociable and can talk and interact with adults and children of all ages."


	===Improving exam results===		===Improving exam results===

Jacqueline Daniell: /* Designing the classroom of the future */

2012-12-03T14:17:05Z

Designing the classroom of the future

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	===Designing the classroom of the future===		===Designing the classroom of the future===

	The virtual classroom Paul created is built around an interactive whiteboard, which works in the same way as a whiteboard in an actual classroom. "As the teacher writes during a lesson, it appears on my screen," explains a pupil in Year 9. Through their headsets, every child can hear what the teacher says and ask or answer questions. Teachers and pupils can also communicate by typing text messages, which everyone in the class can see. In addition, there is a separate messaging facility so that teacher and pupil can text each other privately. All that is needed to access this way of teaching and learning is a PC or laptop and an internet connection. During lessons, teachers and pupils cannot see each other - webcams are not used, as it has been found children become distracted from their work if they can see (and be seen by) their classmates. (InterHigh, though, plans to use webcasts for science lessons so pupils can watch their teacher perform practical experiments.) Rather than put a face to the name of every pupil, teachers put a personality to the name. One of them comments: "Even though you never see your students, you can still get to know them really well."		The virtual classroom Paul created is built around an interactive whiteboard, which works in the same way as a whiteboard in an actual classroom. "As the teacher writes during a lesson, it appears on my screen," explains a pupil in Year 9. Through their headsets, every child can hear what the teacher says and ask or answer questions. Teachers and pupils can also communicate by typing text messages, which everyone in the class can see. In addition, there is a separate messaging facility so that teacher and pupil can text each other privately. All that is needed to access this way of teaching and learning is a PC or laptop and an internet connection. During lessons, teachers and pupils cannot see each other - webcams are not generally used, as it has been found children become distracted from their work if they can see (and be seen by) their classmates. (InterHigh, though, plans to use webcasts for science lessons so pupils can watch their teacher perform practical experiments.) Rather than put a face to the name of every pupil, teachers put a personality to the name. One of them comments: "Even though you never see your students, you can still get to know them really well."

	The catalyst for the launch of the school, by now named InterHigh, was the nationwide roll-out of broadband, though its system worked just as well with dial-up connections. With a limited budget and a dining room table as an 'office', Paul and Jacqui worked hard to raise awareness of InterHigh and the services it offered. In July 2005, InterHigh enrolled its very first pupil, via an enquiry from its new website. More were soon to follow. The school opened its virtual doors at the start of the autumn term in September 2005, welcoming 23 children to a radical new way of learning.		The catalyst for the launch of the school, by now named InterHigh, was the nationwide roll-out of broadband, though its system worked just as well with dial-up connections. With a limited budget and a dining room table as an 'office', Paul and Jacqui worked hard to raise awareness of InterHigh and the services it offered. In July 2005, InterHigh enrolled its very first pupil, via an enquiry from its new website. More were soon to follow. The school opened its virtual doors at the start of the autumn term in September 2005, welcoming 23 children to a radical new way of learning.


	===Keeping the focus on learning===		===Keeping the focus on learning===

Pbacsich: edited summary

2011-07-29T12:44:09Z

edited summary

← Older revision		Revision as of 12:44, 29 July 2011
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	''This is a study that [[InterHigh]] commissioned at the beginning of 2010. [http://www.davidporteous.co.uk/home.htm David Porteous], a freelance writer, studied InterHigh for a period of 9 months and wrote the attached conclusions in '''The InterHigh Story''' below. He also carried out in-depth interviews with parents, teachers and pupils as well as two independent organisations (one public and one private sector) which you can see ~~as attached~~ case studies. The commission served as an independent review and assessment of InterHigh developments so far. Since its completion InterHigh has developed further and the VISCED project hopes to track its development.''		''This is a study that [[InterHigh]] commissioned at the beginning of 2010. [http://www.davidporteous.co.uk/home.htm David Porteous], a freelance writer, studied InterHigh for a period of 9 months and wrote the attached conclusions in '''The InterHigh Story''' below. He also carried out in-depth interviews with parents, teachers and pupils (see these sections) as well as two independent organisations (one public and one private sector) which you can see in the case studies sections. The commission served as an independent review and assessment of InterHigh developments so far. Since its completion InterHigh has developed further and the VISCED project hopes to track its development.''

Pbacsich: added back links and categories

2011-07-29T12:33:57Z

added back links and categories

← Older revision		Revision as of 12:33, 29 July 2011
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	"Online learning is the future," says Howard. "I think it's far better to teach the core academic subjects this way and our results are proving this. You also have to realise that somebody who can't use a computer effectively will be classed as having a learning difficulty in years to come. It is absolutely essential that children develop total IT literacy by using a computer every day to learn."		"Online learning is the future," says Howard. "I think it's far better to teach the core academic subjects this way and our results are proving this. You also have to realise that somebody who can't use a computer effectively will be classed as having a learning difficulty in years to come. It is absolutely essential that children develop total IT literacy by using a computer every day to learn."



			'''>>Back to the [[InterHigh School]] wiki page'''


			----
			> [[Wales]]
			<br>
			> [[Europe]]
			<br>
			> [[Virtual schools]]
			<br><br>
			>> [[VISCED]]


			[[Category:Wales\|interHigh School - the story]]

			[[Category:Virtual schools informal case studies]]

			[[Category:VISCED]]

Pbacsich: wikified key entries

2011-07-29T12:31:03Z

wikified key entries

← Older revision		Revision as of 12:31, 29 July 2011
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	''This is a study that InterHigh commissioned at the beginning of 2010. David Porteous, a freelance writer, studied InterHigh for a period of 9 months and wrote the attached conclusions in '''The InterHigh Story''' below. He also carried out in-depth interviews with parents, teachers and pupils as well as two independent organisations (one public and one private sector) which you can see as attached case studies. The commission served as an independent review and assessment of InterHigh developments so far. Since its completion InterHigh has developed further and the VISCED project hopes to track its development.''		''This is a study that [[InterHigh]] commissioned at the beginning of 2010. [http://www.davidporteous.co.uk/home.htm David Porteous], a freelance writer, studied InterHigh for a period of 9 months and wrote the attached conclusions in '''The InterHigh Story''' below. He also carried out in-depth interviews with parents, teachers and pupils as well as two independent organisations (one public and one private sector) which you can see as attached case studies. The commission served as an independent review and assessment of InterHigh developments so far. Since its completion InterHigh has developed further and the VISCED project hopes to track its development.''


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	''The InterHigh way of learning is enabling pupils of a secondary school in Wales who struggle with formal education to study for their GCSEs without going inside a traditional classroom''		''The InterHigh way of learning is enabling pupils of a secondary school in Wales who struggle with formal education to study for their GCSEs without going inside a traditional classroom''

	King Henry VIII Comprehensive School in Abergavenny, South Wales, has 1,150 pupils, aged 11 to 18. Examination results at all levels are above the national average. Consideration for others, responsibility towards the community and active support of commonly held codes of good behaviour are high priorities within the school.		[http://www.kinghenryviiischool.org.uk/ King Henry VIII Comprehensive School] in Abergavenny, South [[Wales]], has 1,150 pupils, aged 11 to 18. Examination results at all levels are above the national average. Consideration for others, responsibility towards the community and active support of commonly held codes of good behaviour are high priorities within the school.

	Staff at the school have been working closely with InterHigh since January 2009 to develop more effective ways of teaching and learning for pupils with very poor attendance records.		Staff at the school have been working closely with InterHigh since January 2009 to develop more effective ways of teaching and learning for pupils with very poor attendance records.
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	Meanwhile, other secondary schools in the area have observed the project and are looking to set up similar schemes. Parents have also been supportive, grateful that their children are re-engaging with their education.		Meanwhile, other secondary schools in the area have observed the project and are looking to set up similar schemes. Parents have also been supportive, grateful that their children are re-engaging with their education.

	Marc Fennessy, of Monmouthshire Youth Service, comments: "I believe that everybody should have a choice of learning options open to them. Our link with InterHigh gives young people who are school phobic or who, for a variety of reasons, can't cope with formal education, the opportunity to achieve their GCSEs just like anybody else. The online learning InterHigh provides has got huge value and I think it's absolutely brilliant that we can offer this as part of our curriculum."		Marc Fennessy, of [http://youth.monmouthshire.gov.uk/ Monmouthshire Youth Service], comments: "I believe that everybody should have a choice of learning options open to them. Our link with InterHigh gives young people who are school phobic or who, for a variety of reasons, can't cope with formal education, the opportunity to achieve their GCSEs just like anybody else. The online learning InterHigh provides has got huge value and I think it's absolutely brilliant that we can offer this as part of our curriculum."


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	''Thanks to what InterHigh plans to be the first of many international partnerships, pupils at a school on the Costa del Sol in Spain are starting to reap the benefits of online learning''		''Thanks to what InterHigh plans to be the first of many international partnerships, pupils at a school on the Costa del Sol in Spain are starting to reap the benefits of online learning''

	The International School Estepona, near Marbella, delivers a British education based on the National Curriculum to children aged two to 12. It has expanded rapidly since it opened in 2005 with just three pupils; today, it has more than 100, a third of whom are from British ex-pat families.		The [http://www.marbellaschool.com/ International School Estepona], near Marbella, delivers a British education based on the National Curriculum to children aged two to 12. It has expanded rapidly since it opened in 2005 with just three pupils; today, it has more than 100, a third of whom are from British ex-pat families.

	The school is run by Howard and Gillian Godbold, who approached InterHigh after a growing number of parents expressed a wish for their children to stay on at the school after Year 6.		The school is run by Howard and Gillian Godbold, who approached InterHigh after a growing number of parents expressed a wish for their children to stay on at the school after Year 6.

Pbacsich: /* What the pupils say */

2011-07-29T12:28:13Z

What the pupils say

← Older revision		Revision as of 12:28, 29 July 2011
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	==What the pupils say==		==What the pupils say==

			''All names of children have been anonymised.''


	===Boy, 14, Year 9 (Tigers)===		===Boy, 14, Year 9 (Tigers)===
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	It is incredible that people from all over the world can come in and make contact. My dad has just a got a job in Dubai, so we might all be moving out there. I know that wherever I am, I can get an education.		It is incredible that people from all over the world can come in and make contact. My dad has just a got a job in Dubai, so we might all be moving out there. I know that wherever I am, I can get an education.


	==What the parents say==		==What the parents say==

Pbacsich at 12:27, 29 July 2011

2011-07-29T12:27:21Z

← Older revision		Revision as of 12:27, 29 July 2011
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	==Teacher, English==		===Teacher, English===

	''She went to teach in Greece and Italy after leaving university, specialising in EFL and IB tutoring. She moved back to the UK in April 2009 and joined InterHigh a few months later.''		''She went to teach in Greece and Italy after leaving university, specialising in EFL and IB tutoring. She moved back to the UK in April 2009 and joined InterHigh a few months later.''

Pbacsich: tidy

2011-07-29T12:26:35Z

tidy

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Pbacsich: slap-down

2011-07-29T12:23:30Z

slap-down

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