There were three main strands to this project, and all were firmly based on a wish to establish systems, processes and resources which, as a result of initial `pump-priming' could continue.

Four subject areas were identified in relation to the interest, the stage of development of a department and its needs including the need to meet a range of abilities. Funding was used mainly to provide supply cover to give time for resource development and also for materials and reprographics. The development of each group was monitored on a regular basis by the Deputy Head for Curriculum to whom reports were made.

The priorities for development were:

• for resources for French in Years 8 & 9, primarily for Sets 4 & 5 to supplement the course text, and
• for resources for a module for a GCSE course for Year 11 in French and German

Staff were able to visit other schools, in pairs, to see examples of good practice in MFL teaching and used departmental time for brainstorming ideas. Staff were given specific tasks to complete in released time.

Developments include differentiation of tasks, including more active learning and the preparation of support materials such as audiotapes for home-use. The process has been very successful for the MFL team who have, in some cases, changed their approach to teaching. The new resources will be in use by September,1998.

At the time of the interview the resource development had not gone as far as the MFL development, but this reflected how the staff had planned to use the time rather than to suggest that they were not on target. Supply cover was used to release all three staff for a day to plan the development and undertake an audit of the commercial resources for teaching eight modules of study in KS3 (across Years 7,8&9).

Individual members of the department have taken responsibility for editing existing materials and producing new resources where necessary.

The Head of Music has had half a-day release each fortnight in order to develop resources particularly for musical appreciation lessons. Music is taught in mixed ability groups with almost no SEN support. The aim is to build up practical skills to make the theory more interesting and accessible. These materials have been put into use as they were developed and have been evaluated and modified accordingly. Self evaluation sheets have been incorporated into the resource materials.

The Science Department is a large department containing a number of very experienced teachers but also with 50% in their first years of teaching. Three staff offered to be observed by colleagues whilst they taught pupils of low ability.

Units of work were identified in each of Biology, Chemistry and Physics, and a topic area selected for each of Years 7, 8 & 9. As in other departments staff were given release from timetable either to improve and enhance existing resources or produce new resources for the selected module. The materials were due to be produced by the end of the school year.

This approach through the curriculum has been seen as highly valued by staff and the Project Director emphasised that being able to protect release from timetable by buying-in cover was a major feature of the GEST project. What their project had shown was that staff have plenty of ideas and can produce useful, appropriate materials but do not normally have the time to do so. An unanticipated outcome had been the enthusiasm shown by most participants and the development of teamwork. Dissemination to others in the department was built into the planning, but it is not clear as to the impact this work may have on other areas of the school.

It is recommended that internal monitoring systems are used to evaluate whether the introduction of these resources are effective in motivating students with lower ability in the selected subject areas / modules, including whether there is less disruption.

In addition to attempting to achieve this through curriculum differentiation, the school also held a whole-school INSET from the DIETS team and Peter Hook. They had introduced a variety of behaviour management strategies and many staff felt more confident managing behaviour.

A whole-school system had been introduced (the Blue Card System) whereby there was a member of the Senior Management Team on duty every period. Although s/he could be used `positively' (to praise or reward) in 90% of cases they were called upon to remove a pupil from class. On removal they employed several responses from `claming-down' to on-the-spot counselling. There had been no evaluation of this system to date.

This involved the purchase of 12 lap-top `Dreamwriters'. These were seen as an important tool for low attaining pupils, improving the level of presentation of work can lead to the raising of self esteem. Work is downloaded and printed by technicians at the end of lessons.

It is recommended that the use of these and their impact on self-esteem is monitored There is often a problem when work cannot be printed immediately and it would be interesting to see if this delay in receiving hard copy is a factor in motivating or de-motivating students.

The school's strategies overall clearly reflect long-term commitment to improving the curriculum as a means of preventing disaffection and disruption and require monitoring and evaluation over 1- 2 years at least to see improvements. Whilst it will be difficult to attribute a reduction in absence or disruptive incidents to any single aspect of the school's strategy which includes improving behaviour management, that should not preclude it.

In the shorter term, the project's objectives regarding curriculum improvement were successfully achieved.