11. “Education is a self-organising
system, where learning is an
emergent phenomenon.”
11
12. We pride ourselves on creating a curriculum which
grows the gifts in our learners and unearths talents
previously unrecognised.
12
13. Trigger/ Professional Finale/
Term Title
inspiration Links Showcase
Royal
Academy of
1 Identity London Tour Performance
Dance and
Animator
People on The Handprint Christmas
2 Aboriginal Art
Move Theatre Performance
Performance
Myths and BRIT School The Brit
3 at the BRIT
Legends Performance School
School
Freedom and Museum of PM:African
4 Animation
Rights London Drumming
Handprint
5 City of Culture The Lion King Performance
Theatre
Puppeteer
The War
and Theatre
Discoveries Horse & The
6 director: Performance
and Inventions Imperial War
Thierry
Museum
13 Lawson
14. “Perform and Create” require the highest form
of processing and synthesis of concepts.
14
15. What we learned from the pupils in Year 1:
•Assumptions
•Language FAST TRACK
• Passion
• Underestimation
• Inclusion
•Raising expectations
• Empowerment
15
16. ‘Normally in this assessment what I would get is
‘dog’, ‘cat’, ‘fish’ but this year I also got ‘ lion’,
‘warthog’, ‘gnu’ ‘antelope’. I thought, hold on a
minute what’s this. Not only did pupils have a much
wider vocabulary but they were using catagorisation
which is a much higher level skill. The real life
exposure to this language has led to much more
complex conversations.’
Judy Lamprecht Speech and language Therapist St Georges Hospital
Language Fast Track
16
17. Passion
"Young people united in a shared commitment and passion for
creating art can overcome all difficulties of communication to
create theatre of the highest quality."
Simon Stephens
Assistant Director of Theatre - Brit School
17
20. "Oak Lodge enables its students to access information as directly as possible.
The students express their opinions really clearly, they are engaged. And when
OLS staff work with the students I was really impressed at how they stretch
them and expect only the best."
Jonathan Huxley - Artist 20
21. 'Innovation is the fuel that drives the global
economy and it must be fostered in our
nation's schools'.
'School of tomorrow’ www.mmiweb.org.uk
21
22. Teachers say that there is now more…..
Innovation Learning from professionals
Experimental approaches Collaboration
Active learning Shared observations
Risk taking Peer learning Motivation
22
23. "I feel that because I’m part of the Enquiring
Minds Team….I feel more confident in being
able to apply the “Enquiring Minds” approach to
my own teaching. If I wasn't part of Enquiring
Minds I would never be able to do this. So Thank
you for putting me in Enquiring Minds."
Karthik Vijayanandam (Maths Teacher)
23
24. Pupils demonstrate.......
Teamwork Spontaneous thinking and learning
Contextual understanding Resilience
Problem solving Language application
Historical and geographical understanding
Communication Role play Collaboration
Free thinking Cultural awareness
Improvisation Peer Learning Drama and Music!
24
25. The considerable breadth and balance of the
curriculum adds significantly to pupils’
experience of school.” (OFSTED 2012)
25
36. "All were involved in the creative
process. It proved a great source
of inspiration for creative writing
and thinking and was a fantastic
way of extending the pupils'
vocabulary. Students were
extremely motivated and it
improved their self-confidence.
The acting motivated the students
during literacy sessions to read
more Greek stories. They then
planned, created and wrote their
own creative story. The pupils
were empowered in their own
learning."
Let's Create- Brit School collaboration
Ben Turner, English Co-ordinator
36
37. Working with others allows
ideas to grow in unexpected
and challenging ways.
37
38. S is a very good
teacher, he
always asked for
our ideas and
asked how we
felt. I liked
answering his
questions, they
were hard, I
didn’t always get
them right.
DL Year 7 Oak
Lodge
38
39. Working thematically provides a springboard for
creative thinking and allows teachers to experience
success in delivering content in new ways.
39
40. Origins and Metamorphosis of the Curriculum
Previously Present
Rigid Flexible and Personalised
Knowledge focused Skills focused
Narrow Broad
Limited choice Choice
Limited external tuition Regular professional tutoring
Age dependent Ability led, placing pupils according to potential
Offered limited OOCL opportunties Utilises local and national cultural and sports
opportunities
Met pupils’ learning difficulties Meets pupils learning difficulties and abilities
Teacher led learning: Reflected teacher Pupil led independent learning, reflects pupils
styles and skills learning styles and interests
Limited opportunity to apply skills and knowledge Uses cross curricular learning to develop application of
across different contexts. skills and knowledge
Developed language in isolation Uses real-life experiences to engage learning
language
Developed a range of knowledge based subjects Places pupil numeracy and literacy competency at it’s
in which literacy and numeracy appear heart.
Was complicit in pupils’ passivity to Encourages pupils as independent
learning 40
enquirers/learners
42. Ideas to peruse
• Guy Claxtons's 8 Magnificent Qualities for Learning
from ' What's the Point of School'
• Questioning Skills, teacher and learner. blooms
Taxonomy see diagram.
• Project based learning( International Primary
Curriculum, Enquiring Minds from Future Lab, the
Engaging Schools Program from the Innovation unit,
The Power of Projects (Guy Claxton)
• The New Primary Curriculum
• TASC Wheel for Planning
• WALT & TIBS 42
43. If you are going ahead with 'Project Based Learning'
WARNING: Do not proceed into this curriculum without first agreeing on
whole school value and understanding of:
•Collaborative learning
•Assessment for learning
•Team teaching
•Delivering to large groups
•Pupil led enquiry
•Professional Respect
Staff involved should show resilience, ingenuity, initiative, flexibility and a
desire to learn. Give these staff planning time and support them to work
together
•It will also help to start from a great trigger, involve pupils in planning and
record the process
43
44. •
Planning process....establish
Team building, professional respect
• Curriculum areas(leaders?)
• Topics
• Professional link
• Trigger
• Showcase
Curriculum objectives/outcomes .....I can & I understand statements
• Planned facilitation of pupil led learning and target setting.
• Storage and workbooks or portfolios.
• Teacher communication.
• How & Who will document work.
44
45. Keep in mind
• Real life experience and application is most
effective, either as the topic or trigger or
showcase.
• Ask pupils at first opportunity what they know
about this topic/ what questions they already
have/what they might be interested in
knowing
• Allow pupils to explore their own interests and
leads within the topic and at times ask them to
think about their own success criteria for their
work. 45
47. Knowledge
What happened after...?
How many...?
Who was it that...?
Can you name the...?
Describe what happened at...?
Who spoke to...?
Can you tell why...?
Find the meaning of...?
What is...?
Which is true or false...?
http://www.teachers.ash.org.au/researchskills/dalton.ht
m
47
49. WALT: we are learning to......design
WALT: we are learning to......design
critical experiments
critical experiments
TIBS: This is because......critical tests
help us make improvements.
49
53. References:
‘Building Learning Power: Helping Young People Become Better Learners’ by
Guy Claxton
'The G & T Pocketbook', Barry Hymer
'A Fair Deal for Gifted Children' Carrie Winstanley
'How to change your mindset', Carol Dweck
‘5Minds for the Future’ Howard Gardner
National G&T Resources
‘What’s the Point of School’ Guy Claxton
‘Changing Paradigms’ Ken Robinson
‘The Whole in the Wall’ Sugata Mitra
‘Enquiring Minds’ Future Lab
www.projectict.com 53
Editor's Notes
Meet the person directly behind you; what is the most important ingredient in a learning experience? Discuss and decide 2. Number Teacher focus ‘1’ Pupil focus ‘ 2’ Send to end of line.Display
Hopefully what we will show you today is a curriculum that has brought balance to both of there priorities
Why did we begin ? To address pupil: passivity to learning apathy to English language inability to apply learning across contexts. ( mention roots of this: lack of aspiration, teacher expectations, family expectations, prior educational approaches 'spoon feeding' information, looking. At our own practice but also that of feeder schools, pupil identity and this as a bigger project, training on labelling children, new SEN reports questioning SEN label and what it does to child and teacher psyche. As we unpicked this we got involved in the bigger debates and research
‘ Young people are inveterate and enthusiastic learners. They will work hard to pursue their projects and will spend hours practising......They love the feeling of energy, absorption and satisfaction that such learning delivers (and many are acutely aware of the lifeless quality of much of the learning they are required to do in school.’ Guy Claxton
Explain change of mindset, positive labelling workshops (Carrie Winstanley) and underestimation here. Can our pupils learn in other ways?
Child Driven Education Sugata Mitra’s experiments have shown that, in the absence of supervision or formal teaching, children can teach themselves and each other, if they’re motivated by curiosity and peer interest.
Professor of Educational Technology at Newcastle University
The importance of creativity and innovation….performing your creation
Assumptions;Music many pupils have an intrinsic passion for Performing Arts, this is a powerful tool through which pupils can explore language, history, culture, politics and spirituality hearing impaired and Deaf pupils enjoy types of Music when it is made accessible to them. pupils want to know the context of the information they are receiving, they want to understand their place in history and the history of the world around them. Pupils can understand and apply PLTS skills to their own and others learning. Pupils actively use these to improve and lead their own learning and encourage the learning of others. pupils respond well to challenges and high expectations, particularly to the challenge of becoming independent enquirers when given the opportunity. Following many discussions the ‘Themes’ Curriculum became ‘Enquiring Minds’ Curriculum in September 2011.
Language fast track Pupils, when driven by a real life dynamic inspiring experience, learn language associated with that experience much more quickly. Cross curriculum project work has a strong emphasis on recording learning and experiences through many different medium, this often complements and drives our student’s vocabulary and literacy development.
Finding a Passion
Context, thirst for knowledge!!!
Inclusion
High expectations from all
Divide this high levels of risk taking in teaching increased motivation in pupils. large groups enabled certain activities Highly Reflective Teaching and Learning Variety of experiences including projects with the BRIT School, Handprint Theatre, Museum of London etc. Cross Curricular learning helps pupils join up their learning Pupils observed as having new skills in : improvisation, contextual understanding, teamwork, communication, role play, spontaneous thinking and problem solving, language, cultural awareness, historical and geographical understanding, free thinking.
Starting Point: We had no data based evidence of pupils passivity to learning. We had an amount of evidence that said our literacy and numeracy pupil progress levels had potential to improve We had no data to record pupils learning skills, in fact no format or language to with which to record data. Tracking pupil Progress now: We have amended PLTS into visual flashcards that link with our in house My Learning . Each subject uses PLTS objectives and tracks pupil progress from My Learning into PLTS. Reward certificates, stickers and self assessments of PLTS used across many subjects (outside Eminds) Pupil Self Set PLTS targets and strentghs across the school Next Steps in using Data: Tracking of Pupils PLTS Data on SIMS Pupil progress data in Numeracy and Literacy levels and compare with previous similar baselines(record observations by staff e.g. SALT and English Revisit 6th Form achievement data and College Leavers tracking of achievement.
How do you plan for pupil led learning. The pupils are asked ‘what’s next’. For staff to plan for potential rather than steps ABC takes time and skill and a particular mindset. Teacher skills.
Leadership and Responsibility, its link with curriculum development, value of ideas and autonomy through technology.
The More you learn, the more you realise what you don’t know. Unconscious incompetent
WARNING: Do not proceed into this curriculum without first training staff in collaborative learning Assessment for learning Team teaching Delivering to large groups Pupil led enquiry Professional Respect Staff involved should show resilience, ingenuity, initiative, flexibility and a desire to learn. Give these staff planning time and support them to work together It will also help to start from a great trigger, involve pupils in planning and record the process