1. Building the foundations of
learning for life through
Enquiry Based Learning
Curious Minds
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©Tara Bell and Darryl Bedford

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Skills for first activity.

4. Activity: What is the most important
ingredient in a learning experience?
Teacher Focus Pupil Focus
1 2
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5. Knowledge versus Skills
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And how you manage it…….

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9. ‘Life isn’t about finding
yourself. Life is about
creating yourself.’
George Bernard Shaw
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11. “Education is a self-organising
system, where learning is an
emergent phenomenon.”
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12. We pride ourselves on creating a curriculum which
grows the gifts in our learners and unearths talents
previously unrecognised.
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13. Term Title Trigger/ inspiration Professional Links Finale/ Showcase
1 Identity London Tour
Royal Academy of
Dance and Animator
Performance
2 People on The Move Aboriginal Art Handprint Theatre
Christmas
Performance
3 Myths and Legends
BRIT School
Performance
The Brit School
Performance at the
BRIT School
4 Freedom and Rights Museum of London
PM:African
Drumming
Animation
5 City of Culture The Lion King Handprint Theatre Performance
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Discoveries and
Inventions
The War Horse & The
Imperial War
Museum
Puppeteer and
Theatre director:
Thierry Lawson
Performance
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2 Year Project Cycle: 4 Vital Ingredients

14. Why Create and perform?
“Perform and Create” require the highest form of
processing and synthesis of concepts.
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15. What we learned from the pupils in Year 1:
•Assumptions
•Language FAST TRACK
• Passion
• Underestimation
• Inclusion
•Raising expectations
• Empowerment
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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
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17. "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
Passion
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18. Experiential learning helps our students build
a better understanding of the world.18

19. Participating in project work builds a sense
of community and encourages inclusion.
Tamar Community Project
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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
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22. Teachers say that there is now more…..
Experimental approaches
Active learning Shared observations
Risk taking Peer learning Motivation
Collaboration
Innovation Learning from professionals
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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)
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24. "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."
Ben Turner, English Co-ordinator
Let's Create- Brit School collaboration
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25. Pupils demonstrate.......
Improvisation Peer Learning Drama and Music!
Free thinking
Historical and geographical understanding
Communication
Cultural awareness
Collaboration
Language applicationProblem solving
Role play
Resilience
Spontaneous thinking and learning
Contextual understanding
Teamwork
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26. The considerable breadth and balance of the
curriculum adds significantly to pupils‟
experience of school.” (OFSTED 2012)26

27. Enjoyment = Involvement = Achievement
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28. Assessment for Learning
Personal Learning and Thinking Skills, we've
all got them!
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PLTS ….a great idea but impractical
So we made them into……

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37. Working with others allows
ideas to grow in unexpected
and challenging ways.
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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
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39. Working thematically provides a springboard for
creative thinking and allows teachers to experience
success in delivering content in new ways.
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40. 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 styles and skills Pupil led independent learning, reflects pupils learning styles and
interests
Limited opportunity to apply skills and knowledge across different
contexts.
Uses cross curricular learning to develop application of skills and knowledge
Developed language in isolation Uses real-life experiences to engage learning language
Developed a range of knowledge based subjects in which literacy
and numeracy appear
Places pupil numeracy and literacy competency at it‟s heart.
Was complicit in pupils’ passivity to learning Encourages pupils as independent enquirers/learners
Origins and Metamorphosis of the Curriculum
40 ©Tara Bell

41. Knowledge Skills
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42. If you are going ahead with 'Project Based Learning„ or
„Enquiry 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
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43. Planning process....
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Establish these things In Place?
Professional respect
Topics
Curriculum areas(leaders?)
Professional link
Trigger
Showcase
Curriculum objectives/outcomes .....I can & I understand
statements
pupil led learning
Communication
Storage
Documentation
Timetable
©Tara Bell and Darryl Bedford

44. 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.
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45. 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
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46. Architecture Award
Wandsworth Dragons Den
The highest national contextual
value-added score between Key
Stage 2 and GCSE.
Achievements
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48. 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.ability-hub.com
www.projectict.com
Tara Bell: tbell@oaklodge.wandsworth.sch.uk
Darryl Bedford: dbedford@oaklodge.wandsworth.sch.uk
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©Tara Bell and Darryl Bedford