workshop based on qcda co- development folder led by brian pengelly primary curriculum conference 19...

Workshop based on QCDA Workshop based on QCDA Co-Development FolderCo-Development Folder

Led by Brian PengellyLed by Brian Pengelly

Primary Curriculum Primary Curriculum Conference Conference

1919thth November 2009 November 2009

The 3 questionsThe 3 questions

What are we trying to What are we trying to achieve?achieve?

How will we organise How will we organise learning?learning?

How will we know when How will we know when we’ve achieved our aims?we’ve achieved our aims?

What are we trying to What are we trying to achieve?achieve?Activities:Activities: 1. Making connections with prior 1. Making connections with prior

learninglearning 2. Identifying priorities2. Identifying priorities 3. Clarifying the vision – “If…then…”3. Clarifying the vision – “If…then…” 4. Visualising success4. Visualising success

How will we organise How will we organise learning?learning?Activities:Activities: 1) Identifying “freedoms”1) Identifying “freedoms” 2) Exploring models2) Exploring models 3) Considering our resources3) Considering our resources

How will we know when How will we know when we’ve achieved our aims?we’ve achieved our aims?Activities:Activities: 1) Signs of success (developing “If…1) Signs of success (developing “If…

then…”)then…”) 2) Involving the right people2) Involving the right people 3) Assessing what we value – 3) Assessing what we value –

collecting the right collecting the right

evidenceevidence 4) Celebrating success4) Celebrating success

Making connections Making connections with prior learningwith prior learning

Ask staff to think about: Ask staff to think about: Things that they used to do in the classroom but no Things that they used to do in the classroom but no

longer have time to do - “The children always longer have time to do - “The children always enjoyed…”enjoyed…”

Best lessons - “The best learning happens when…”Best lessons - “The best learning happens when…” Personal memorable learning experiences.Personal memorable learning experiences.

From this compile a list of From this compile a list of Contexts / themes for learning that children enjoy.Contexts / themes for learning that children enjoy. Approaches that work / engage children in lessons.Approaches that work / engage children in lessons. Things we should do more of...Things we should do more of...

Identifying prioritiesIdentifying priorities

Use the QCDA activity “Identifying Use the QCDA activity “Identifying Priorities” (hand / head / heart) to Priorities” (hand / head / heart) to personalise your vision for the personalise your vision for the curriculum.curriculum.

This activity has been conducted with This activity has been conducted with wide ranging audiences – we agree wide ranging audiences – we agree what is important!what is important!

http://www.qcda.gov.uk/16841.aspx

Clarifying the visionClarifying the vision Use the idea “If…then…” to clarify the Use the idea “If…then…” to clarify the

outcomes that stakeholders want to outcomes that stakeholders want to see.see.

For example:For example:

If…we want better problem solvers then… If…we want better problem solvers then… we need to create a curriculum that we need to create a curriculum that challenges pupils’ thinking by them with challenges pupils’ thinking by them with real / realistic problems.real / realistic problems.

If…we want more confident individuals If…we want more confident individuals then… we need to help children then… we need to help children understand that getting things wrong helps understand that getting things wrong helps us to learn how to get things right.us to learn how to get things right.

Visualising successVisualising success

Use the QCDA activity Visualising Success

http://www.qcda.gov.uk/16840.aspx

How will we organise How will we organise learning?learning?Activities:Activities: 1) Identifying “freedoms”1) Identifying “freedoms” 2) Exploring models 2) Exploring models 3) Considering our resources3) Considering our resources

Identifying “freedoms”Identifying “freedoms”

To what extent will you allow / To what extent will you allow / encourage change in the following encourage change in the following areas:areas: Time?Time? People?People? Location?Location? Teaching approaches?Teaching approaches? Learning experiences?Learning experiences? Assessment approaches?Assessment approaches?

Exploring models Exploring models

Film Clip Film Clip

http://www.qcda.gov.uk/16846.aspxhttp://www.qcda.gov.uk/16846.aspx

Bridge and StreamBridge and Stream

A curriculum treeA curriculum tree

Considering our Considering our resourcesresources

Use the QCDA activity in the section Use the QCDA activity in the section “Personalising our Curriculum” “Personalising our Curriculum”

http://www.qcda.gov.uk/16845.aspx

How will we know when How will we know when we’ve achieved our aims?we’ve achieved our aims?Activities:Activities: 1) Signs of success 1) Signs of success 2) Involving the right people2) Involving the right people 3) Assessing what we value – 3) Assessing what we value –

collecting the right collecting the right

evidenceevidence 4) Celebrating success4) Celebrating success

Signs of successSigns of success Look at the “If…then…” statements that you Look at the “If…then…” statements that you

have created – are there signs of success?have created – are there signs of success?

If…we want better problem solvers then… If…we want better problem solvers then… we need to create a curriculum that we need to create a curriculum that challenges pupils’ thinking by them with real / challenges pupils’ thinking by them with real / realistic problems. realistic problems.

What evidence is there that we have carried What evidence is there that we have carried out our intended actions?out our intended actions?

What evidence is there that these actions have What evidence is there that these actions have impacted on children’s learning? – The right impacted on children’s learning? – The right impact?impact?

Signs of success (cont’d)Signs of success (cont’d)

In a similar way, return to the In a similar way, return to the activity “Considering our resources”activity “Considering our resources”

The same questions…The same questions… What evidence is there that we have What evidence is there that we have

carried out our intended actions?carried out our intended actions? What evidence is there that these What evidence is there that these

actions have impacted on children’s actions have impacted on children’s learning? – The right impact?learning? – The right impact?

Involving the right Involving the right peoplepeople

Remember to share developments Remember to share developments and evaluations with those who care and evaluations with those who care about learning and the learners.about learning and the learners.

How can all these individuals and How can all these individuals and groups be involved in the collection groups be involved in the collection of evidence? of evidence?

Assessing what we value Assessing what we value – Collecting the right – Collecting the right evidenceevidenceDissertation title?Dissertation title?

Many education professionals believe Many education professionals believe that there is an over-emphasis on a that there is an over-emphasis on a narrow range of performance narrow range of performance measures. To what extent can primary measures. To what extent can primary educationalists demonstrate that their educationalists demonstrate that their work has a value beyond the teaching work has a value beyond the teaching of basic skills?of basic skills?

Celebrating successCelebrating success

We will know we have succeeded when We will know we have succeeded when we have identified some things to we have identified some things to celebrate.celebrate.

Plan your celebrations – allow time from Plan your celebrations – allow time from the outset.the outset.

Special events provide opportunities for Special events provide opportunities for reviewing progress and sharing success.reviewing progress and sharing success.

Records of your ‘curriculum journey’ Records of your ‘curriculum journey’ provide an historical record to help with provide an historical record to help with review and future planning.review and future planning.

Curriculum 2011 Curriculum 2011 draft for draft for consultationconsultation

LiteracyLiteracy

Focus: Focus:

Children use and apply their literacy Children use and apply their literacy skills confidently and competently in skills confidently and competently in their learning and in everyday their learning and in everyday contexts. They convey ideas and contexts. They convey ideas and opinions clearly, and respond opinions clearly, and respond creatively and critically to a wide creatively and critically to a wide range of information and ideas.range of information and ideas.

Curriculum 2011 Curriculum 2011 draft for draft for consultationconsultation

ICT capabilityICT capability

Focus: Focus: Children use and apply their ICT Children use and apply their ICT

knowledge, skills and understanding knowledge, skills and understanding confidently and competently in their confidently and competently in their learning and in everyday contexts. They learning and in everyday contexts. They become independent and discerning become independent and discerning users of technology, recognising users of technology, recognising opportunities and risks and using opportunities and risks and using strategies to stay safe.strategies to stay safe.

Curriculum 2011 Curriculum 2011 draft for draft for consultationconsultation

Learning and thinking skillsLearning and thinking skills

Focus: Focus: Children have the skills to learn Children have the skills to learn

effectively. They can plan, research and effectively. They can plan, research and critically evaluate, using reasoned critically evaluate, using reasoned arguments to support conclusions. They arguments to support conclusions. They think creatively, making original think creatively, making original connections and generating ideas. They connections and generating ideas. They consider alternative solutions to consider alternative solutions to problems.problems.

Curriculum 2011 Curriculum 2011 draft for draft for consultationconsultation

Personal and emotional skillsPersonal and emotional skills

Focus: Focus: Children recognise how and when they learn Children recognise how and when they learn

best and can identify and address barriers to best and can identify and address barriers to learning. They take responsibility for their learning. They take responsibility for their own learning and show initiative, own learning and show initiative, perseverance and a commitment to self-perseverance and a commitment to self-improvement. They recognise that improvement. They recognise that achievement builds self-confidence and achievement builds self-confidence and resilience, enabling them to deal positively resilience, enabling them to deal positively with praise and constructive criticism.with praise and constructive criticism.

Curriculum aimsCurriculum aims

Our aim is that all young people should Our aim is that all young people should become:become:

successful learners successful learners who enjoy who enjoy learning, make progress and achievelearning, make progress and achieve

confident individuals confident individuals who are able who are able to live safe, healthy and fulfilling livesto live safe, healthy and fulfilling lives

responsible citizens responsible citizens who make a who make a positive contribution to society.positive contribution to society.