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Www.worcestershire.gov.uk Primary Curriculum Leaders.

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Presentation on theme: "Www.worcestershire.gov.uk Primary Curriculum Leaders."— Presentation transcript:

1 Primary Curriculum Leaders

2 Primary Curriculum Identifying what we value - the curriculum design process and making choices Curriculum leadership and outstanding practice LUNCH Feedback and reflection Supporting high quality lesson planning and assessment Developing what we value back at school 2 [Slideshow Title - edit in Headers & Footers]

3 Aims To support Primary Curriculum Leaders to lead curriculum development and innovate successfully in their schools. To share a ‘toolkit’ of CPD and other resources To facilitate collaborative working across schools. To support the development of a curriculum which raises standards. 3 [Slideshow Title - edit in Headers & Footers]

4 Vision All schools with a curriculum that matches the needs of their pupils. Answers to the question, “What does it look like in reality?” A shared understanding of high quality curriculum design for leaders and teachers. 4 [Slideshow Title - edit in Headers & Footers]

5 Adversity Versus Opportunity The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. Almost always, the creative dedicated minority has made the world better. All progress is precarious, and the solution of one problem brings us face to face with another problem. I have a dream… 5 [Slideshow Title - edit in Headers & Footers]

6 Models of curriculum design 6 [Slideshow Title - edit in Headers & Footers]

7 Key elements of the toolkit Planning process cards Models of curriculum design QCA Co-Development File and related materials Learning and Teaching DVD Various models including trees and streams Published research, reports and articles Coaching questions and prompts Audit and planning tools Your own contributions and case studies On-going support and development 7 [Slideshow Title - edit in Headers & Footers]

8 Exploring the design process Whole school and classroom level. 8[Slideshow Title - edit in Headers & Footers]

9 Common questions asked when planning How many weeks do I need to fill? What have I got to do? What resources do I need? How will I make that lesson suit ‘bright spark X’ and ‘struggler Y’ How will I assess what they know at the end? Can I face doing the same thing again...? Why on earth am I doing this.....? 9 [Slideshow Title - edit in Headers & Footers]

10 Questions like these can result in learning like this... 10[Slideshow Title - edit in Headers & Footers]

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14 Design Activity Consider whole school curriculum design and classroom curriculum design. Place the cards in your pack in a design sequence. (you may want to use the strips to help you explain the sequence) Discuss Are there missing questions? Are all the questions necessary? Do some questions need rephrasing? 14 [Slideshow Title - edit in Headers & Footers]

15 First the overview 15 [Slideshow Title - edit in Headers & Footers]

16 The different elements – the stream Currents within the stream are always present in the form of: Basic skills Subject skills Personal learning and thinking skills Attitudes and attributes 16 [Slideshow Title - edit in Headers & Footers]

17 The different elements – the bridge The bridge represents an overarching theme It has the potential to help us on our learning journey. It could help us to make links and build ‘big ideas’ and concepts. It could offer a bridge between the learning of skills and their application in a motivating context. However, in the wrong hands the bridge simply takes us from one bank to another whilst the learning flows by… Use of the bridge does not guarantee exposure to the currents in the stream – it could even be a barrier The theme represented by the bridge may not take you where you want to go on your learning journey. 17 [Slideshow Title - edit in Headers & Footers]

18 The different elements – the banks The banks are the solid ground that must be present: The social and emotional ethos of the classroom The grounded pedagogy of the expert teacher Everyday assessment practice that guides the stream of skills development 18 [Slideshow Title - edit in Headers & Footers]

19 Bridge and Stream The solid banks to guide The overarching bridge to help you plan your journey The currents in the stream that take you somewhere in life

20 How do we link the bridge and stream? Use the Bridge and Stream model to reflect on your current curriculum design. Do you: Place sufficient value on the different elements? Make the most of possible links between the different elements? The sheet in the toolkit supports this activity. 20 [Slideshow Title - edit in Headers & Footers]

21 plenary These are the tools so far What would be a useful staff meeting Blank time line of curriculum design 21 [Slideshow Title - edit in Headers & Footers]

22 Break time! 22[Slideshow Title - edit in Headers & Footers]

23 Big ideas 23[Slideshow Title - edit in Headers & Footers]

24 24 [Slideshow Title - edit in Headers & Footers] At the moment the some of our teachers plan in this way: This is because: Therefore we need to: (Give specific examples) When we have achieved our aim, the majority of our teachers will: XXXX Primary School Learning and Teaching Audit Name ___________ Class/Year Band__________

25 25 [Slideshow Title - edit in Headers & Footers] At the moment the majority of our learners: This is because: Therefore we need to: (Give specific examples) When we have achieved our aim, the majority of our learners will: XXXX Primary School Learning and Teaching Audit Name ___________ Class/Year Band__________

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27 27 [Slideshow Title - edit in Headers & Footers] QCDA tool adapted by Callow End At the moment the majority of our learners: Therefore we need to: When we have achieved our aim, the majority of our learners will: Team workers  Would rather work on their own than as part of a team  Dislike working with people outside their immediate friendship group.  Are either over-confident and take over or are too nervous to join in  Don’t listen to others’ views  Find it hard to agree on anything  Don’t adapt their behavior to suit different roles and situations  Are inconsiderate and even rude when providing feedback  Give children opportunities to work in a variety of different groupings  Assign roles to groups members to ensure they all have a role to play  Teach specific listening and speaking skills  Happily work with others, including those outside their friendship group  Be able to work confidentially and sensitively as part of a team  Listen to and take account of different views  Be able to manage discussions and reach agreement  Adapt to different contexts and roles  Provide constructive support and feedback to others. Reflective learners  Any reflection is very superficial  Unable to make links between learning to take their thinking forward.  Are task-orientated. They believe work is finished on the first draft and have no desire to improve their work.  Find it hard to comment effectively on their work and that of others.  Give children time to reflect  Give a checklist of success criteria  Do not accept work that is of a poor standard  Encourage children to continuously reflect.  Able to reflect in a meaningful and worthwhile way on their work and that of others – 2 kisses and a wish.  Have a desire, and be more aware of how, to improve their work.  Be independent learners  Set goals with success criteria for their development and work. Callow End CE Primary School Personal Learning and Thinking Skills

28 Ofsted ‘outstanding’ paraphrased… An outstanding curriculum: Memorable experiences Rich opportunities Customised to meet the needs of individuals and groups Tailored programmes Breadth and balance Highly coherent Relevant 28 Brian Pengelly 2010 Sustainability Conference

29 Where schools are most successful Teachers and head teachers have found ways of valuing: Personal Learning and Thinking Skills Subjects – knowledge and skills Basic skills Big ideas (concepts) Values Links with the real world Creativity Determination and resilience Fun – happy children learn more 29 [Slideshow Title - edit in Headers & Footers]

30 Successful schools have a curriculum that is Coherent from the pupils point of view Part of a cycle of review and improvement Constantly evolving to meet changing needs and make the most of opportunities Led by teachers with good subject knowledge, high expectations and who understand how to help their children make progress. 30 [Slideshow Title - edit in Headers & Footers]

31 What do we mean by ‘Outstanding’?

32 Outstanding lessons: the key feature “pupils make exceptional progress....(because marking and) dialogue between teachers, other adults and learners are consistently of a very high quality.” Ofsted Evaluation Schedule, [Slideshow Title - edit in Headers & Footers]

33 Progress in learning.... Deepening understanding Broadening understanding Becoming independent Transferring and applying learning to new contexts Mastering complexity 33 [Slideshow Title - edit in Headers & Footers] Give an actual example of what each of these indicators might look like in a classroom.

34 5 Indicators of progress Can she do something independently that she could only do with help before? Can she apply skills/knowledge/understanding to new and unfamiliar contexts productively and appropriately Can she undertake the skill more accurately than before – is she coping with increased demands/complexity? Has her understanding moved from rote to connection to exploration to critical reflection Does she know something now that she didn’t know before? 34 [Slideshow Title - edit in Headers & Footers]

35 Activity What evidence can you find in this lesson extract of progress in learning? Outstanding dialogue

36 Reverse Brain Storming Create a list of the worst possible ways to encourage quality dialogue and progression in learning. List as many ideas as you can. 36 [Slideshow Title - edit in Headers & Footers]

37 The place of dialogue in The revised Model 37 [Slideshow Title - edit in Headers & Footers]

38 What evidence can you find here of progress in learning? Watch these extracts from the DVD and identify any evidence of progress in learning? Look at the dialogue – what are the features that make it effective in each case? 38 [Slideshow Title - edit in Headers & Footers]

39 Features of outstanding dialogue: learners Learners contributions to dialogue are well developed, build on or are informed by the ideas of others and demonstrate high level thinking and progression in learning. Learners are comfortable with whole class dialogue and are confident to take the lead in initiating and building on dialogue. Learners in whole class and group contexts are confident to take risks and think aloud, to challenge the ideas of each other and be challenged. Learners reflect on the dialogue process and know how to get the most from it. 39 [Slideshow Title - edit in Headers & Footers]

40 Features of outstanding dialogue: teachers Whole class and group dialogue is an integral feature of the lesson. Dialogue is deployed to raise levels of engagement, to facilitate learning and to develop independence. The teacher’s intervention in dialogue is minimal as learners are well practiced in whole class and group discussion. The teacher will frequently challenge learners’ thinking by using middle and higher order questioning and tasks (i.e. application, synthesis, analysis and evaluation). The teacher will probe answers and will prompt learners to justify and develop answers and will sometimes answer questions with a question for learners' consideration. 40 [Slideshow Title - edit in Headers & Footers]

41 Key questions to consider Is this a model for CPD in your own school? Where might this fit in your timeline? Are there general actions and leadership actions emerging on your time line? ( identified by different colours?) Which tools will you need to adapt/ use to complete your timeline? 41 [Slideshow Title - edit in Headers & Footers]

42 Reflection time What are some of the key actions emerging for you and your school? Who can support you? Do you have anything you want to add or remove from the ‘Park it board’? What are the key elements to your vision? 42 [Slideshow Title - edit in Headers & Footers]

43 “So what’s wrong with old-fashioned planning?” Teacher centred planning or “Who wants to be a dinosaur then?” 43 [Slideshow Title - edit in Headers & Footers]

44 Write a dinosaur poem Once there lived a dinosaur He played among the grass The ground was sometimes slippery 44 [Slideshow Title - edit in Headers & Footers]

45 Once there lived a dinosaur He played among the grass The ground was sometimes slippery But at least there was no glass 45 [Slideshow Title - edit in Headers & Footers]

46 Measure the dinosaur How can we squeeze a bit of maths into this? 46 [Slideshow Title - edit in Headers & Footers]

47 Is it the Assessment, Pedagogy or Curriculum that I need to change? Knowledge of the child Knowledge of pedagogy Knowledge of subject/ curriculum Learning oppor- tunities Motivation Feedbac k Optimum pedagogic approach

48 Three circles as a leadership tool 48[Slideshow Title - edit in Headers & Footers] Knowledge of the child Knowledge of pedagogy Knowledge of subject/ curriculum Learning oppor- tunities Motivation Feedbac k Optimum pedagogic approach

49 Evaluation of planning Examine this planning and check it against the ideas on the sheet… Enquire Create and / or develop Evaluate Communicate Now think about progress – see side 2 Using the Coaching Prompt sheet, what are the supporting questions that you might ask? 49 [Slideshow Title - edit in Headers & Footers]

50 Photograph something that has had a significant impact on you learning. 50 [Slideshow Title - edit in Headers & Footers]

51 Skills – Build a wall! On the pieces of paper can you write a skill that you think you need. Then build a skills wall with the ‘easiest’ skills along the bottom. 51[Slideshow Title - edit in Headers & Footers]

52 A wall our children built 52 [Slideshow Title - edit in Headers & Footers] Listening Decision making Group work

53 53 [Slideshow Title - edit in Headers & Footers] Independent Skills Audit Tool

54 Example of planning Look at this planning and then watch the lesson in action. Use the audit process cards to discuss the planning. Are there any gaps? Are there some questions that need more emphasis Is this a process you could use back in school to discuss planning? 54 [Slideshow Title - edit in Headers & Footers]

55 Possible contexts…. A key outcome for my learners of our curriculum work will be raising the general levels of engagement of our learners… We just can’t seem to get our learners to work effectively together. As a result we don’t access a key context for learning… We want to introduce enquiry into our lessons, but if I’m honest I’m not sure what ‘enquiry’ means in real terms… We want to provide more opportunities to learn actively, but when we have tried that in the past, we’ve succeeded in creating some fun activities that have kept the youngsters busy, but I’m not sure there’s been a lot of learning.. 55 [Slideshow Title - edit in Headers & Footers]

56 Conference ideas – starters! Deciding / Sharing what we value raising the levels of engagement of our learners helping our learners to work effectively together. introducing enquiry into our lessons increasing opportunities for active learning developing: independent learners confident learners (create your own) 56 [Slideshow Title - edit in Headers & Footers]

57 Plenary! Finish off time line Share ‘further reading’ Identify Edulink web link 57 [Slideshow Title - edit in Headers & Footers]

58 Inspiring Learning Definition of ‘inspire’ – To fill with enlivening or exalting emotion: To draw in (air) by inhaling. 58 [Slideshow Title - edit in Headers & Footers]

59 It isn’t about how many breaths you take, but how many times your breath is taken away (Mick Waters 2010)

60 Contact Details [Slideshow Title - edit in Headers & Footers]


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