1. In their “Curriculum Design Handbooks”, Brian Male and Mick Waters set out a number of short examples or vignettes that illustrate the design of deep learning. We shall look at some of these to see how their design fits the ‘tree model’ with competencies being developed in the context of subject knowledge. Some of the examples are primary and some secondary – but they all illustrate the same design point, so don’t ignore the ones that might be from a different key stage from yours! There are many more examples in the books! In their “Curriculum Design Handbooks”, Brian Male and Mick Waters set out a number of short examples or vignettes that illustrate the design of deep learning. We shall look at some of these to see how their design fits the ‘tree model’ with competencies being developed in the context of subject knowledge. Some of the examples are primary and some secondary – but they all illustrate the same design point, so don’t ignore the ones that might be from a different key stage from yours! There are many more examples in the books! © Curriculum Foundation1

2. The first example is from a Year 6 class. This the unit of history about ‘The Victorians’ that nearly all Key Stage 2 pupils seem to do at some stage. In this case, the teacher handed out photocopies of two pages of the local parish register. The first was from 1840, and the second from 1900. She then asked the children what they noticed. There is actually not much to notice in a parish register apart from “John Smith of this parish married Wendy Jones of this parish”, so the children very soon spotted that in 1840 everyone had married someone from the same parish. By 1900 well over half had married people from other parishes. The teacher’s response was to say, “So, your job is to find out why” and then to add, “How do you think you could do that?” The first example is from a Year 6 class. This the unit of history about ‘The Victorians’ that nearly all Key Stage 2 pupils seem to do at some stage. In this case, the teacher handed out photocopies of two pages of the local parish register. The first was from 1840, and the second from 1900. She then asked the children what they noticed. There is actually not much to notice in a parish register apart from “John Smith of this parish married Wendy Jones of this parish”, so the children very soon spotted that in 1840 everyone had married someone from the same parish. By 1900 well over half had married people from other parishes. The teacher’s response was to say, “So, your job is to find out why” and then to add, “How do you think you could do that?” © Curriculum Foundation2

3. The children talked in their groups and finally suggested: “We’ll go on the internet and find out” and “We’ll ask the vicar because he’s in charge of the parish register” The third group said, “We’ve been thinking about this and wondered if the change happened gradually or all at once in one year”. This is clearly a good question, so the teacher gave them the entire parish register. The group with the parish register stuck pins in a map to show where a spouse had come from. This showed that until 1875 everyone had married someone from the same village. After 1875 the pins moved out to a circle of surrounding villages. They stayed there until 1880 when pins started appearing in a town about twenty miles away. By the next day, the children had emailed the vicar, spoken to parents and others at home and pieced together the information from the internet. From this they came up with an explanation. Have you spotted it? Yes, 1875 was about the time when bicycles had been invented, became more freely available and young men bought them, cycled to the next village, met girls and married them. 1890 was when the railway was built to the town. The teacher challenged the children to prove that these explanations were valid, and they came up with their own questions. Could Victorian bikes go so far? How long would it have taken? What leisure time did Victorians have for such pursuits? Could they all afford bikes? They rode their own bikes to the villages on the map and timed the journeys. They found out about Victorian working hours and how fast bikes would have gone. They thought about the conditions of the roads at that time and found the cost of bicycles – very expensive in relation to wages. This caused a second avenue of inquiry: can we find out how much different families earned? The answer lay in the census data and clinched the explanation. In almost every case, it was the richer families who married out of the parish. The railway explanation clinched itself: the dates corresponded, the railway went to only one nearby town, and villagers found their spouses in no other. © Curriculum Foundation3

4. So, what were the ‘leaves’ in that example? And what were the’ roots’? So, what were the ‘leaves’ in that example? And what were the’ roots’? Yes, the ‘leaves’ were the knowledge and understanding about the Victorians required by the National Curriculum. And the ‘roots’? Yes, the children were investigating, co-operating in teams, solving a problem and having to think critically. And by working this way, the children gained a much better understanding of the Victorians. What did they learn about them? © Curriculum Foundation4

5. To solve the problem, the children had to find out about the sort of jobs Victorians did, how long they worked, how much they were paid, marriage patterns and how travel changed during that time. More importantly, they developed a key historical concept about how technology impacts on our lives. If you look at the Level Descriptions (look quickly before they disappear!) you will see that the requirements are: Level 3 – recognise the characteristic features of the period studied Level 4 – find out about changes within and between periods Level 5 – give historical reasons for those changes. So what level did the children attain? Because of the nature of the problem set by the teacher, the children almost inevitably attained level 5. And to do that, they had to develop and deploy a whole array of competencies. Without the investigation and problem- solving, they would not have understood so much history. And, what’s more, they really enjoyed it. Learning was irresistible! To solve the problem, the children had to find out about the sort of jobs Victorians did, how long they worked, how much they were paid, marriage patterns and how travel changed during that time. More importantly, they developed a key historical concept about how technology impacts on our lives. If you look at the Level Descriptions (look quickly before they disappear!) you will see that the requirements are: Level 3 – recognise the characteristic features of the period studied Level 4 – find out about changes within and between periods Level 5 – give historical reasons for those changes. So what level did the children attain? Because of the nature of the problem set by the teacher, the children almost inevitably attained level 5. And to do that, they had to develop and deploy a whole array of competencies. Without the investigation and problem- solving, they would not have understood so much history. And, what’s more, they really enjoyed it. Learning was irresistible! © Curriculum Foundation5

6. Here’s a secondary school example, from the Secondary Design Handbook. Year 8 are on the beach, working in teams to answer a set of questions, almost all of which they have posed themselves. Why is the cliff higher at one end than the other? Why is the sand a different colour in places? Why is it higher one side of the groyne than the other? What is happening to the beach either side of the harbour breakwater? Why are those enormous concrete blocks below the cliffs? Why is there grass on the cliff but not on the lower land behind the beach? To answer these questions, the students have to come up with suggestions and have to devise methods of investigation. “I think that the sand is higher because the sea washes it there.” “But why that side and not the other?” “It’s the same with the breakwater.” “Perhaps the sea sort of slips sideways” “But how could we prove that?” They work in teams to plan ways of finding out the answers to these and other questions. Here’s a secondary school example, from the Secondary Design Handbook. Year 8 are on the beach, working in teams to answer a set of questions, almost all of which they have posed themselves. Why is the cliff higher at one end than the other? Why is the sand a different colour in places? Why is it higher one side of the groyne than the other? What is happening to the beach either side of the harbour breakwater? Why are those enormous concrete blocks below the cliffs? Why is there grass on the cliff but not on the lower land behind the beach? To answer these questions, the students have to come up with suggestions and have to devise methods of investigation. “I think that the sand is higher because the sea washes it there.” “But why that side and not the other?” “It’s the same with the breakwater.” “Perhaps the sea sort of slips sideways” “But how could we prove that?” They work in teams to plan ways of finding out the answers to these and other questions. © Curriculum Foundation6

7. Having planned their investigations, they built sandcastles and watched the impact of the sea as it washed them away. But in their role as scientists, they filmed the erosion in action and time and measured the impact at various points along the beach. They measured the drift of the sea with floats and stopwatches, checked the types of pebbles at different points and worked out how far they must have travelled. They tracked the movement of grains of sand, and filmed the water swirling around the concrete breakwaters to compare it to the river flow. It occurred to them at one point in the afternoon that the cliff and beach are not just being ‘washed away’, but grains of sand and pieces of rock are being moved from one place to another. “It doesn’t disappear – it is just being taken somewhere else! The whole shape of the landscape is changing.” “If people hadn’t built the groynes, the whole beach would get washed away.” “And if they hadn’t build the breakwater there would be nowhere for the fishing boats.” “And those blocks are stopping the whole village being washed away. ” Having planned their investigations, they built sandcastles and watched the impact of the sea as it washed them away. But in their role as scientists, they filmed the erosion in action and time and measured the impact at various points along the beach. They measured the drift of the sea with floats and stopwatches, checked the types of pebbles at different points and worked out how far they must have travelled. They tracked the movement of grains of sand, and filmed the water swirling around the concrete breakwaters to compare it to the river flow. It occurred to them at one point in the afternoon that the cliff and beach are not just being ‘washed away’, but grains of sand and pieces of rock are being moved from one place to another. “It doesn’t disappear – it is just being taken somewhere else! The whole shape of the landscape is changing.” “If people hadn’t built the groynes, the whole beach would get washed away.” “And if they hadn’t build the breakwater there would be nowhere for the fishing boats.” “And those blocks are stopping the whole village being washed away. ” © Curriculum Foundation7

8. So, what were the ‘leaves’ in that example? And what were the’ roots’? So, what were the ‘leaves’ in that example? And what were the’ roots’? Yes, the ‘leaves’ were the knowledge and understanding about erosion and deposition from the National Curriculum Programmes of Study for Geography And the ‘roots’? Of course, the students were investigating, co-operating in teams, solving problems and having to think critically. And by working this way, the children gained a much better understanding of erosion and deposition. What did they learn about them? © Curriculum Foundation8