Workshop based on QCDA Co- Development Folder Led by Brian Pengelly Primary Curriculum Conference 19 th November 2009

The 3 questions What are we trying to achieve? What are we trying to achieve? How will we organise learning? How will we organise learning? How will we know when we’ve achieved our aims? How will we know when we’ve achieved our aims?

What are we trying to achieve? Activities: 1. Making connections with prior learning 1. Making connections with prior learning 2. Identifying priorities 2. Identifying priorities 3. Clarifying the vision – “If…then…” 3. Clarifying the vision – “If…then…” 4. Visualising success 4. Visualising success

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

How will we know when we’ve achieved our aims? Activities: 1) Signs of success (developing “If…then…”) 1) Signs of success (developing “If…then…”) 2) Involving the right people 2) Involving the right people 3) Assessing what we value – collecting the right 3) Assessing what we value – collecting the right evidence evidence 4) Celebrating success 4) Celebrating success

Making connections with prior learning Making connections with prior learning Ask staff to think about: Ask staff to think about: Things that they used to do in the classroom but no longer have time to do - “The children always enjoyed…” Things that they used to do in the classroom but no longer have time to do - “The children always 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 priorities Use the QCDA activity “Identifying Priorities” (hand / head / heart) to personalise your vision for the curriculum. Use the QCDA activity “Identifying Priorities” (hand / head / heart) to personalise your vision for the curriculum. This activity has been conducted with wide ranging audiences – we agree what is important! This activity has been conducted with wide ranging audiences – we agree what is important!

Clarifying the vision Use the idea “If…then…” to clarify the outcomes that stakeholders want to see. Use the idea “If…then…” to clarify the outcomes that stakeholders want to see. For example: For example: If…we want better problem solvers then… we need to create a curriculum that challenges pupils’ thinking by them with real / realistic problems. If…we want more confident individuals then… we need to help children understand that getting things wrong helps us to learn how to get things right.

Visualising success Use the QCDA activity Visualising Success Use the QCDA activity Visualising Success Use the QCDA activity Visualising Success Use the QCDA activity Visualising Success

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

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

Exploring models

Film Clip

Bridge and Stream

A curriculum tree

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

How will we know when we’ve achieved our aims? Activities: 1) Signs of success 1) Signs of success 2) Involving the right people 2) Involving the right people 3) Assessing what we value – collecting the right 3) Assessing what we value – collecting the right evidence evidence 4) Celebrating success 4) Celebrating success

Signs of success Look at the “If…then…” statements that you have created – are there signs of success? Look at the “If…then…” statements that you have created – are there signs of success? If…we want better problem solvers then… we need to create a curriculum that challenges pupils’ thinking by them with real / realistic problems. What evidence is there that we have carried out our intended actions? What evidence is there that we have carried out our intended actions? What evidence is there that these actions have impacted on children’s learning? – The right impact? What evidence is there that these actions have impacted on children’s learning? – The right impact?

Signs of success (cont’d) In a similar way, return to the activity “Considering our resources” In a similar way, return to the activity “Considering our resources” The same questions… What evidence is there that we have carried out our intended actions? What evidence is there that we have carried out our intended actions? What evidence is there that these actions have impacted on children’s learning? – The right impact? What evidence is there that these actions have impacted on children’s learning? – The right impact?

Involving the right people Remember to share developments and evaluations with those who care about learning and the learners. Remember to share developments and evaluations with those who care about learning and the learners. How can all these individuals and groups be involved in the collection of evidence? How can all these individuals and groups be involved in the collection of evidence?

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

Celebrating success We will know we have succeeded when we have identified some things to celebrate. We will know we have succeeded when we have identified some things to celebrate. Plan your celebrations – allow time from the outset. Plan your celebrations – allow time from the outset. Special events provide opportunities for reviewing progress and sharing success. Special events provide opportunities for reviewing progress and sharing success. Records of your ‘curriculum journey’ provide an historical record to help with review and future planning. Records of your ‘curriculum journey’ provide an historical record to help with review and future planning.

Curriculum 2011 draft for consultation Literacy LiteracyFocus: Children use and apply their literacy skills confidently and competently in their learning and in everyday contexts. They convey ideas and opinions clearly, and respond creatively and critically to a wide range of information and ideas.

Curriculum 2011 draft for consultation ICT capability Focus: Children use and apply their ICT knowledge, skills and understanding confidently and competently in their learning and in everyday contexts. They become independent and discerning users of technology, recognising opportunities and risks and using strategies to stay safe. Children use and apply their ICT knowledge, skills and understanding confidently and competently in their learning and in everyday contexts. They become independent and discerning users of technology, recognising opportunities and risks and using strategies to stay safe.

Curriculum 2011 draft for consultation Learning and thinking skills Focus: Children have the skills to learn effectively. They can plan, research and critically evaluate, using reasoned arguments to support conclusions. They think creatively, making original connections and generating ideas. They consider alternative solutions to problems. Children have the skills to learn effectively. They can plan, research and critically evaluate, using reasoned arguments to support conclusions. They think creatively, making original connections and generating ideas. They consider alternative solutions to problems.

Curriculum 2011 draft for consultation Personal and emotional skills Focus: Children recognise how and when they learn best and can identify and address barriers to learning. They take responsibility for their own learning and show initiative, perseverance and a commitment to self-improvement. They recognise that achievement builds self- confidence and resilience, enabling them to deal positively with praise and constructive criticism. Children recognise how and when they learn best and can identify and address barriers to learning. They take responsibility for their own learning and show initiative, perseverance and a commitment to self-improvement. They recognise that achievement builds self- confidence and resilience, enabling them to deal positively with praise and constructive criticism.

Curriculum aims Our aim is that all young people should become: successful learners who enjoy learning, make progress and achieve successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society. responsible citizens who make a positive contribution to society.