010. Quintin Kynaston: Opening Year 7 Minds.

8/6/2019 010. Quintin Kynaston: Opening Year 7 Minds.

http://slidepdf.com/reader/full/010-quintin-kynaston-opening-year-7-minds 1/11



Ho

do¡

s a l¡

arnin ¢ journ¡

£

ensure co ¤ erage and progress ¥

Planning a learning j¦ §

rney only begins once a purpose ̈ ul

outcome has been identified for students to work towards ©

This outcome is at the core of our teaching and learning and

provides it with its focus and its conte t. Once all of the

learning journeys have an outcome the whole years learning

ob jectives for each sub ject are matched to the most relevant

learning journey to ensure all ob jectives will be covered. The PLTS are also mapped out across the four learning journeys

making sure that they will be embedded through the teaching

of the sub ject ob jectives.

Jul

2010



Time Machine

Pastoral links: Developing aspirations and working towards long term goals

Trip: Going to the LSE University to get a sense of what further education is and to start students

thinking about what they want in achieve in the future.

Narrative for Time Machine:

Imagine what would happen if our amazing planet was to run out of oxygen in two months time. We would not be

able to live here anymore! The Earth needs us to leave the present day and allow it time to recover from everything

its been put through. What are we going to do? Fortunately we have a Time Machine.

This is fantastic and will save our community, however, because people have used up all the worlds natural

resources, we only have enough fuel left for two journeys. How will we decide on a suitable date and place to settle?

How will we survive when we first get there? There are so many important issues we are going to have to consider,

can you think of any?

students understand the

relevancy of what they will be

learning.

interest and allow links with all

subjects and all PLTS

Each subject area on the Learning

Journey Map will make

meaningful links to the main focusand outcome.

The outcome is what the students work

towards as it provides a contextual way to

apply all of their learning and toshow case

their progress at the end of the learning



QK, UK, the World!

Pastoral lin s: Developing a co

on identity as citizens of the same school, the same country and the same

planet

Trip: Visiting local area to record their London and what it means to be British through photography

Narrative for QK, UK, the World:

How often do we stop to thin about who we actually are? Each one of us has a unique identity, it is very special

and should be celebrated We all make an individual contribution to our community. We are super citizens of QK,

a vibrant place that we all have in common. We are super citizens of the UK-what does that mean and what does

it actually mean to be British? We are super citizens of the World. Where in our beautiful world do we come

f rom? Where do our parents/ grandparents come f rom? What wonderful things canwe take f rom our diff erent

experiences in a gloriously diverse world to share with our QK community and beyond?

You are going to showcase what

is special and unique about you!

What wealth of e

perience and

heritage has made you the

person you are today

You may

wish to produce a personal

identity website or a facebook

page .

ICT

One way of showcasing who we are could be through creating our own

website or facebook page-we candevelop our skills in ICT to make

sure our page or site looks fantastic.

Science

We are part of the family tree we

come from. We can learn how ourgenetics are inherited and about the

process of reproduction .

History

Unfortunately the diff erences we have are notalways celebrated as they should be and

conflicts happen. We will look at some of these

conflicts and learn from them-what can we doto prevent such conflict? How can we lead the

way to a harmonious QK, UK, World? Do you

know the history behind the creation of the

union jack? Let's find out.

RE

One e

citing thing we may discover about each othermay be the diff erent faiths

we practice. We cane

plore diff erent images

and interpretations of God

Geography

How has the use of space in our

world changed? We will e

amine

population density, migration

and the reasons for suchchanges, the diff erence s between rural and urban

populations

aths

When looking at the population of QK,

Uk, The World we can use statistics, datahandling and surveys to give us a clear

picture of population growth and decline.

We revise our knowledge of place value ,rounding and indices to help us.



We are going to look at the

inequalities in our world and see

what a diff erence we can

make.You will produce a

convincing campaign to include

adverts, a speech and an event

to raise money!

Science and ICT

Is the distance our food travels acceptable?

! istribution of wealth-let's look at ratio and

proportion.

We can use our calculator skills to work out what's

going on. Let's demonstrate our findings by producing

a clear spreadsheet

RE

World issues: We'llcontrast countries in

terms of peace/conflict,wealth/poverty. We'lle"

plore the importance

of the environment to

the world community

Science

Where does energy come from?#

oware the resources used and what

impact are they having on our world?

Geography

Where e"

actly do our food

resources come from? Whatclimates, natural resources,

elements do these countries

have?

Let's compare countries that are

more/less economically

developed

#

istory

Individuals all throughout history have

made a positive impact on social justice, who has inspired you?

What impact has the industrial

revolution had on justice?

Just is, isnt justice!

Pastoral links: Developing an awareness of global inequalities and what can be done to try to address them.

Speaker in school: Inviting in a speaker f rom a charity to talk about its charitys work and how it raises public

awareness to support its cause.

Narrative for Just is, isnt justice:

We all live in the same world but do we share the same rights?

We have a right to education, healthcare and access to fresh drinking water.

Can you think of rights we are entitled to but are so familiar to us that we take them for granted?

Should we just accept that thats just the way things are? There is nothing we can do about it, not our problem? Or

can we make a change?



Take One Picture!

Pastoral links: Developing creative thinking outside of the box. I.e. really understanding themselves as learners

and unleashing their full potential.

Trip: Visiting the National gallery to be inspired by a f amous painting. A follow-up visit will allow students to see

the work of other students also inspired by the same painting.

Take One Picture Narrative:

This year, throughout our Learning journeys, you have consistently been using and developing your Personal,

Learning and Thinking Skills! You now have the opportunity to further develop these vital skills in a very creative

way. 'Take One Picture' is the National Gallery's countrywide creative pro ject for super learners! Each year the

gallery focuses on one painting from the collection to inspire cross-curricular work-the e$

citing way you have been

learning this year. Our challenge is to use the image they have chosen imaginatively in our lessons. All your teachers

are very eager to work with you and to see and hear the wonderful ideas you think of. Then you will develop and

follow through your remarkable Showcase for progress.

Thinking

outside

the box



1. Self -Management

I am always looking for new challenges or opportunities to get involved with things

I can persevere with a task or challenge, even when the going gets tough

I can organise my time and resources eff ectively

I can balance my time between school work, homework and other activities

I can cope well when the situation changes, and I know where to go for help when I

need it

I can manage my own emotions in difficult times and I build good relationships with

my peers

2. Team-Working

I can work well with any group, even if its not a group of f riends

I can discuss my ideas with working partners and come to an agreement

I can change how I behave to either lead a group, or to help others

I encourage other people to share their views, and I listen to them

I can take on a responsibility in a group, and make a good contribution

I can give good advice on how to improve, and act on advice when it is given to me

3. Reflective Learning

I can use success criteria and scales to review and assess my own work

I can set my own targets for improving my work

I can look back over my work and identif y how to improve it for myself

I can take compliments, and advice for improvement, and respond positively

I can identif y ways in which I can improve as a learner



4. Creative Thinking

I can come up with original and new ideas to complete a task or solve a problem

I can think of ways to extend my learning, asking new questions or investigating new things

I can link together what I have learned in diff erent places and lessons

I can ask questions to check whether what someone is thinking is correct including myself

I can try out diff erent ways of working and follow these through to completion

5. Eff ective Participation

I can take part in a discussion, and help to come to a decision or agreement

I can put my ideas across well to others to persuade them of something

I can think of ways to help my group to solve problems or achieve goals

I can identif y ways in which my team can work better, and share these with them

I can work with others to find the best way of working to suit the whole team

6. Independent Enquiry

I think of information and skills that I want to learn about for myself

I can find information independently

I can easily see other peoples points of view

Im good at working out what information is useful and accurate

I am good at explaining why events or phenomena have happened

I can explain my answers using the information I have found out



The Opening Minds Planning Process

Themes

deliver the curriculum for the whole year

linked to Pastoral Enrichment days

drawing on best primary practice

Learning Journeys

each curriculum area shares the Learning Journey which directly relates to the theme

keep variety of ideas at this point

PLTS and LearningObjectives

PLTs are ident ified and linked meaningfully with themes and specific learning objectives, to beprinted individually

process, range and content LOs for each subject are printed individually

each PLT and LO is allocated to a particular theme%

Learning Journey. Some will be repeated.

Group objectives

All LOs and PLTS for a particular theme are viewed together

cross-curricular team group LOs, identifying possible overlaps and clarifying and unifying ideas

and activities

consideration of how to deliver LOs that do not naturally fit within the Learning Journey

SEAL

SEAL objectives are identified and allocated to relevant Learning Journeys and grouped PLTS andLOs

Showcase forProgress

using the Learning Journey focus, identify and allocate the key assessment outcomes for eachcluster of objectives

what activity, product, attribute etc. will need to demonstrated in order to demonstrate progress

Design Activities

activities are designed to meet and include all the identifed PLTS and LOs

the planning will be a fluid document and al low for learner and teacher flexibility



The Opening Minds Academic Year Overview

Week Beginnings Planner - Outline Calendar 10/11

Wk

1 1 Mon 6th Sept

2 2 13th

Sept

3 3 20th

Sept

4 4 27th

Sept

5 5 4th

Oct

6 6 11th

Oct

7 7 18th

Oct

1 8 1st

Nov

2 9 8th

Nov

3 10 15th

Nov

4 11 22nd Nov

5 12 29th

Nov

6 13 6th

Dec

7 14 13th

Dec

1 15 Thur 6th Jan

2 16 10th Jan

3 17 17th Jan

4 18 24th

Jan

5 19 31st Feb

6 20 7th

Feb

7 21 14th Feb

1 22 Tues 1st Mar

2 23 7th

March

3 24 14th

March



4 25 21st

March

5 26 28th

March

6 27 4th

April

1 28 Thur 28th April

2 29 Tues 3rd

May

3 30 9th May

4 31 16th May

5 32 23rd

May

1 33 Tues 7th

June

2 34 13th

June

3 35 20th

June

4 36 27th

June

5 37 4th July

6 38 11th

July

7 39 18th

July

NB One extra week in Term 3 / One week less in Term 5

010. Quintin Kynaston: Opening Year 7 Minds.

Documents