Creating an Creating an Inspiring and Inspiring and Engaging Curriculum Engaging Curriculum
Jan 15, 2016
If pupils don’t learn the way we If pupils don’t learn the way we teach, perhaps we should teach teach, perhaps we should teach the way they learn the way they learn
Eppig 1981Eppig 1981
Our BackgroundOur Background
New HeadshipNew Headship QCA Schemes of WorkQCA Schemes of Work Ready for Change?Ready for Change? Arts and Book WeeksArts and Book Weeks
What did we do first?What did we do first?
Used CPD opportunitiesUsed CPD opportunities Researched pedagogy around creative Researched pedagogy around creative
curriculumcurriculum Implemented Excellence and Enjoyment Implemented Excellence and Enjoyment
WeeksWeeks Pyramid Primary Strategy Learning Pyramid Primary Strategy Learning
Network project on creativity Network project on creativity Dusted off National CurriculumDusted off National Curriculum Had a go!Had a go!
Taking the PlungeTaking the Plunge Moved away from QCA Schemes of WorkMoved away from QCA Schemes of Work 2 year rolling plan of topics planned from the NC2 year rolling plan of topics planned from the NC Visits and visitors organised Visits and visitors organised Emphasis on investigation and skills developmentEmphasis on investigation and skills development Pupils involved in curriculum planningPupils involved in curriculum planning Opportunities and funding eg Creative Opportunities and funding eg Creative
Partnerships (Brightspace)Partnerships (Brightspace) Implemented a plan, do, review cycle Implemented a plan, do, review cycle Evaluated successes and areas for developmentEvaluated successes and areas for development Took learning outside and brought the outside inTook learning outside and brought the outside in
QCA Co-DevelopmentQCA Co-Development
Became involved in QCA Co-development Became involved in QCA Co-development Began Pyramid work on joint projectsBegan Pyramid work on joint projects Implemented Pyramid WeeksImplemented Pyramid Weeks Joint CPD and planning Joint CPD and planning Flexible use of time and place – taking Flexible use of time and place – taking
learning out of the classroom and learning out of the classroom and bringing the outside inbringing the outside in
Using Gateways…SustainabilityUsing Gateways…Sustainability
New National Curriculum New National Curriculum Review GroupReview Group
Began working with QCA and Sir Jim Rose on the Began working with QCA and Sir Jim Rose on the 2011 National Curriculum2011 National Curriculum
Considering the unique nature of the Primary PhaseConsidering the unique nature of the Primary Phase Working on Aims and ObjectivesWorking on Aims and Objectives Areas of Learning – what would these look like?Areas of Learning – what would these look like? Essentials of Learning and Life - interwoven and Essentials of Learning and Life - interwoven and
integralintegral Trialling and evaluating aspects with other Trialling and evaluating aspects with other
Droitwich schoolsDroitwich schools Planning activities using the Draft Orders – Global Planning activities using the Draft Orders – Global
Dimensions book WeekDimensions book Week
Our first trialOur first trial
A Pyramid Book Week using a A Pyramid Book Week using a Global Dimensions Gateway and Global Dimensions Gateway and planning from the Essentials for planning from the Essentials for Learning and Life and the English, Learning and Life and the English, Communication and Languages Area Communication and Languages Area of Learningof Learning
Year 2 looked at stories and the culture of India.
We tried on saris and shalwar kameeze.
We tasted poppadoms, naan bread, chutney and raita.
We made Lassi, which is an Indian drink made from crushed ice, yoghurt, milk and mangoes.
And more recently…And more recently…
A Pyramid ‘I Want To Be’ Week using a A Pyramid ‘I Want To Be’ Week using a Community Community Cohesion Cohesion GatewayGateway
Busy being archaeologists, fire Busy being archaeologists, fire fighters, farmers and nurses…fighters, farmers and nurses…
What are the benefits?What are the benefits? Children are excited about their learning Children are excited about their learning Parents say their children talk about what Parents say their children talk about what
they have been doingthey have been doing Teachers plan lessons that they find Teachers plan lessons that they find
interestinginteresting Learning is personalisedLearning is personalised Children remember what they have doneChildren remember what they have done There has been a noticeable improvement in There has been a noticeable improvement in
confidence, speaking and listening, confidence, speaking and listening, independence, and learning skills such as independence, and learning skills such as research and enquiryresearch and enquiry
Learning is fun Learning is fun
If you want the rainbow, you’ve If you want the rainbow, you’ve got to put up with a little rain.got to put up with a little rain.
Dolly PartonDolly Parton
What are the drawbacks?What are the drawbacks?
Teachers may find it harder to plan as Teachers may find it harder to plan as not prescriptivenot prescriptive
It requires risk taking and letting goIt requires risk taking and letting goNeed to ensure depth of coverageNeed to ensure depth of coverageNot time related and requires Not time related and requires
flexibility of timeflexibility of timeIt is harder to measure progress in soft It is harder to measure progress in soft
skillsskills