Curious minds 1

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Building the foundations of learning for life

Curious Minds

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What is the most important ingredient in a learning

experience?

Teacher Focus Pupil Focus

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Knowledge versus

Skills5

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‘Life isn’t about finding yourself. Life

is about creating yourself.’

George Bernard Shaw

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“Education is a self-organising system, where learning is an emergent phenomenon.”

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We pride ourselves on creating a curriculum which grows the gifts in our learners and unearths talents previously unrecognised.

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TermTerm TitleTitle Trigger/ Trigger/ inspirationinspiration

Professional Professional LinksLinks

Finale/ Finale/ ShowcaseShowcase

11 IdentityIdentity London TourLondon Tour

Royal Royal Academy of Academy of Dance and Dance and AnimatorAnimator

PerformancePerformance

22People on People on The MoveThe Move

Aboriginal Aboriginal ArtArt

Handprint Handprint TheatreTheatre

Christmas Christmas PerformancePerformance

33Myths and Myths and LegendsLegends

BRIT SchoolBRIT SchoolPerformancePerformance

The Brit The Brit SchoolSchool

Performance Performance at the BRIT at the BRIT

SchoolSchool

44Freedom Freedom

and Rightsand RightsMuseum of Museum of

LondonLondonPM:African PM:African DrummingDrumming AnimationAnimation

55City of City of CultureCulture

The Lion The Lion KingKing

Handprint Handprint TheatreTheatre PerformancePerformance

66Discoveries Discoveries

and and InventionsInventions

The War The War Horse & The Horse & The Imperial War Imperial War

MuseumMuseum

Puppeteer Puppeteer and Theatre and Theatre

director: director: Thierry Thierry LawsonLawson

PerformancePerformance

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“Perform and Create” require the highest form of processing and synthesis of

concepts.

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What we learned from the pupils in Year 1:

•Assumptions •Language FAST TRACK

• Passion

• Underestimation

• Inclusion

•Raising expectations

• Empowerment

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‘Normally in this assessment what I would get is ‘dog’, ‘cat’, ‘fish’ but this year I also got ‘ lion’, ‘warthog’, ‘gnu’ ‘antelope’. I thought, hold on a minute what’s this. Not only did pupils have a much wider vocabulary but they were using catagorisation which is a much higher level skill. The real life exposure to this language has led to much more complex conversations.’

Judy Lamprecht Speech and language Therapist St Georges Hospital

Language Fast Track

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"Young people united in a shared commitment and passion for creating art can overcome all difficulties of communication to create theatre of the highest quality."

Simon StephensAssistant Director of Theatre - Brit School

Passion

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Experiential learning helps our students build a better understanding of the world. 18

Participating in project work builds a sense of community and encourages inclusion.

Tamar Community Project

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"Oak Lodge enables its students to access information as directly as possible. The students express their opinions really clearly, they are engaged. And when OLS staff work with the students I was really impressed at how they stretch them and expect only the best."

Jonathan Huxley - Artist 20

'Innovation is the fuel that drives the global economy and it must be fostered in our nation's schools'.

'School of tomorrow’ www.mmiweb.org.uk

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Teachers say that there is now more…..

Experimental approaches

Active learning Shared observations

Risk taking Peer learning Motivation

Collaboration

Innovation Learning from professionals

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"I feel that because I’m part of the Enquiring Minds Team….I feel more confident in being able to apply the “Enquiring Minds” approach to my own teaching. If I wasn't part of Enquiring Minds I would never be able to do this. So Thank you for putting me in Enquiring Minds."

Karthik Vijayanandam (Maths Teacher) 23

Pupils demonstrate.......

Improvisation Peer Learning Drama and Music!

Free thinking

Historical and geographical understanding

Communication

Cultural awareness

Collaboration

Language applicationProblem solving

Role play

Resilience

Spontaneous thinking and learning

Contextual understanding

Teamwork

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The considerable breadth and balance of the curriculum adds significantly to pupils’ experience of school.” (OFSTED 2012) 25

Enjoyment = Involvement = Achievement

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Assessment for Learning

Personal Learning and Thinking Skills, we've all got them!

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"All were involved in the creative process. It proved a great source of inspiration for creative writing and thinking and was a fantastic way of extending the pupils' vocabulary. Students were extremely motivated and it improved their self-confidence. The acting motivated the students during literacy sessions to read more Greek stories. They then planned, created and wrote their own creative story. The pupils were empowered in their own learning."

Ben Turner, English Co-ordinator

Let's Create- Brit School collaboration

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Working with others allows ideas to grow in unexpected and challenging ways.

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S is a very good teacher, he always asked for our ideas and asked how we felt. I liked answering his questions, they were hard, I didn’t always get them right.DL Year 7 Oak Lodge

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Working thematically provides a springboard for creative thinking and allows teachers to experience success in delivering content in new ways.

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Previously Present

Rigid Flexible and Personalised

Knowledge focused Skills focused

Narrow Broad

Limited choice Choice

Limited external tuition Regular professional tutoring

Age dependent Ability led, placing pupils according to potential

Offered limited OOCL opportunties Utilises local and national cultural and sports opportunities

Met pupils’ learning difficulties Meets pupils learning difficulties and abilities

Teacher led learning: Reflected teacher styles and skills

Pupil led independent learning, reflects pupils learning styles and interests

Limited opportunity to apply skills and knowledge across different contexts.

Uses cross curricular learning to develop application of skills and knowledge

Developed language in isolation Uses real-life experiences to engage learning language

Developed a range of knowledge based subjects in which literacy and numeracy appear

Places pupil numeracy and literacy competency at it’s heart.

Was complicit in pupils’ passivity to learning Encourages pupils as independent enquirers/learners

Origins and Metamorphosis of the Curriculum

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Knowledge Skills

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Ideas to peruse

• Guy Claxtons's 8 Magnificent Qualities for Learning from ' What's the Point of School'

• Questioning Skills, teacher and learner. blooms Taxonomy see diagram.

• Project based learning( International Primary Curriculum, Enquiring Minds from Future Lab, the Engaging Schools Program from the Innovation unit, The Power of Projects (Guy Claxton)

• The New Primary Curriculum

• TASC Wheel for Planning

• WALT & TIBS

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If you are going ahead with 'Project Based Learning'

WARNING: Do not proceed into this curriculum without first agreeing on whole school value and understanding of:•Collaborative learning•Assessment for learning•Team teaching•Delivering to large groups•Pupil led enquiry•Professional Respect

Staff involved should show resilience, ingenuity, initiative, flexibility and a desire to learn. Give these staff planning time and support them to work together

•It will also help to start from a great trigger, involve pupils in planning and record the process

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Planning process....establish• Team building, professional respect

• Curriculum areas(leaders?)

• Topics

• Professional link

• Trigger

• Showcase

Curriculum objectives/outcomes .....I can & I understand statements

• Planned facilitation of pupil led learning and target setting.

• Storage and workbooks or portfolios.

• Teacher communication.

• How & Who will document work.

• Timetable

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Keep in mind

• Real life experience and application is most effective, either as the topic or trigger or showcase.

• Ask pupils at first opportunity what they know about this topic/ what questions they already have/what they might be interested in knowing

• Allow pupils to explore their own interests and leads within the topic and at times ask them to think about their own success criteria for their work.

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KnowledgeWhat happened after...?

How many...?Who was it that...?

Can you name the...?Describe what happened

at...?Who spoke to...?

Can you tell why...?Find the meaning of...?

What is...?Which is true or false...?http://www.teachers.ash.org.au/researchskills/

dalton.htm47

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WALT: we are learning to......design critical experiments

WALT: we are learning to......design critical experiments

TIBS: This is because......critical tests help us make improvements.

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Architecture Award

Wandsworth Dragons Den

The highest national contextual value-added score between Key Stage 2 and GCSE. 

Achievements

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References:‘Building Learning Power: Helping Young People Become Better Learners’ by Guy Claxton

'The G & T Pocketbook', Barry Hymer

'A Fair Deal for Gifted Children' Carrie Winstanley

'How to change your mindset', Carol Dweck

‘5Minds for the Future’ Howard Gardner

National G&T Resources

‘What’s the Point of School’ Guy Claxton

‘Changing Paradigms’ Ken Robinson

‘The Whole in the Wall’ Sugata Mitra

‘Enquiring Minds’ Future Lab

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