From Curriculum to Compelling Learning - LOtC · From Curriculum to Compelling Learning ... going...
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From Curriculum to Compelling Learning
Training for headteachers, deputy/assistant headteachers,
curriculum managers, faculty heads, subject leaders, key stage coordinators and strategy leads
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Module 2
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From Curriculum to Compelling Learning
M2
Module 2. From Curriculum to Compelling Learning 2 of 27 © Crown copyright 2008
Session 1
By the end of this session, you will:
know what is meant by compelling learning experiences
understand the range and scope of Learning outside the classroom opportunities
understand the benefits of building Learning outside the classroom into the curriculum.
You will do this by:
analysing case studies
analysing how Learning outside the classroom can help meet a school’s Every Child Matters (ECM) agenda
considering how Learning outside the classroom contributes to personal learning and thinking skills.
Activity 1f
Look at the PowerPoint slide. Which two or three personal, learning and thinking skills would you most like to
develop in the young people for whom you are responsible?
Activity 1g
Using the QCA headings on the following pages, consider what Learning outside the classroom opportunities
you offer that help develop the skills that you identified in Activity 1f above.
Write below ideas for further Learning outside the classroom activities that could help your young people develop
the skills that you identified in Activity 1f above.
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M2
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What is a compelling learning experience?
A compelling learning experience is a real and relevant context for learning through which young people
recognise for themselves the importance of learning to their lives now and in the future.
Qualifications and Curriculum Authority (2007). Used with permission
A compelling learning experience:
has clear learning outcomes relating to what young people need to know and understand, the
skills they will acquire and areas of personal development
is real and relevant connecting learning at school to the world beyond the classroom
has a real audience and purpose
provides contexts that draw together several aspects of learning connecting different subject
disciplines, focusing on a specific subject, or linking learning through cross-curricular dimensions
or the development of personal, learning and thinking skills
gives young people a sense of autonomy having the chance to think critically, make decisions,
take responsibility and manage risks
offers opportunities for cooperation and collaboration
broadens horizons and raises aspirations offering contexts that challenge young people and
encourage them to step outside their comfort zone.
Qualifications and Curriculum Authority (2007). Used with permission
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Personal, learning and thinking skills
Generic skills base for OAA – Taken from HQOE ‘key outcomes of outdoor education’.
Headings from the Personal Learning and Thinking Skills identified by QCA.
Effective communication:
Present/express ideas, orally and in writing
Listen to others and instructions
Propose practical ways forward
Identify improvements
Influence others and balance views to reach workable solutions.
Team working:
Collaborate with others in working towards common goals
Understand different roles in teams
Help group arrive at a team decision
Recognise that others have a role to play within the team
Demonstrate a willingness to trust others and accept support
Recognise when others need support
Treat others with tolerance and respect
Challenge intolerance
Understand how actions impact on others
Encourage others to achieve
Recognise and applaud achievements of others.
Reflective learning:
Set realistic targets
Appreciate own strengths and limitations
Invite feedback and deal positively with praise, setbacks and criticism
Evaluate experience and apply lessons learned.
Leadership:
Understand the different roles in teams
Able to take on a leadership role where appropriate
Willing to step back and allow others to take on leadership.
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M2
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Independent thinking: (plan/do/review)
Identify questions/problems to resolve
Plan and carry out research
Analyse and review information
Support conclusions.
Creative thinking:
Generate ideas
Try a variety of solutions
Vary and adapt ideas according to changing circumstances
Ask questions
Connect their own and others ideas in imaginative ways.
Self-managers:
Seek out new challenges
Work towards goals
Persevere
Manage their emotions
Organise time and resources
Prioritise actions, anticipate
Take and manage risk
Deal with conflicting pressures.
Specific
Activity skills/knowledge:
Develop, adapt and apply skills in outdoor activities (key process – developing skills)
Develop relevant mental skills (key process – developing physical and mental capacity)
Acquire technical knowledge in use and care of OE equipment
Dress appropriately and use correct equipment
Recognise value of training in developing and improving performance (key process – evaluating
and performing/ making and applying decisions)
Recognise value of competition (key process – making and applying decisions)
First Aid training (PSHE – range statement i.e. managing emergency and risky situations)
History of outdoor education/activities.
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Health and well-being
Keep fit through physical activity
Positive self-image
Talk about benefits of participation in outdoor activities
Eat healthily in response to level of activity undertaken
Extend interest in outdoor activities beyond school.
Environmental awareness and understanding
Experience a range of different environments
Respond positively to differing environments
Understand your impact on the environment
Demonstrate and take an active part in care for the environment and sustainable development
Appreciate and draw inspiration for the environment.
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M2
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Diamond 9
Look at the ten outcomes listed on the PowerPoint. These come from the English Outdoor Council’s
guide, High Quality Outdoor Education.
Consider the young people for whom you are responsible. What would you most like them to gain from learning outside the
classroom?
List nine of the outcomes in order of importance to you and your school in the Diamond 9 grid below.
List the three learning outside the classroom activities run
in your school/dept/key stage that you consider to be the
most compelling.
Do they achieve the outcomes you have prioritised above?
What makes them compelling?
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Session 2
By the end of this session, you will:
have identified the strengths, shortcomings, scope for moving forward and snags to
progress in your school/department’s current learning outside the classroom provision
have begun to look forward at how you can tailor learning outside the classroom to meet
the aims of your school/department/key stage.
You will do this by:
producing an audit of existing learning outside the classroom provision in your
school/department/key stage
identifying the current contribution of learning outside the classroom to the aims of your
school/department/key stage
looking at how learning outside the classroom can help meet (some of) your
school/department/key stage aims
carrying out a 4S analysis of current provision.
You may wish to make additional notes here:
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M2
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Learning outside the classroom audit
Plot your school/dept/key stage’s current learning outside the classroom. If you wish to, stick to one department, key stage or
curriculum area and ask your trainer for a blank copy of the plan below to copy for other members of your school staff to
complete.
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Learning outside the classroom audit
Consider the following questions in the light of your responses to the circular plan.
Does most learning outside the classroom fall into one particular category?
If there are any gaps, where are they? Who could be approached to fill in these gaps?
Is the learning compelling and is it achieving the results you prioritised in the Diamond 9 on page 7 of this book?
Is your learning outside the classroom provision linked to any of the following? Whole school aims, pupil entitlement,
cross-curricular themes and projects.
Could there be learning outside the classroom going on that you do not know about and, if so, could you audit this?
Is learning outside the classroom mapped in your school? If so, who contributes to the recording and mapping of provision?
If not, who could do so?
How could the above information be used to influence future planning?
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Linking current learning outside the classroom opportunities to school aims
List up to five aims in the left hand column. For the remaining columns you will need two different coloured pens to record:
a. current learning outside the classroom provision
b. additional learning outside the classroom provision that will help meet these aims.
Are there any gaps in your learning outside the classroom provision?
Do you have any learning outside the classroom activities that are not helping you meet your aims?
How can the above help you with future curriculum planning?
School/dept/ key stage aims
Current learning outside the classroom provision that helps meet these aims
Learning outside the classroom activities that are not currently available but that could help meet these aims
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4S Analysis
Having considered your 4S analysis, you may find it worthwhile to record your thoughts on the following points:
How do we maintain, use and build on our strengths?
How can we remedy any weaknesses and stop them from affecting our progress?
How can we prioritise and exploit our potential opportunities?
How can we defend, counter and manage the threats?
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From Curriculum to Compelling Learning
M2
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Session 3
By the end of this session, you will:
have a vision of where you want to go with learning outside the classroom
be able to recognise the characteristics of an effective learning outside the classroom curriculum
have established how you will make the most of your resources
have identified ways of building learning outside the classroom into your curriculum.
You will do this by:
considering the type of activity that you may or may not want to include in your learning outside the classroom
provision and the reasons why/why not
considering your school’s current use of resources and how you would like to use them
considering how the views of all stakeholders could inform your planning.
You may wish to make additional notes here:
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From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to time
Put an X on the line to indicate where you consider your school to be regarding how you use the following to support learning outside the classroom.
Put a 0 on the line to show where you feel that you need to be if learning outside the classroom is going to help your young people achieve your aims.
Time is allocated by
timetabling software,
with set lesson time
allocated to specific
subject areas
throughout the whole
school.
Time is used flexibly
to meet learning
needs with full-day
or week-long
experiences built in
across the school.
Young people have
the opportunity to
create their own
timetable.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
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From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to people
People
Learning outside the
classroom is seen as
being imposed, with
staff lacking in
confidence to work in
settings outside the
classroom afraid of
the consequences of
going off-site.
People. Learning
Outside the
Classroom is
developed by the
whole community
and a range of
people are involved
in teaching. Staff feel
confident about
organising Learning
Outside the
Classroom and
young people are
involved in the
planning process.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
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From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to location
Location
Learning is
completely
classroom based.
Location
Learning takes place
in a wide range of
settings, including in
the classroom,
elsewhere on-site, in
the local and wider
community and
further afield.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
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From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to site resources
On-site resources
There are no
resources available
to encourage
Learning Outside the
Classroom.
On-site resources
There is a wide
range of resources
on site to encourage
Learning Outside the
Classroom across
the whole
curriculum.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
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From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to teaching approaches
Teaching
approaches
Teaching is mainly
formal, didactic and
classroom based.
Teaching
approaches
There is a range of
teaching methods,
including open-
ended investigation,
subject-focused,
coaching and
mentoring and the
provision of
opportunity for
independent study.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
Module 2 | Delegate resource book
From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to learning experiences
Learning
experiences
Learning is mostly
subject focused and
in short periods, and
mainly consists of
completing teacher-
set tasks.
Learning
experiences
There is a wide
range of experiences
where skills and
knowledge can be
developed and
applied in practical
and meaningful
situations.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
Module 2 | Delegate resource book
From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to a whole-school approach
Whole-school
approach
Subjects are taught
in isolation and when
learning outside the
classroom takes
place there is little
transfer of learning
both within and
beyond the subject.
Whole-school
approach
Learning Outside the
Classroom is a
catalyst for
cross-curriculum
working within the
school and wider
community. It is a
focus for team
teaching through
themed issues
identified with the
young people and is
used to provide a
context that draws
together several
aspects of learning.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
Module 2 | Delegate resource book
From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to skills teaching
Skills teaching
There is little
reference to the
development of
PLTS in relation to
the curriculum and
learning outside the
classroom.
Skills teaching
Learning Outside the
Classroom supports
the development of
PLTS through a
range of subject and
cross-curricular
themes.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
Module 2 | Delegate resource book
From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Considering learning outside the classroom in our school in relation to assessment
Assessment
Assessment is
based on testing at
the end of units of
work. The
information is used
to form school
profiles.
Assessment
A range of methods
including student
self-assessment is
used formatively to
assist learning.
Where are we now?
Where do we want to be?
How will we get there?
Moving towards a more personalised and flexible curriculum that better meets
the needs, interests and aspirations of all young people
Module 2 | Delegate resource book
From Curriculum to Compelling Learning
M2
Learning Outside the Classroom
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Session 4
By the end of this session, you will:
have identified several means by which to measure and assess the impact of learning outside the classroom
have ideas of how to monitor learning outside the classroom effectively.
You will do this by:
using the QCA degrees of success resource sheet to identify successful learning outside the classroom in your school
as a whole
developing means of encouraging individuals to monitor the success of their own learning outside the classroom
activities.
Evaluating learning outside the classroom in the whole curriculum
You can note the methods of measuring success below:
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M2
Learning Outside the Classroom
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Monitoring the success of learning outside the classroom
Below is a copy of the QCA resource sheet ‘Degrees of Success’.
It is essential to identify success criteria if we are to effectively evaluate and monitor progress.
We will be delighted with the outcomes of learning outside the classroom if our learners…
We will be satisfied with the outcomes of learning outside the classroom if our learners…
We will be disappointed with the outcomes of learning outside the classroom if our learners…
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From Curriculum to Compellling Learning
M2
Learning Outside the Classroom
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Chuff Chart
Name: Date
School/Group:
Record how you feel or how you think you are doing on the chart by drawing a line
at the level that best describes how you feel or how you are doing.
10
0
5
0
Good, great,
positive.
Bad, unhappy,
unsure.
How am I doing? How am I feeling?
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Learning Outside the Classroom
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Overview of training
The overall learning objectives of this training is to provide a framework for the effective planning and
integration of learning outside the classroom within and across the whole school curriculum. It aims to give
participants:
an increased understanding of the value and opportunities offered by learning outside the
classroom
an understanding of how learning outside the classroom can make a wider contribution to the
whole school curriculum
a number of approaches to integrating learning outside the classroom within the curriculum
planning process
the ability to recognise high quality learning experiences outside the classroom.
Looking back through your resource book, what are the three most important things you have learned from the training?
Below is room for you to write your pledge(s) as to what you will do when you return to your school. It may help to add the
timescale in which you will do it.