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In Spring 2004, four small schools became involved in a 'design collaboration' concerned with the pursuit of a skills-based Primary curriculum.
Background
Most started the project with a fairly conventional approach to the curriculum, teaching and learning. The project co-ordinator developed a clear set of principles and values, based upon 'Excellence and Enjoyment'. Some of the features initially proposed for investigation were:
- a skills-based curriculum using a combination of the key skills described in the National Curriculum Handbook and the skills which are the foundation of the RSA's Primary Baccalaureate;
- the development of a framework of progression from Year Reception to Year 6 for the competences within each of the key skills;
- a selective approach to the choice of content from the National Curriculum Programmes of Study influenced by the skills to be developed and the particular needs of school and pupil;
- a thematic approach to the planning of the curriculum.
Developing children's capacity for independent working and for reflecting critically on their own learning so that they can improve their performance may facilitate the move towards 'personalised learning'.
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A Different Approach
This project had two phases: a whole-school event in November 2004, entitled 'One World Week', and a six week period in the summer term 2005 when the schools planned their work around the theme of 'Learning for Tomorrow'. One of the schools did not, unfortunately, take part in the second phase.
During the conclusion of the first phase, 'One World Week', the participant schools temporarily abandoned their traditional curriculum for an intensive week of different experiences, based on the unifying theme of international conflict and harmony. Many creative lessons were produced, with pupils learning about subjects as diverse as Aboriginal art to Japanese arts and crafts.
One World Week gave the opportunity for a skills-based approach combined with an emphasis on creativity for learning and was intended as a trial to test out ideas informing the planning for a longer period of skills-based teaching and learning concluding phase two. Challenges included:
- the difficulty of translating broad learning objectives into skills-focused learning activities for specific sessions;
- the selection of key skills to focus on and how this affects the choice of the theme and its content in terms of knowledge and understanding;
- the difficulty of maintaining pace and creativity over a much longer period of time;
- a desire to trial self-evaluation programmes with the knowledge that the students have built up.
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Quotes From One World Week
"The skills-based approach led to freedoms that ensured staff could react to children's interest points and create a more personalised learning environment ... and ... the children responded very well to the unpredictability of the week, enjoying the fact that all sessions were varied and very different." (Richard Gerver - Headteacher)
"All schools should be like this, all of the time." (Teacher)
"It was interesting to teach and learn ourselves about things we usually don't cover in the NC through art, music and drama. We learned a lot ourselves. We also learned that our children were able to develop deep feelings and empathy for those in other cultures, and were interested in their way of life, beliefs and were able to use the creative arts as a vehicle for the expression of their feelings in a very moving way." (Teacher)
"One World Week was FUN! We learned a lot about how other people feel. We talked about it in the world and in our playground." (Year 5 Pupil)
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What the Schools Have Learnt
Phase two of the project solidified many ideas previously tested in the three schools. Although using a very small sample, this project provides useful insights to any review of the structure and content of the National Curriculum.
The schools saw a change in the balance between what children know and what they can do as the essential first step in curriculum development and improvement. Some of the resulting changes from this project created a learning climate in classrooms which was much more congruent with the vision of primary education set out in 'Excellence and Enjoyment'.
There are many difficulties to be overcome when restructuring towards a skills-based curriculum. The project co-ordinator identified key points for other schools interested in a similar approach as follows:
- Staff will need to be re-acquainted with the six key skills and the five thinking skills in the National Curriculum - to open up a discussion about the importance of skills in children's learning.
- Involve the staff in an analysis of the emphasis currently being given to the above skills within each subject and aspect of the curriculum. This will require a pro-forma that enables teachers to record which skills are being developed in which subjects and to identify any gaps.
- The analysis of the above data will highlight strengths and weaknesses across the skills and subjects which can, in turn, be used to inform discussion about what changes might be needed and why.
- Decisions about the scale and nature of changes will depend on the circumstances of the school, but pilots are a good first step. Change needs to be considered in terms of time scale, organisational scale (year group, key stage) and curriculum scale (subjects or groups of subjects, aspects such as PSHCE).
- It is important to agree on the curriculum model that will best accommodate a greater emphasis on skills. Whatever model is adopted, it will need to comply with the requirements of the National Curriculum. The schools in the project opted for a thematic approach within the framework of the six areas of learning, but there is no reason why a more conventional approach should not work just as well.
- Achieving progression in the development of skills, within a balanced programme that also promotes knowledge and understanding, is of paramount importance whichever approach is adopted. Work on this has already been done in some LAs, including Somerset, and schools should take advantage of it.
The support of other, like-minded schools is an important ingredient in any project of this kind. Networked Learning Communities could provide the mechanism for this.
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