Unit 3: Designing for deep learning The Year of the Curriculum How shall we organise learning? The programme consists of four modules, each with two units: What are we trying to achieve? How shall we organise learning? How shall we evaluate success? How do we make it happen? Module 2 Unit 3: Designing for deep learning © Curriculum Foundation

© Curriculum Foundation Welcome to Unit 3. Did you come up with a list of competencies for your school? Were stakeholders helpful in this? Did you use the ‘stick person’ activity? Is your list similar to the ones we looked at in Unit 2? Do you want to share it? You can do so at YOC@nut.org.uk © Curriculum Foundation

© Curriculum Foundation Unit 3 Designing for deep learning that balances curriculum elements and makes learning irresistible. In this unit we shall look at how those competencies can link with subject requirements to produce learning that is not only deep, but also irresistible. Sounds impossible? Read on! © Curriculum Foundation

© Curriculum Foundation We shall look at what this person said about the curriculum. Do you recognise him? “A curriculum should be a feast of learning” Mick Waters Former Head of Curriculum, QCA © Curriculum Foundation

We shall also look at what these people said about learning. Do you recognise her? Or him? © Curriculum Foundation

We shall also need to all these people into account as well. Do recognise them? No? Well, read on. © Curriculum Foundation

By the end of this first unit of Module 2 we shall have: Refreshed our memories about Unit 2 Go to section 3A Explored how competencies can be developed within subject contexts Go to section 3B Looked at how competencies create deep learning Go to section 3C Considered some practical examples of design Go to section 3D   © Curriculum Foundation

In Unit 2, we looked at the ‘Building Blocks’ of a curriculum: The story so far: In Unit 2, we looked at the ‘Building Blocks’ of a curriculum: Do you remember what they were? © Curriculum Foundation 8

The three key ones were: Knowledge Possession of information Skills Ability to perform mental or physical operation Understanding Development of a concept: putting knowledge in a framework of meaning Do they sound familiar? © Curriculum Foundation

And there were even more ‘building blocks’ of the curriculum: Ideas Curiosity Values Imagination Excitement Attitudes Aesthetic appreciation Wonder Personal development © Curriculum Foundation

We also looked at Competencies. Do you remember these? These are a combination of knowledge, skills and attitudes that are acquired through the application of knowledge in meaningful situations. They help deepen learning and turn knowledge into understanding. They require the development of the right attitudes to apply the knowledge. Knowledge Skill Attitude Competence In fact, you have drawn up your own list of these. © Curriculum Foundation 11