Creating an Inspiring and Engaging Curriculum

If pupils don’t learn the way we teach, perhaps we should teach the way they learn Eppig 1981

Our Background  New Headship  QCA Schemes of Work  Ready for Change?  Arts and Book Weeks

What did we do first?  Used CPD opportunities  Researched pedagogy around creative curriculum  Implemented Excellence and Enjoyment Weeks  Pyramid Primary Strategy Learning Network project on creativity  Dusted off National Curriculum  Had a go!

Health and Fitness Week

Taking the Plunge  Moved away from QCA Schemes of Work  2 year rolling plan of topics planned from the NC  Visits and visitors organised  Emphasis on investigation and skills development  Pupils involved in curriculum planning  Opportunities and funding eg Creative Partnerships (Brightspace)  Implemented a plan, do, review cycle  Evaluated successes and areas for development  Took learning outside and brought the outside in

Learning outside the classroom

…in the forest

…and bringing the outside in

QCA Co-Development  Became involved in QCA Co-development  Began Pyramid work on joint projects  Implemented Pyramid Weeks  Joint CPD and planning  Flexible use of time and place – taking learning out of the classroom and bringing the outside in  Using Gateways…Sustainability

Food and Farming Week Learning Through Enquiry

Visits to Broomfields and the Ombersley Allotment

Mantle of the Expert: Visitors to the Organic Farm

We were fish farmers as well!

Ready Steady Cook Celebration Event

New National Curriculum Review Group  Began working with QCA and Sir Jim Rose on the 2011 National Curriculum  Considering the unique nature of the Primary Phase  Working on Aims and Objectives  Areas of Learning – what would these look like?  Essentials of Learning and Life - interwoven and integral  Trialling and evaluating aspects with other Droitwich schools  Planning activities using the Draft Orders – Global Dimensions book Week

Our first trial A Pyramid Book Week using a Global Dimensions Gateway and planning from the Essentials for Learning and Life and the English, Communication and Languages Area of 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… A Pyramid ‘I Want To Be’ Week using a Community Cohesion Gateway

Learning from experts and having a go!

What about sugarcraft and cake decorating?

We could be designers or vets…

Busy being archaeologists, fire fighters, farmers and nurses…

Imagination is intelligence having fun Imagination is intelligence having fun

Making learning irresistible

…both for adults and children!

Education is what survives when what has been learned has been forgotten. Anon

What are the benefits? Children are excited about their learning Children are excited about their learning Parents say their children talk about what they have been doing Parents say their children talk about what they have been doing Teachers plan lessons that they find interesting Teachers plan lessons that they find interesting Learning is personalised Learning is personalised Children remember what they have done Children remember what they have done There has been a noticeable improvement in confidence, speaking and listening, independence, and learning skills such as research and enquiry There has been a noticeable improvement in confidence, speaking and listening, independence, and learning skills such as research and enquiry Learning is fun Learning is fun

If you want the rainbow, you’ve got to put up with a little rain. Dolly Parton

What are the drawbacks?  Teachers may find it harder to plan as not prescriptive  It requires risk taking and letting go  Need to ensure depth of coverage  Not time related and requires flexibility of time  It is harder to measure progress in soft skills

In The Words of the Children To learn it, we actually have to do it and feel it Boy aged 8