Moving
towards a
more
innovative
and creative curriculum
Aims of the project
To develop a more creative curriculum in foundation subjects
and Science across Key Stage 1 and 2
To create a more personalised curriculum incorporating key
life skills that could transfer into life long learning skills
To improve the use of the local area and increase out of
classroom learning experiences
At the same time, the teachers ensured that the national curriculum
programmes of study for that particular topic were covered. The
teachers took on more of a role of facilitator to enable the children
to acquire the learning. Simultaneously, we would highlight two
or three key learning skills that the children needed to improve
on during the topic. These key skills were key life learning skills,
such as:
communication skills
application of Mathematics
Information Technology
working with others
improving own learning and performance
problem-solving
Therefore, each topic focused not only on acquiring new learning,
but on improving the childrens essential key life skills, which
would enable them to acquire knowledge independently. We tried
hard in each topic to include the local area where the children
lived which immediately engaged the children, as it was relevant
to them and their life experiences.
We felt it important to hold a parent workshop to share the new
way we were teaching the children. This took place during the
autumn term.
The two Year 3 teachers who initially trialled the new approach
reported on what they were doing to whole staff, the senior
management team and governors through regular staff meetings.
In view of their positive experience, it was decided the whole
school would adopt the new approach.
The findings
Staff, parents and pupils commented on a number of changes
they noticed arising from the new topic approach. They reported
that the children:
seemed more excited about their learning;
were talking about their learning more at home; and
were starting to bring in resources from home to support their
learning.
Research methods
Reflections, insights and ideas recorded in a diary were used
to guide the development of semi-structured interviews. Semistructured interviews were then carried out with teaching staff
from Year One to Year Six. Self-completion questionnaires were
distributed to 10 teachers and 60 children from Years One to Six
to find out about their views of the topic approach to learning. The
questionnaire was piloted to ensure that the questions asked were
unambiguous, clear and simple.
Conclusion
This project has challenged our thinking and practice. As a
result of this study we have planned the following:
This summary was commissioned by the National Teacher Research Panel for the Teacher Research Conference 2008,
which explored and celebrated teacher engagement in and with research.
All conference materials are available at www.standards.dfes.gov.uk/ntrp
This publication has been supported by the DCSF Gender Agenda.
To find out more please email: research.summaries@dcsf.gsi.gov.uk