PPOWERFUL, OWERFUL, PPERSONALIZED ERSONALIZED PPROJECT-ROJECT-BASED LEARNINGBASED LEARNING

What is Powerful Learning?

Note how this makes you feel…..

FactsMathematical

PhysicalHistorical

DisciplinesMathematics

PhysicsHistory

SubjectsMathematics

ScienceHistory

Curriculum designers

WorldScientific knowledge

Educational

Knowledge

teachers

Lesson plansStudent’s Mind

Old knowledge

New knowledge

scientists

gluing

Why focus on learning?Why focus on learning?

• What is Powerful Learning? What is Powerful Learning?

• What is the Aim of Schooling?What is the Aim of Schooling?

• What is Project Based Learning?What is Project Based Learning?

• What does PBL look like in schools?What does PBL look like in schools?

At the end of the day…..At the end of the day…..

• What do we want our KIDS (students) What do we want our KIDS (students) to be?to be?

Powerful LearningPowerful Learning

What is powerful learning:What is powerful learning:

• From a student perspectiveFrom a student perspective

• From a teacher perspectiveFrom a teacher perspective

What Kind of environment do you think What Kind of environment do you think is required to promote such powerful is required to promote such powerful learning?learning?

Watch Movie

What do we know about What do we know about Powerful Learning?Powerful Learning?

Finish the following Finish the following statement.statement.

People learn well when . . .People learn well when . . .

People learn well when . . .People learn well when . . .

•What they learn isWhat they learn is– Personally meaningful.Personally meaningful.– Challenging and they accept Challenging and they accept

the challenge.the challenge.– Developmentally appropriate.Developmentally appropriate.

People learn well when . . .People learn well when . . .

• How they learn involves How they learn involves – Controlling their own learning and Controlling their own learning and

having choices.having choices.– Using what they already know as they Using what they already know as they

construct new knowledge.construct new knowledge.– Opportunities for social interaction.Opportunities for social interaction.– Getting feedback.Getting feedback.– Acquiring and using strategies.Acquiring and using strategies.

People learn well when . . .People learn well when . . .

• Where they learn isWhere they learn is– A positive emotional climate.A positive emotional climate.– A supportive environment.A supportive environment.

Learning Photo Chat- P1Learning Photo Chat- P1• What's happening hereWhat's happening here

What is the aim of What is the aim of schooling?schooling?

The aim of The aim of schooling is not to schooling is not to do well in school, do well in school, but to do well in but to do well in

life.life.

Elliot Eisner, Elliot Eisner, 20012001

What do we know about What do we know about schools today? schools today? (Eisner, 2001)(Eisner, 2001)

• Virtual absence of intellectual conversationVirtual absence of intellectual conversation– Implies listening and interactingImplies listening and interacting

• Celebrate achievement over inquiryCelebrate achievement over inquiry– The real game is in the journey and learning where The real game is in the journey and learning where

the resources are.the resources are.

• Lack intellectual dispositionsLack intellectual dispositions– This involves an appetite to be engagedThis involves an appetite to be engaged– We don’t have enough “romance” in our schools!We don’t have enough “romance” in our schools!

• Students learn how to “do school” in order to get Students learn how to “do school” in order to get through it.through it.– We should be about getting kids “into it!”We should be about getting kids “into it!”

What does it mean that a What does it mean that a school is doing well?school is doing well?• What kinds of activities are the students doing?What kinds of activities are the students doing?• What kinds of questions are kids asking?What kinds of questions are kids asking?• What kinds of intellectual things are kids learning?What kinds of intellectual things are kids learning?• Are students exposed to multiple perspectives?Are students exposed to multiple perspectives?• Are students given “bones they can chew on for the rest of Are students given “bones they can chew on for the rest of

their lives?”their lives?”• What connections are students making between what they are What connections are students making between what they are

learning and the outside world?learning and the outside world?• Are their opportunities for students to work cooperatively with Are their opportunities for students to work cooperatively with

other students?other students?• Does the school make it possible for students to engage in Does the school make it possible for students to engage in

community projects?community projects?• Can students pursue some field in depth?Can students pursue some field in depth?• Are their variations in student performance products?Are their variations in student performance products?

Place Mat / BUMS Place Mat / BUMS UPUP

• What do we know about Project What do we know about Project Based Learning?Based Learning?

What is Project-Based What is Project-Based Learning?Learning?

What is Project-Based What is Project-Based Learning?Learning?

• An innovative model for teaching and An innovative model for teaching and learninglearning

• Focuses on central concepts and principles Focuses on central concepts and principles of a disciplineof a discipline

• Involves students in problem-solving Involves students in problem-solving investigations and other meaningful tasksinvestigations and other meaningful tasks

• Allows students to work autonomously to Allows students to work autonomously to construct their own knowledgeconstruct their own knowledge

• realistic projects realistic projects

What is Problem-based What is Problem-based learning?learning?

• An instructional method that An instructional method that encourages learners to apply critical encourages learners to apply critical thinking and problem-solving skills, thinking and problem-solving skills, and content knowledge to real-world and content knowledge to real-world problems and issues. problems and issues.

PBL fosters growth in many PBL fosters growth in many areasareas

• Ability to be critical thinkersAbility to be critical thinkers• Skills to analyze and solve complex, real Skills to analyze and solve complex, real

world problemsworld problems• Expertise in finding, evaluating, and using Expertise in finding, evaluating, and using

information resourcesinformation resources• Ability to work cooperatively in groupsAbility to work cooperatively in groups• Skills to communicate orally and in written Skills to communicate orally and in written

formform• Interest in being lifelong learners and role Interest in being lifelong learners and role

models for other studentsmodels for other students

The PBL VISION The PBL VISION

• Project-based learning emerges from Project-based learning emerges from a vision of education in which a vision of education in which students take greater responsibilitystudents take greater responsibility for their own learning, and graduate for their own learning, and graduate from school prepared to use the skills from school prepared to use the skills and knowledge they have attained to and knowledge they have attained to lead successful lives. lead successful lives.

The Power of PBLThe Power of PBL• PBL provides learning that has PBL provides learning that has deep deep

meaningmeaning, processed into long-term , processed into long-term memory, because the learner has a memory, because the learner has a chance to chance to do something they want to dodo something they want to do, , something something realreal, something , something excitingexciting..

• Classroom walls expand to the Classroom walls expand to the community at large and self-esteem soars community at large and self-esteem soars as students work harder than ever before as students work harder than ever before on relevant, real-world challenges.on relevant, real-world challenges.

Key Elements of PBLKey Elements of PBL

• 10/4 task10/4 task

• What are the most important What are the most important elements of Project Based Learning?elements of Project Based Learning?

What are the benefits?What are the benefits?

• More coaching and modelingMore coaching and modeling

• Less tellingLess telling

• More finding out along with studentsMore finding out along with students

• More cross-disciplinary thinkingMore cross-disciplinary thinking

• Less specializationLess specialization

• More teamworkMore teamwork

• Less privacy and isolationLess privacy and isolation

How do students benefit How do students benefit from Project Based from Project Based Learning? PBL . . Learning? PBL . . • Evokes active, deep, generative Evokes active, deep, generative

processing that keeps kids interestedprocessing that keeps kids interested• Allows students to construct their own Allows students to construct their own

knowledge thereby improving learning knowledge thereby improving learning (better transfer, retention)(better transfer, retention)

• Helps students become better problem Helps students become better problem solvers.solvers.

• Offers multiple ways for students to Offers multiple ways for students to participateparticipate

• Accommodates different intelligencesAccommodates different intelligences

• More use of multiple and primary resources More use of multiple and primary resources • Fewer textsFewer texts• More multi-dimensional assessmentMore multi-dimensional assessment• Less paper-pencil testingLess paper-pencil testing• More performance based assessment/less More performance based assessment/less

knowledge-based assessmentknowledge-based assessment• More varied materials and mediaMore varied materials and media• Expands students capabilities to display and Expands students capabilities to display and

manipulate informationmanipulate information• Shifts students away from what they normally do Shifts students away from what they normally do

giving students a richer, more “authentic” giving students a richer, more “authentic” learning experience.learning experience.

• Widens students interests and career optionsWidens students interests and career options• Multiplies the ways students can contribute to Multiplies the ways students can contribute to

project work. project work.

• Allows for a variety of learning styles Allows for a variety of learning styles • "Real" world oriented - learning has value beyond the "Real" world oriented - learning has value beyond the

demonstrated competence of the learner demonstrated competence of the learner • Risk-free environment - provides positive feedback and allow Risk-free environment - provides positive feedback and allow

choice choice • Encourages the use of higher order thinking skills and learning Encourages the use of higher order thinking skills and learning

concepts as well as basic facts concepts as well as basic facts • Utilizes hands-on approaches Utilizes hands-on approaches • Provides for in-depth understanding Provides for in-depth understanding • Accessible for all learners Accessible for all learners • Utilizes various modes of communication Utilizes various modes of communication • Assessment is congruent with instruction, i.e. performance-based Assessment is congruent with instruction, i.e. performance-based • Students are responsible for their own learning Students are responsible for their own learning • Students have ownership of their learning within the curriculum Students have ownership of their learning within the curriculum • Projects promote meaningful learning, connecting new learning Projects promote meaningful learning, connecting new learning

to students' past performances to students' past performances • Learning utilizes real time data - investigating data and drawing Learning utilizes real time data - investigating data and drawing

conclusions conclusions • The learning process is valued as well as the learning project The learning process is valued as well as the learning project • Learning cuts across curricular areas - multidisciplinary in nature Learning cuts across curricular areas - multidisciplinary in nature • Teacher is a facilitator of learning Teacher is a facilitator of learning • Student self-assessment of learning is encouraged Student self-assessment of learning is encouraged

Defining Features of PBLDefining Features of PBL• CONTENTCONTENT

– Compelling Ideas, Deep Knowledge Questions, Guiding Compelling Ideas, Deep Knowledge Questions, Guiding QuestionsQuestions

• ACTIVITIESACTIVITIES– Investigative and Engaging, skill specificInvestigative and Engaging, skill specific

• CONDITIONSCONDITIONS– Support, Deep Understanding and assessment for, of Support, Deep Understanding and assessment for, of

and as learningand as learning

• RESULTSRESULTS– Real-world products, presentation of ideas and deep Real-world products, presentation of ideas and deep

understandingunderstanding

Planning and Assessing for Planning and Assessing for Project Based LearningProject Based Learning

• Lets have a go! In Groups…Lets have a go! In Groups…

• See EXAMPLES- Discuss and make See EXAMPLES- Discuss and make meaning of them - PMI!!!meaning of them - PMI!!!

• What’s good - What’s notWhat’s good - What’s not

• When should we plan and assess?When should we plan and assess?

• HOW?HOW?

Generating Project Questions Generating Project Questions with students inputwith students input

• Low level – High Level (Bloom’s)Low level – High Level (Bloom’s)

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation

Essential QuestionsEssential Questions (This section is reprinted from a series of articles first published in (This section is reprinted from a series of articles first published in Technology ConnectionTechnology Connection

in 1995.) in 1995.)

• We are fighting a long school history of We are fighting a long school history of topical research. For decades students topical research. For decades students have been sent to the library to "find have been sent to the library to "find out about" some topic. This tradition out about" some topic. This tradition has led to information gathering but has led to information gathering but little analysis or thought.little analysis or thought.

• Essential questions set students and staff Essential questions set students and staff free from this tedious and wasteful ritual. free from this tedious and wasteful ritual. Research becomes motivating and Research becomes motivating and meaningful. An essential question has the meaningful. An essential question has the following attributes:following attributes:

• Essential questions reside at the top of Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954). They Bloom's Taxonomy (Bloom, 1954). They require students to EVALUATE (make a require students to EVALUATE (make a thoughtful choice between options, with the thoughtful choice between options, with the choice based upon clearly stated criteria), to choice based upon clearly stated criteria), to SYNTHESIZE (invent a new or different SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough version) or to ANALYZE (develop a thorough and complex understanding through skilful and complex understanding through skilful questioning).questioning).

Getting StartedGetting Started

• Begin simply and slowly.Begin simply and slowly.• Choose elements of PBL that makes sense Choose elements of PBL that makes sense

for your content area.for your content area.• Do what’s comfortable.Do what’s comfortable.• Set rules and guidelines for behavior.Set rules and guidelines for behavior.• Take risks.Take risks.• Be patient.Be patient.• PBL doesn’t have to be yet another thing to PBL doesn’t have to be yet another thing to

fit into your program. Use it to integrate fit into your program. Use it to integrate and pull together other aspects of learning.and pull together other aspects of learning.

Deep Knowledge Question

Guiding Questions Guiding Questions Guiding Questions

Deep Understanding Performance

Research/Inquiry Research/Inquiry Research/Inquiry

Deep Understanding PerformanceDeep Understanding Performance

Reflections/Assessment

Deep Knowledge QuestionsDeep Knowledge Questions

• Who needs a rainforest anyway?Who needs a rainforest anyway?

• What should we wear?What should we wear?

• Is life getting better or worse?Is life getting better or worse?

• Does competition make up better?Does competition make up better?

• Who is a friend?Who is a friend?

• How does my environment affect How does my environment affect me?me?

Who needs a rainforest anyway?

How can you save a rainforest?

What does the rainforestgive the world?

What and who isKilling the rainforest?

Deep Understanding Performance

Research/Inquiry Research/Inquiry Research/Inquiry

Deep Understanding PerformanceDeep Understanding Performance

Reflections/Assessment

WebsitesWebsites

• http://www.edutopia.org/index.phphttp://www.edutopia.org/index.php excellentexcellent

Google - project base learningGoogle - project base learning

PBL PROJECT ORGANIZERPBL PROJECT ORGANIZER

<http://gsh.lightspan.com/weblib/autoes/DOCS/project.html>

Also . . .Also . . .

• Brain research is helping us Brain research is helping us understand that PBL also works by understand that PBL also works by helping students move helping students move beyond beyond surface learningsurface learning, beyond learning , beyond learning held in short-term memory, learned held in short-term memory, learned for the test and then forgotten.for the test and then forgotten.

TIME FOR A BRAIN ACTIVITYTIME FOR A BRAIN ACTIVITY

Mirror, Mirror ActivityMirror, Mirror Activity

• Write your name while looking only Write your name while looking only in a mirror. in a mirror.

• Do not look at your pencil directly. Do not look at your pencil directly.

• Write it so that you can read it in the Write it so that you can read it in the mirror.mirror.

• Copy each figure in the boxes beside Copy each figure in the boxes beside them. Try it three times. No erasing.them. Try it three times. No erasing.

Reflecting – Reflecting – Talk to your neighborTalk to your neighbor

• How did you feel while trying to How did you feel while trying to complete the exercise?complete the exercise?

• What do you think your brain was What do you think your brain was doing?doing?

• Imagine what it is like for your Imagine what it is like for your students to learn a new concept or students to learn a new concept or skill?skill?

• How does this activity demonstrate a How does this activity demonstrate a similar process?similar process?

How do we learn?How do we learn?

• What the human brain does best is learn.What the human brain does best is learn.

• Learning changes the brain because it can rewire Learning changes the brain because it can rewire itself with each new stimulation, experience, and itself with each new stimulation, experience, and behavior.behavior.

• Learning begins with a stimulus.Learning begins with a stimulus.

• The stimulus is sorted and processed at a variety The stimulus is sorted and processed at a variety of levels.of levels.

• Then there is a formation of memory potentialThen there is a formation of memory potential

• Pieces are in place so that the memory can be Pieces are in place so that the memory can be easily activated.easily activated.

What percent of your What percent of your physical brain do you use?physical brain do you use?

• On a given day, most areas are used because On a given day, most areas are used because functions are well-distributed throughout it.functions are well-distributed throughout it.

• Mathematically, however, it is estimated that Mathematically, however, it is estimated that we use we use less than 1 percent of 1 percentless than 1 percent of 1 percent of our of our brain’s projected processing capacity. (Each brain’s projected processing capacity. (Each of your 100 billion neurons ordinarily connects of your 100 billion neurons ordinarily connects with 1,000-10,000 other neurons. Your brain with 1,000-10,000 other neurons. Your brain is capable of processing as much as is capable of processing as much as 10 to the 10 to the 100 trillionth power100 trillionth power. That number exceeds . That number exceeds the number of known particles in the the number of known particles in the universe.universe.

The brain is energy inefficient. It is about 2% of the body’s adult

weight. Primary source of energy is blood which

supplies nutrients like glucose, protein, trace elements and oxygen.

Water provides the electrolytic balance for proper functioning.

The brain needs 8 to 12 glasses of water a day for optimal function.

Dehydration is a common problem in school classrooms, leading to lethargy and impaired learning. (Hannaford, 1995)

FYIFYI

How Brain-Based Learning Impacts Education

http://www.funderstanding.com/brain_based_learning.cfmCurriculum--Teachers must design learning around student

interests and make learning contextual.

Instruction--Educators let students learn in teams and use peripheral learning. Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom and the school building.

Assessment--Since all students are learning, their assessment should allow them to understand their own learning styles and preferences. This way, students monitor and enhance their own learning process.

Think It- Team It- Present ItThink It- Team It- Present It

• Brainstorm more ideas about the Brainstorm more ideas about the power of the brain…maybe research power of the brain…maybe research using WEB…list already know aspects.using WEB…list already know aspects.

• What else can I find?What else can I find?

• Who might help us find out more?Who might help us find out more?

• Present the group findings….5 min Present the group findings….5 min presentation to whole group.presentation to whole group.

Action LearningAction Learning

•FIND ITFIND IT

• OBSERVE ITOBSERVE IT

•IMPROVE ITIMPROVE IT

• PROMOTE IT PROMOTE IT

•MANAGE ITMANAGE IT

Remodelling the School of the FutureRemodelling the School of the Future

Transforming Learning in Transforming Learning in Year 7 to create a Year 7 to create a

Personalised Learning Personalised Learning CultureCulture

David Carter-Principal of David Carter-Principal of John Cabot CTC, BristolJohn Cabot CTC, Bristol

www.cabot.ac.ukwww.cabot.ac.uk

The Learning Challenge for the next The Learning Challenge for the next ten yearsten years

• To Personalise the School based learning experience To Personalise the School based learning experience • To support every child with a learning coach who has To support every child with a learning coach who has

co-ownership for a child’s individual learning planco-ownership for a child’s individual learning plan• To develop the skill of learning to unlock the content To develop the skill of learning to unlock the content

conundrumconundrum• Take Learning outside of the classroom and beyond Take Learning outside of the classroom and beyond

the school boundariesthe school boundaries• To build an e-learning strategy that provides the To build an e-learning strategy that provides the

impetus for new learningimpetus for new learning• To create a vision for learning that recognises that To create a vision for learning that recognises that

80% of the jobs current 11 year olds will do in the 80% of the jobs current 11 year olds will do in the future have not yet been createdfuture have not yet been created

How Will Learning Have Changed by How Will Learning Have Changed by 2008?2008?

– Personalisation will be in place and all Personalisation will be in place and all Pupils will have an IEP that they will own Pupils will have an IEP that they will own with their mentorwith their mentor

– Class Sizes will be more variable and Class Sizes will be more variable and adapted to the style of delivery that is most adapted to the style of delivery that is most appropriateappropriate

– Curriculum Pathways from 10-14 and 14-19 Curriculum Pathways from 10-14 and 14-19 Will provide a core learning programme Will provide a core learning programme with a negotiated set of options, some in with a negotiated set of options, some in school, some on-line, some vocationalschool, some on-line, some vocational

How Will Learning Have Changed by How Will Learning Have Changed by 2008?2008?

– Homework will be a thing of the past. Homework will be a thing of the past. Assignments and Extension activities will Assignments and Extension activities will develop school based learning rather than develop school based learning rather than replicate it.replicate it.

– Students doing a 25-30 hour week from Students doing a 25-30 hour week from home and schoolhome and school

– Learning Skill Development will be as Learning Skill Development will be as important as Knowledge Acquisitionimportant as Knowledge Acquisition

Learning &

Teaching

Free teachers to

teach

National Agreement

ICT for Learning

Managing change

Focus on teaching

and learning

Work/lifebalance

Every Child Matters

Support staff

Non-Teaching Workload

Partnerships &

collaboration

The Transformational Starting Point in 2005-6

The Dual Debate-Learning and CultureThe Dual Debate-Learning and Culture

• The Learning ArgumentThe Learning Argument-Motivation of pupils & engagement with -Motivation of pupils & engagement with

lifelong learninglifelong learning

-Customised Learning Plans for Pupils-Customised Learning Plans for Pupils

-E-Learning and the Virtual Curriculum-E-Learning and the Virtual Curriculum

• The Cultural ArgumentThe Cultural Argument-Managing school change and improvement-Managing school change and improvement

-Engaging the school workforce-Engaging the school workforce

-The Widely Shared Moral Purpose to sustain -The Widely Shared Moral Purpose to sustain distributed effort & commitmentdistributed effort & commitment

Mind Mapping the Personalised Learning Mind Mapping the Personalised Learning JourneyJourney

The Student and theLearning

Organisation

Skills forLearning

IndividualLearning Plans &

Coaching

CurriculumPathways &

LearningChoices

The LeadershipOf

Learning

ExtendedLearning

Opportunities

Student Voice&

Learning

AssessmentFor

Learning

The Learning

Environment

Personalising Learning at John Cabot Personalising Learning at John Cabot CTCCTC

Personalising Learning

CurriculumDiversity-

KS4 pathways

Learning toLearn-Year 7

CCC

New Technologies

VLE

Mentoring& Welfare

CPD-TeacherPartnerships

StudentVoice-Cabot

Promise

SchoolOrganisation-

LeadPractitioners

WorkforceRemodelling-Cover Sups

Re-OrganiseTutor Groups

The Cabot Competency Curriculum The Cabot Competency Curriculum in Year 7in Year 7

• CompetenciesCompetencies– Learning to LearnLearning to Learn– CitizenshipCitizenship– Relating to peopleRelating to people– Managing situationsManaging situations– Managing informationManaging information

• Themes for the Five TermsThemes for the Five Terms– Theme 1 – Learning to Learn Theme 1 – Learning to Learn

(An introduction to the (An introduction to the competencies)competencies)– Theme 2 – Community and EnvironmentTheme 2 – Community and Environment– Theme 3 - CommunicationTheme 3 - Communication– Theme 4 – Life styles and HealthTheme 4 – Life styles and Health– Theme 5 – Finance and EnterpriseTheme 5 – Finance and Enterprise

A Week in the Life of CCCA Week in the Life of CCC

• The 45 period weekThe 45 period week– Project 1-9 LessonsProject 1-9 Lessons– Project 2-9 LessonsProject 2-9 Lessons– Innovation Day-9 LessonsInnovation Day-9 Lessons– Literacy-4 LessonsLiteracy-4 Lessons– Numeracy-4 LessonsNumeracy-4 Lessons– Euro Time-2 LessonsEuro Time-2 Lessons– Arts Time-2 LessonsArts Time-2 Lessons– E-Citizenship-2 LessonsE-Citizenship-2 Lessons– PE-4 LessonsPE-4 Lessons

COMMUNITY AND ENVIRONMENT

COMMUNITY AND ENVIRONMENTAims: to give students an appreciation of

their city in terms of time and space

CELEBRATION CITY

INNOVATIVE CITY

CELEBRATION CITYCELEBRATION CITY

•Research festivals

•Make sparklers!

•Produce 10 min ‘Newsround’ report in groups

•Make balloons & have JC balloon fiesta

•Look at twin towns

•Look at JC environment

•South Africa link

How and why does the community of Bristol celebrate?

INNOVATIVE CITYINNOVATIVE CITY

•Read Treasure Island

•Draw maps of Bristol & link up

•Create and ‘bury’Time capsule

•Visit to Kingsdown/Cabot Tower/Docks

•Time line for Bristol future

•Construct house for the future

•Compare city with other Bristols

How do we fit into our city – and how does Bristol fit into the world?

The CCC Competence The CCC Competence PassportPassport• Learning to LearnLearning to Learn

– Learning StylesLearning Styles– Thinking MethodsThinking Methods– CreativityCreativity

• Managing InformationManaging Information– Finding and Using InformationFinding and Using Information– Reflecting and ImprovingReflecting and Improving

• Managing PeopleManaging People– Team WorkTeam Work– CommunicationCommunication– ConflictConflict– StressStress

The CCC Competence The CCC Competence PassportPassport

• Managing SituationsManaging Situations– Time and Resource ManagementTime and Resource Management– Flexibility and Risk TakingFlexibility and Risk Taking– InitiativeInitiative

• Gold and Silver CreditsGold and Silver Credits

• TargetsTargets

• End of Term Assessment (WWW/EBI)End of Term Assessment (WWW/EBI)

The Learning Vision for a Personalised The Learning Vision for a Personalised ExperienceExperience

Year 7 Entry Year-Learning to Learn

Year 8-Intermediate Year-1 Full GCSE-Humanities, Expressive Arts or Single Science

Year 9 to Year 11English, Maths, Science,Technology, ICT (DIDA)PE, PSE and Citizenship

Fast-trackAS Modules

In Y11

3 YearGCSE

ProgrammesY9 and 10

Y10 and 11

Vocational2 days off

Site3 days-Core

Year 12 and 13Core Experience+Vocational and

Enrichment

AS and A2IB

OU FoundationDegree Modules

AS and A2& IB

BTEC/A2Shape

& Balance

Core Learning-70% Negotiated Learning Pathways-30%

Arts, Languages, Humanities, Sport, Media & Business, General

Specialist Pathways