Ideas for organising learning: workshop
This workshop can be used with teaching staff as part of the curriculum planning process. The ideas in the grid below are all examples of practice drawn
from different schools. Some of the ideas are more challenging than others and are included in order to stimulate discussion about the potential benefits
to learners. There are also blank boxes so more ideas can be added as appropriate. This workshop could be used as part of the Cloud 9 or strategic
curriculum planner approaches. It would be useful to do it either before creating or revisiting a curriculum plan.
The set of ideas set out in the grid below are organised under the four contexts for learning.
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Ethos and life of the school as a community
Curriculum areas and subjects
Interdisciplinary Learning
Opportunities for personal achievement
Workshop instructions
1. Print off the ideas either in the grid below or as cards (the ideas are also available as a set of cards which can be downloaded as a separate
document).
2.
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Staff work in groups and consider the ideas under the following headings:
DO- ideas which might be incorporated into the school curriculum plan
DUMP- ideas which are not relevant, possible or the school is already doing something similar
DISCUSS- there is an element of the idea which is interesting and needs to be explored further
3. After the ideas have been considered and categorised, an appropriate number can be selected and developed for inclusion in the school curriculum
plan.
Ethos & Life of School
Interdisciplinary Learning
There is a whole school
business meeting at the
beginning of each week- all staff
and learners are involved. The
meetings’ focus is on what is
happening in the school
throughout the week.
Parent/pupil groups contribute
meaningfully to the school
improvement plan on an annual
basis.
Learners work in flexible crossage groups where classes and
staff are combined. An element
of choice is offered to learners
in which project they focus on.
All interdisciplinary learning is
delivered using this model.
A broad set of contexts for
interdisciplinary learning is
agreed across the cluster from
P5-S2. These contexts also take
account of the themes which
permeate learning such as
sustainability and enterprise. It
is up to individual schools how
they deliver each context.
A 4-5 week planning cycle is
introduced for interdisciplinary
learning in order to facilitate a
greater degree of
responsiveness, flexibility and
choice for the young people. A
challenge week takes place at
the end of each project which
allows time for assessment and
personal learning planning.
All learners belong to one of a
number of school committees.
Committees include Road
Safety, International and Eco.
Each committee is responsible
for planning and delivering 1
whole school event during the
academic year. Community
partners and all school staff are
also involved in the committees.
Curriculum areas and
subjects
Not all subjects/curriculum
areas are planned for and
taught each week.
Achievement
Learners have responsibility for
planning and implementing 1
event per term where they
present/demonstrate their
achievements to parents/carers.
Science will be taught as a
discrete subject throughout the
year to ensure consistent
development of knowledge and
skills.
School and class councils have a
responsibility to feed into the
whole school assembly each
week to celebrate learners’
achievements.
‘Master Classes’ are introduced
to allow learners a degree of
choice in developing areas of
particular interest in more
depth. Areas of interest include:
gardening, digital movie
making, cookery. School
community members, staff and
young people from the local
secondary school will be
involved in the delivery of these.
Master Classes
Learning logs are developed to
reflect all learners’
achievements. These are
maintained and evidenced by
learners, teachers and other
members of the school
community. They are also used
as the main means of sharing
progress with parents.
are planned around the
experiences and outcomes
All learners and staff are
Parents are invited to a
The local college works with
members of a whole school
orchestra.
A healthy school tuck shop is
run by different classes on a
rota basis. Orders must be
placed in a dedicated Glow
group by a certain time each
morning which the class in
charge then organise and
distribute.
planning meeting at the start of
each project and given the
opportunity to share ideas
about the intended learning and
useful resources they might
have access to.
Each learner participates in a
physical activity challenge
where they earn 1 point for
each minute of physical activity
they take part in. They aim to
achieve 30 points during the
school day, but can also earn
points for physical activity in
the community and for healthy
eating. Classes across the local
authority compete to earn the
most points.
primary schools in the
surrounding area to establish
the needs of the schools and to
introduce pupils to further
education and the labour
market. A wide range of short,
practically-based learning
experiences are offered to
primary schools which can be
built into school projects or
specific courses are arranged
which are appropriate to age
and stage.