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Tidetalk~ journal
| Enabling a connected curriculum ~ opportunities for global learning at KS3 |
Tide~ global learning |
This article explores the potential for enabling a connected curriculum through two distinctive approaches at KS3: |
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The ideas and approaches highlighted are developed further in the Tide~ publication Enabling global learning through the KS3 curriculum. This book and the supporting web material offer an overview to support curriculum managers and staff teams. It is a stimulus to dialogue about how we most effectively plan to enable learning in a global context. Further details about this material. Throughout the article there are links to a range of supporting material including conference presentations, articles and stimulus material to support CPD and classroom activities. |
The introduction of the new KS3 curriculum in September 2008 provided an opportunity for many schools to re-think their approaches to curriculum planning and organisation. The new curriculum flexibility and emphasis on personalised and locally relevant learning experiences, has offered exciting potential for innovation but real challenges for ensuring quality learning experiences.
In this piece we reflect upon the need for a connected curriculum that supports learning in a global context. A conference in March 2009 involved teachers, senior managers and advisers in sharing their views about current opportunities and challenges. Here we set out a number of the key ideas and themes that were explored.
1. Enabling a connected curriculum through subjects
There has been much debate about the role of subjects in supporting a curriculum for the 21st century. Many argue that these ‘separate blocks of learning’ and the territorial debates have been a barrier to innovation and ‘holistic learning experiences’. There is probably some truth in this.
The introduction of the 2008 KS3 curriculum has offered an opportunity for much consultation and thinking about how we might organise learning and many schools are responding to this challenge by piloting different approaches.
Tide~ does not argue for any one particular model … it is important that schools develop the model that works best for them. We will however argue that whatever approach is taken, that subject knowledge and the experiences and skills of all subject specialist teachers have a vital role to play in contributing to global learning.
Keynotes included:
Developing critical and analytical skills
~ perspectives from Science
Jo Flynn, Science Learning Centre, Keele University
Jo’s presentation explores the wider social and political agendas that are currently shaping priorities for science teaching. She highlights the particular contribution that science makes towards developing students’ critical and investigative skills and the ways that science perspectives help us to understand the global context in which we live.
To read more click here for Jo’s presentation
For further information about the support offered by Science Learning Centres see: www.sciencelearningcentres.org.uk
Learning for a sustainable future
~ perspectives from Geography
Dr Alun Morgan, Co-Director of the Education for Sustainability programme at London South Bank UniversityAlun’s presentation makes a strong argument for the need for a futures dimension in education if we are to meet the needs of 21st century learners. He explores a range of teaching ideas for supporting students’ to conceptualise different time frames and to explore their own ideas and visions for different ‘futures’.
To read more click here for Alun’s presentation
For further information about the Education for Sustainability programme at London South Bank University see: www.lsbu.ac.uk/efs
Teaching about emotive and controversial issues
~ perspectives from History
Andrew Wrenn, Adviser Cambridgeshire LA and co-author of the T.E.A.C.H. Report, produced by the Historical AssociationAndrew’s presentation explores the many challenges for teaching about emotive and controversial issues. He strongly argues the need for teachers to give careful consideration to their choice of stimulus material and for the need for an enquiry approach which explores different perspectives and interpretations.
To read more click here for Andrew’s presentation
For further information about support offered by the Historical Association see: www.history.org.uk
Learning to question
~ perspectives from Design and Technology
Cathryn Gathercole, Practical ActionCathryn’s presentation argues the potential for products and objects to provide a useful starting point for enabling global learning. As consumers we live in a world of ‘things’ which have been designed, packaged, marketed etc. If we are to meet the needs of learners we need to support their critical questioning of this global, technological and commercial world.
To read more click here for Cathryn’s presentation
For further support for global learning through Design and Technology see: www.practicalaction.org.uk/education
Some key challenges identified for ‘enabling connected global learning’ were …
Dealing with controversial issues
For an online version of the ‘Teaching Emotive and Controversial History’ Report from the Historical Association see: www.history.org.uk/resources/secondary_guide_1140_54.html and from Enabling global learning through the KS3 curriculum see: Teaching about controversial issues for a range of stimulus material to support teacher CPD.
Critically engaging with the media and internet
from Enabling global learning through the KS3 curriculum see:
- Using newspapers – an overview article exploring ideas and activities
- Web cards activity - an activity to support students’ critical engagement with websites, including pdf stimulus material.
Building student participation
from Enabling global learning through the KS3 curriculum see:
- My identities – this activity would be ideal to support group building and inclusive approaches in the classroom.
- Exploring our participation – a place approach – for three activities to support students’ exploration of ideas about participation through the curriculum.
Exploring diversity and identity
from Enabling global learning through the KS3 curriculum see the section on ‘Contributing to community cohesion’ for:
- Presentation by Sir Keith Ajegbo, June 2008
- CPD ranking activity ‘The real challenges of doing work on diversity’
- Using fiction – recommended fiction for exploring ‘identity and diversity’
Developing enquiry skills
Developing Enquiry Skills – workshop presentation by Alan Parkinson Geographical Association and Tony Cassidy, Kirk Hallam Community Technology College, Derbyshire
And from Enabling global learning through the KS3 curriculum see the section ‘Developing a toolkit’ for a range of approaches that support an enquiry approach including:
- using cartoons
- using photographs
- the development compass rose – an enquiry framework
2. Enabling a connected curriculum through cross-curricular approaches
Many schools are experimenting with different cross-curricular approaches at key stage 3 in order to create learning experiences that are relevant and purposeful for their students. In some cases this has meant a radical overhaul of the organisation of the curriculum, in others it has meant smaller scale experiments and pilots.
Queensbridge Visual and Performing Arts School in Birmingham has developed ‘The Enterprise’ a cross-curricular approach focussed around ‘big questions’. Enabling global learning through the KS3 curriculum shares some of the thinking behind this approach as a case study.
For further information see: www.queensbridge.bham.sch.uk.
Cross-curricular working
Possible benefits …
- Enables more coherent, holistic planning.
- Greater timetable flexibility offers opportunities for varied learning experiences within and beyond the classroom.
- Encourages teacher collaboration and reflection.
- Supports connected learning and investigation.
- Can enable ‘deep-learning’ experiences.
Potential pitfalls …
- Easy for planning to be pulled in different directions .. requires a strong vision and sense of purpose to achieve aims.
- Easy to become over-focussed on teacher inputs – need to ensure that the approach supports learners in having some ownership of their own learning.
- Can be challenging to ensure progression and that the needs of all learners are addressed.
The afternoon session of the March conference highlighted the importance of thorough planning that has a focus upon the needs of learners and the need to build in time for teachers to collaboratively plan and reflect.
Examples of starting points for cross-curricular planning
These conference themes provided a focus for groups as a stimulus to discussion about the potential of a cross-curricular approach. See links below for key ideas and issues identified from the sessions and additional links to support cross-curricular planning.
Global perspectives: do cities unite or divide communities? Click here for link to Tidetalk~ article ‘Cities as a a lens to the world’ |
Responding to climate change: who do we trust? Click here for ideas and issues identified from this session Click here for link to ‘Climate change ~ local and global: supporting an enquiry approach’ |
Development: when is overseas aid a good idea? Click here for ideas and issues identified from this session Click here for Tidetalk~ article ‘Exploring global themes through suspended timetable days’ by Dave Morgan, Westwood College Staffordshire |
The final plenary session offered an opportunity to reflect on the key issues raised by each of the workshop sessions. There was strong interest expressed in the need and potential for cross-curricular work at KS3 … but very different views about how this might best be managed. A strong theme to emerge from the discussion was the need for school leadership to provide a vision and a structure to enable quality planning and collaboration. It was felt that for connected learning to happen there was a need for a supportive and reflective climate within which to try out and share ideas with colleagues from other subject areas.
Tide~ will be seeking interest from teachers in developing further ideas and approaches to support connected global learning experiences. Please e-mail wmc@tidec.org if you would be interested in getting involved and see the Teacher CPD section of this site for details of current opportunities.
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