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Remodelling traditional classrooms in Y3 and development of a shared space with Y4 to support a personalised curriculum
Wychall primary school is a medium sized primary school in an area of high social deprivation delivering an innovative and personalised curriculum. The traditional building has become the major obstacle to continued development and improvement of their curriculum model.
Personalised Learning at Wychall
Wychall's statements around personalised learning focussed on providing an experience at the school that would equip their pupils with skill sets and emotional/social attributes to succeed in later life.
Wychall would see the future personalised learning experience as an enabler and self perpetuating inspirational mechanism that not only encourages individuals to learn through an appreciation of the beauty of the world but also provides a way through which pupils will overcome fears and not be intimidated by new challenges.
For the above to happen Wychall believes that Pupils would need a sense of place in the world that is founded in an ability for their pupils to trust and work with others. Pupils would need to develop resilience and understand that learning is a journey with ups and downs, and that they should have confidence that they have the tools and ability to engage with the journey and importantly enjoy and appreciate it.
The Pilot project aims
To provide settings and layouts that directly supports Y3 deliver their current curriculum based on the activity and setting analysis. The space will further act as pilot space for rolling out spatial and organisational principles to the rest of the school as and when funding opportunities become available.
Personalised learning Principles
- Purposeful learning that is contextualised and builds on children's base knowledge and skills; there is a real reason for learning beyond learning for learning's sake.
- Independence to select tools and investigate and confident use of a range of multimedia to explain and evidence their learning
- Learning shared with others externally or through partnerships
- Ownership of school rules and organisation, ethos and community codes in school
Design principles
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Who will the project support
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Where?
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What is needed
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- Mixed ability/cross yr groups and cross class groups
- Visitors
- Teachers/TAS
demonstrators/specialists
- Paired, large, small, individual, mixed ability
- Teachers, experts, parents
- Small groups, large groups
- Less teacher led, more child led
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- Outside
- Inside
- Quiet spaces
- Messy areas
- Writing areas
- Physical activity space
- Listening booth
- Access to multimedia camp
- Performance space
- Wet, dry, quiet, communal, inside-outside
- Easy access to resources
- Group sharing areas
- Amphitheatre
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- Small groups minimal distraction( pods?)
- Close/easy access to resources
- Minimal disruption
- Communal sharing /presentation of ideas
- Large debating area with access to display, think tower, wandering wall
- Individual research stations ( reading, computers)
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