Facilitator Guide CONCEPT BRIEF PART 1 / FUTURE TRANSITION

1. Facilitator Guide CONCEPT BRIEF PART 1 / FUTURE TRANSITION

2. CONTENTS PAGE 0.01 0.00CONTENTS 1.00INTRODUCTION 2.00 INPUT & PREPARATION 3.00SESSION OUTLINE 4.00TOOLS & SUPPORT MATERIAL 5.00SLIDES 6.00OUTPUT 7.00NEXT STEPS 1 5 2 3 4 5 6 7

3. INTRODUCTION 0 The Future Transition session provides a break with the Baseline stage, which looked at the school’s current philosophies, structures, and systems, and begins the Concept Brief stage, which is forward looking. This is an opportunity for the school to reflect on the information collected during the Baseline, and to begin indicating what they want to retain or change going forward. The output is used primarily within the Vision session later within the Concept Brief stage, but as much as anything this session aims to focus all eyes forward going into the future. 1.00 5 2 3 4 5 6 7

4. INTRODUCTION / CONCEPT BRIEF PART 1 Concept Brief Part 1 is the first design stage, focussing on developing the educational vision and strategies to base the physical design upon. The Baseline phase output will be used within this phase, and several elements such as Personalised Learning will be revisited to look at future practice. The final part of this stage, the Whole School Practice, will form a complete analysis of how the school systems and structures can be organised, that the Concept Brief Part 2 will depend upon. 0 1.01 5 1 2 PROJECT INITIATION SPACE FOR PERSONALISED LEARNING 2 3 CONCEPTBRIEFPART 2 SPACE FOR PERSONALISED LEARNING BASELINE CONCEPTBRIEF PART 1 4 3 DETAILEDDESIGN IMPLEMENTATION SPACE FOR PERSONALISED LEARNING 5 4 SPACE FOR PERSONALISED LEARNING CHANGE MANAGEMENT & EVALUATION 6 7

5. INPUT & PREPARATION 0 A small number of flip chart pages need to be prepared prior to the session, and one template printed. If available, a number of copies of the Baseline report should be printed in A3 colour for reference. The school will also need to be asked to prepare a 15 minute summary of any current vision statement or work they have done. Finally, this session uses a number of post it notes – both large and small ones should be brought along. 1 5 2.00 3 4 5 6 7

6. INPUT & PREPARATION / DELIVERY CONSTRAINTS TEMPLATES A flip chart should be prepared as right for each group in the Control vs Influence Activity (3.04). This may be done as a full group if the group is small enough, but this is left to the facilitator’s judgement. FLIP CHART 0 REASONS WE CAN CONTROL 1 5 2.01 3 REASONS WE CAN INFLUENCE, BUT NOT CONTROL 4 5 6 REASONS WE CAN NEITHER CONTROL, NOR INFLUENCE 7

7. INPUT & PREPARATION / BASELINE REPORT & PRESENTATION The Baseline output forms a major part of this session. As such, it should ideally be provided in two forms: A number of printed, colour A3 copies should be available to the groups (if available) A PowerPoint version should be available to be projected This session will work best if the participants have been given the Baseline output in advance and have had time to go through it. However, that is not always possible within the time constraints of the project. 0 1 5 2.02 3 4 5 6 7

8. INPUT & PREPARATION / MINI PARK TEMPLATE This is used when doing the Baseline review (3.05), and one copy per participant should be provided with a pack of small post it notes. It can be printed from the subsequent page in this document and sized in either A3 (recommended) or A4 by selecting “scale to fit paper” in the print options. 0 1 ADD / THINGS WE DO NOT CURRENTLY DO THAT WE WOULD LIKE TO SEE HAPPEN / ARE POSITIVE PRESERVE / THINGS WE CURRENTLY DO THAT ARE POSITIVE AND SHOULD BE RETAINED 5 2.03 3 POST IT NOTE POST IT NOTE 4 POST IT NOTE 5 6 7 KEEP OUT / THINGS WE DO NOT CURRENTLY DO, BUT DO NOT WANT TO SEE HAPPEN / ARE NEGATIVE REMOVE / THINGS WE CURRENTLY DO THAT ARE NEGATIVE AND SHOULD BE REMOVED

9. ADD / THINGS WE DO NOT CURRENTLY DO THAT WE WOULD LIKE TO SEE HAPPEN / ARE POSITIVE PRESERVE / THINGS WE CURRENTLY DO THAT ARE POSITIVE AND SHOULD BE RETAINED KEEP OUT / THINGS WE DO NOT CURRENTLY DO, BUT DO NOT WANT TO SEE HAPPEN / ARE NEGATIVE REMOVE / THINGS WE CURRENTLY DO THAT ARE NEGATIVE AND SHOULD BE REMOVED

10. INPUT & PREPARATION / PARK TEMPLATES FLIP CHARTS Four flip charts should be prepared for the PARK Analysis outlined in 3.06 (if running PARK as a full group – if running in small groups, these will need to be prepared for each group). KEEP OUT 0 REMOVE 1 ADD 5 PRESERVE 2.04 3 4 5 6 7

11. SESSION OUTLINE 0 The session is structured to take 2 hours, and should involve a selection of senior leadership who attended baseline sessions, combined with a cross selection of other staff who may act as champions for the design stage (connecting with other staff). It contains of six main sections: Introduction Existing Vision Delivery Constraints Baseline review PARK analysis Wrap Up 1 5 2 3.00 4 5 6 7

12. SESSION OUTLINE / SUGGESTED FLOW FUTURETRANSITION 01 0 INPUT: BASELINE REPORT + EXISTING VISION 1 5 04. BASELINE REVIEWPresentation review of baseline output 01. INTRODUCTIONA presentation to explain the purpose of the session and the transition to Concept Design phase. 03. DELIVERY CONSTRAINTSWhat stops us delivering on that vision at the moment? • 02. EXISTING VISIONSchool to present back any existing vision statements 2 3.01 05. PARK ANALYSISPreserve, Add, Remove, Keep Out exercise used to reflect on Baseline content. 05. WRAP UPExplain next steps 4 5 6 7 OUTPUT: OPPORTUNITIES AND CONSTRAINTS ANALYSIS

13. SESSION OUTLINE / 01 INTRODUCTION FULL GROUP SLIDES 05 MINS CRITICAL RECOMMENDED 0 AIMS To set the scene To explain the move from Baseline to Concept Brief stage To explain the session and how the content will be used. BREAKDOWN It is suggested the facilitator uses the four slides 5.01.01 to 5.02.02 to provide structure for this session. A detailed breakdown of this slides are available in 5.01 and 5.02. CUTTABLE 1 5 OTHER RESOURCES None 2 3.02 4 5 6 7

14. SESSION OUTLINE / 02 EXISTING VISION FULL GROUP SLIDES 15 MINS CRITICAL RECOMMENDED 0 AIMS To ensure we take account of existing work To set the mindset of looking forward To set up the next element of the session BREAKDOWN . If available, the school should present back any existing vision statements. The school will need to be briefed in advance (see 2.00). It is important that this is a straightforward presentation, and does not turn into a discussion that could suck up session time at the beginning. If the school has no existing vision or does not wish to present it, this section can be cut. The facilitator should take notes on major themes that will allow them to write up a short narrative within the Concept Design report, in the template provided in section 6.02. CUTTABLE 1 5 OTHER RESOURCES School presentation 2 3.03 4 5 6 7

15. SESSION OUTLINE / 03 DELIVERY CONSTRAINTS SLIDES SMALL GROUP 30 MINS FLIP CHART CRITICAL RECOMMENDED 0 AIMS To empower delegates to feel in control of changes To provide some future context around any constraints to change BREAKDOWN The school will have presented back its vision. This will ideally be future focussed and represent a number of desired changes. The facilitator should ask the group, “what stops us delivering on this vision at the moment?” – Slide 5.03.02 (2 mins) This question aims to provoke the deeper reasons why this vision is not currently a reality. It could be as simple as a matter of time to implement ideas, but may also be about structural, cultural or external influences. In small groups, the participants should brainstorm their answers to those questions, ideally picking one word to represent the answer, and writing it in bold on a post it note. They may come up with as many reasons as they want. (8mins) Group by group, they should explain their words and reasons, and put their post it notes on a central flip chart. Each subsequent group after the first should aim to put similar post it notes together so it consolidates the total number of reasons. The facilitator or group may then want to choose a single word to represent the group of reasons – for example, culture may represent staff ethos, culture and staff mentality. These will later be entered on template 6.03. (5 mins) The final part of this section can be done in small groups or the full group, depending on the size of the group. They should create a new set of post it notes to represent all the reasons represented on the flip chart (i.e. use the single words, e.g. culture, the facilitator chose to represent a group of reasons). On a pre-prepared flipcharts (per group) as per section 2.02, they should sort the post it notes into the three sections “Reasons we can control”, “Reasons we can’t control but can influence”, “Reasons we can’t control or influence” (these three sections are highlighted on slide 5.04.01). If in small groups they should come back to a full group to briefly explain rational, and if necessary debate and correct. Ideally, most of the reasons should fall into “can control” or “can influence”. The facilitator should feel they can challenge reasons they feel are misplaced and explore deeper concerns where there is time. Later, these should be entered onto template 6.04 (15 mins) CUTTABLE 1 5 OTHER RESOURCES Post it notes 2 3.04 4 5 6 7

16. SESSION OUTLINE / 04 BASELINE REVIEW FULL GROUP SLIDES 15 MINS CRITICAL RECOMMENDED 0 AIMS To recap Baseline To form the foundation for the final part of the session. BREAKDOWN This section comprises a presented overview of the Baseline section. If available, a number of copies of the the full printed A3 Baseline report should be made available, and should have been made available before. However, the session will essentially recap the Baseline using a slideshow version of the report to make it easy for the facilitator to talk through. The purpose here is to highlight our understanding of the information collected. Before presenting it, the next exercise (PARK) should briefly be explained using the slide demonstrated in 5.04.02, and small post it notes and the mini PARK template demonstrated in 2.03 should be distributed. This will allow people to capture big thoughts individually as the presentation is in progress and will make the next part of the session easier to complete. Slide 5.05.01 acts as a transition slide to the Baseline presentation. CUTTABLE 1 5 OTHER RESOURCES Full Baseline printed report (if available) Post it notes Mini PARK templates 2 3.05 4 5 6 7

17. SESSION OUTLINE / 05 PARK ANALYSIS FULL GROUP FLIP CHART 50 MINS CRITICAL RECOMMENDED 0 AIMS To “park” the Baseline – or current reality of the school - and start moving towards a new future. BREAKDOWN This is one of the most important parts of the session. It may provide a number of ideas which need to be captured and which will need to be returned to later in the year. PARK itself is a relatively simple exercise and entails sorting elements into four categories: Preserve, Add, Remove or Keep Out, based on whether they think they can create a better learning experience. Using the exercise here is complicated because there is a large amount of information within the Baseline, covering relatively holistically the whole way the school currently operates. This is why the delegates were provided with a capture sheet during the presentation. There is no guarantee they will have filled in anything on this however, so it is simply an aid. Taking each element of PARK in order (Preserve, then Add, etc), facilitate a brainstorm about factors from the Baseline that should be Preserved, etc. It is important to set this up with a focus question, which could be something like, “From what you’ve just reflected on, what factors do we want to Preserve, Add, Remove or Keep Out when designing a better learning experience and the future of our school? What would it be like if we cannot fail?” Encourage thinking to be as broad as possible – factors could be systems, structures, operational factors, cultural factors, or even ideas from elsewhere. At this moment these ideas will live in a raw form, but will be revisited and shaped later on in a more orderly fashion. If the group size is above 8, it can be split down into smaller groups and the same exercise be done, requiring a group consolidation exercise to be done. It is very important that everyone has an opportunity to challenge and ideally build consensus around these items before the session ends. The facilitator should watch out for any factors which come out more strongly – either through complete consensus and emphasis on its importance, or because there is conflict around the factor. These items in particularly should be written up in the narrative later. CUTTABLE 1 5 OTHER RESOURCES Post it notes Markers Baseline Reports (if available) 2 3.06 4 5 6 7

18. SESSION OUTLINE / 06 WRAP UP FULL GROUP 05 MINS CRITICAL RECOMMENDED 0 • AIMS • To bring the session to a close. • BREAKDOWN • This is a brief and informal wrap up. The facilitator should thank participants for their input and attention, and should explain that: • The output will be used in the Vision building session; • The next session is with the learners, and will begin to look at personalised learning in practice, followed by a session with staff which will revisit personalised learning and identify future priorities. CUTTABLE 1 5 OTHER RESOURCES None 2 3.07 4 5 6 7

19. TOOLS & SUPPORT MATERIAL 0 No tools or support materials are used in this session. 1 5 2 3 4.00 5 6 7

20. SLIDES 0 One presentation is used to introduce the session, and introduce specific sections within the session when needed. This will need to integrate with two other presentations, one (if used) showing the current school vision, and a second showing the Baseline report. It is suggested simply that the presentations are all switched between, rather than attempting to put three slightly different formats into one presentation. 1 5 2 3 4 5.00 6 7

21. SLIDES / INTRODUCTION 5.01.01 This slide highlights the key aim of the session: to mark a transition from the Baseline information to the Concept Brief. We move, therefore, from understanding the current philosophies and practices towards designing new practices and the learning environment. 0 1 5 2 3 5.01.02 This is the main S4PL Process, with the current stage highlighted. The Concept Brief has been divided into two stages: the first one focussing primarily on the vision building and educational strategy (or “Educational Brief”) that will form the foundation of the physical brief (of “Strategic and Technical Brief”). The presenter should make it clear that we are now looking forward and that some concepts, such as Personalised Learning, may be revisited from a slightly different perspective. 4 5.01 6 7 Circulation / Corridor Space at rear of school

22. SLIDES / INTRODUCTION 5.02.01 This is a new diagram showing the learner centred approach we are taking with the project. With the learner firmly at the centre, we are treating the design as part of a holistic system, where all stages are interlinked. The Policy and research drives the external influence, the Vision and Philosophy create direction, the Whole School Practice implements the vision at a strategic level. The Teaching and Learning look at how to implement the strategy on a day by day basis. To support the Teaching and Learning, we need to consider both technology and the main focus of the project, space. This stage of the process focuses on the Learner, PL Poilicy and Research, Vision and Philosophy, and Whole School Practice, although all elements may be touched on. 0 1 5 2 3 5.02.02 There are four nearly identical slides which simply act as four transitions. This slide exists to show what is being covered in this session: Existing vision – the school will present back any existing work on vision. Delivery constraints - we will analyse what is constraining us from implementing that vision tomorrow Baseline review – this will feed back the Baseline stage output PARK Analysis – this will analyse the Baseline output 4 5.02 6 7

23. SLIDES / INTRODUCTION 5.03.01 This provides a transition slide for the presented to switch to the school presentation (if it has one) in 3.03. 0 1 5 2 3 5.03.02 This acts as a prompt to pose the key question in 3.04. 4 5.03 6 7 Circulation / Corridor Space at rear of school

24. SLIDES / INTRODUCTION 5.04.01 This slide can be used at the end of the Delivery Constraints section in 3.04. The presenter should explain that when considering the reasons we are not currently delivering this vision, we can distribute the thinking between these three categories. 0 1 5 2 3 5.04.02 This slide serves to explain PARK prior to doing the Baseline review. At this point, the mini PARK templates should be handed out (see 2.03). 4 5.04 6 7

25. SLIDES / INTRODUCTION 5.05.01 This slide provides a transition slide to the Baseline Review. 0 1 5 2 3 4 5.05 6 7 Circulation / Corridor Space at rear of school

26. OUTPUT 0 The facilitator should capture any stages of output in the session, and produce for the Concept Brief report: A narrative providing an executive summary of the session from an expert point of view. This should be written in full third person English such that it can be given to others connected with the work (but not present) and that they could gain a good sense about key discussions held within the session. The narrative should in particular attempt to distinguish and highlight any major focus, for example within the PARK activity. Any stage by stage output / flip chart pages, using templates provided. These should also have a short narrative explaining any key points and any wording used on, for example, the flip chart pages must be self explanatory. Suggested templates for this output follow. 1 5 2 3 4 5 6.00 7

27. OUTPUT / INTRODUCTION Insert an executive summary narrative of the Future Transition here. 0 1 5 2 INSERT PHOTO OF THE SESSION IN PROGRESS HERE 3 4 5 6.01 7

28. OUTPUT / SHORT SUMMARY OF EXISTING SCHOOL VISION We asked the school to show us any current work done on vision. This had the following key components: 0 (continued) Insert a narrative here explaining the school vision. 1 5 2 3 4 5 6.02 7

29. OUTPUT / DELIVERY CONSTRAINTS REASONS There can be a number of reasons why a vision is not the current reality and practice. We asked the school what stops them delivering on this vision at the moment? 0 INSERT REASON HERE Insert a a short narrative here from an educationalist perspective explaining any observations, strong themes or particular concerns that were arising during this part of the session. INSERT REASON HERE 1 INSERT REASON HERE 5 2 INSERT REASON HERE INSERT REASON HERE 3 INSERT REASON HERE 4 INSERT REASON HERE INSERT REASON HERE 5 INSERT REASON HERE INSERT PHOTO OF THIS PART OF THE SESSION IN PROGRESS HERE 6.03 INSERT REASON HERE INSERT REASON HERE 7 INSERT REASON HERE Circulation / Corridor Space at rear of school

30. OUTPUT / DELIVERY CONSTRAINTS These reasons were sorted into three categories considering what could be controlled and influenced. INSERT REASON HERE INSERT REASON HERE 0 INSERT REASON HERE INSERT REASON HERE Insert a a short narrative here from an educationalist perspective explaining any observations, strong themes or particular concerns that were arising during this part of the session. INSERT REASON HERE 1 REASONS WE CAN CONTROL INSERT REASON HERE INSERT REASON HERE INSERT REASON HERE 5 2 3 INSERT REASON HERE INSERT REASON HERE INSERT REASON HERE 4 INSERT REASON HERE INSERT REASON HERE REASONS WE CAN INFLUENCE BUT NOT CONTROL 5 6.04 INSERT REASON HERE 7 INSERT REASON HERE INSERT REASON HERE INSERT REASON HERE REASONS WE CAN NEITHER CONTROL NOR INFLUCENCE

31. OUTPUT / WHAT WE WANT TO PRESERVE The output from the Baseline phase was presented back to the school, and the group identified ideas it wished to preserve – things it does now that are positive. Insert a a short narrative here from an educationalist perspective explaining any observations, strong themes or particular concerns that were arising during this part of the session. Note that multiple pages can be used if there is a lot of output.  0 ENTER FACTOR HERE  • ENTER FACTOR HERE 1  ENTER FACTOR HERE 5  • ENTER FACTOR HERE 2  ENTER FACTOR HERE 3  • ENTER FACTOR HERE  ENTER FACTOR HERE 4  • ENTER FACTOR HERE 5  ENTER FACTOR HERE  • ENTER FACTOR HERE 6.05  ENTER FACTOR HERE  7 • ENTER FACTOR HERE  ENTER FACTOR HERE  • ENTER FACTOR HERE  ENTER FACTOR HERE

32. OUTPUT / WHAT WE WANT TO ADD The group then considered what things it could add to create a better learning experience – things it would like to do that are positive. Insert a a short narrative here from an educationalist perspective explaining any observations, strong themes or particular concerns that were arising during this part of the session. Note that multiple pages can be used if there is a lot of output.  0 ENTER FACTOR HERE  • ENTER FACTOR HERE 1  ENTER FACTOR HERE 5  • ENTER FACTOR HERE 2  ENTER FACTOR HERE 3  • ENTER FACTOR HERE  ENTER FACTOR HERE 4  • ENTER FACTOR HERE 5  ENTER FACTOR HERE  • ENTER FACTOR HERE 6.06  ENTER FACTOR HERE  7 • ENTER FACTOR HERE  ENTER FACTOR HERE  • ENTER FACTOR HERE  ENTER FACTOR HERE

33. OUTPUT / WHAT WE WANT TO REMOVE The group looked at things it currently does which it would like to remove from practice – things it currently does now, that are negative. Insert a a short narrative here from an educationalist perspective explaining any observations, strong themes or particular concerns that were arising during this part of the session. Note that multiple pages can be used if there is a lot of output.  0 ENTER FACTOR HERE  • ENTER FACTOR HERE 1  ENTER FACTOR HERE 5  • ENTER FACTOR HERE 2  ENTER FACTOR HERE 3  • ENTER FACTOR HERE  ENTER FACTOR HERE 4  • ENTER FACTOR HERE 5  ENTER FACTOR HERE  • ENTER FACTOR HERE 6.07  ENTER FACTOR HERE  7 • ENTER FACTOR HERE  ENTER FACTOR HERE  • ENTER FACTOR HERE  ENTER FACTOR HERE

34. OUTPUT / WHAT WE WANT TO KEEP OUT Finally, the group identified factors to keep out – things it does not currently do, but wants to ensure it does not do. Insert a a short narrative here from an educationalist perspective explaining any observations, strong themes or particular concerns that were arising during this part of the session. Note that multiple pages can be used if there is a lot of output.  0 ENTER FACTOR HERE  • ENTER FACTOR HERE 1  ENTER FACTOR HERE 5  • ENTER FACTOR HERE 2  ENTER FACTOR HERE 3  • ENTER FACTOR HERE  ENTER FACTOR HERE 4  • ENTER FACTOR HERE 5  ENTER FACTOR HERE  • ENTER FACTOR HERE 6.08  ENTER FACTOR HERE  7 • ENTER FACTOR HERE  ENTER FACTOR HERE  • ENTER FACTOR HERE  ENTER FACTOR HERE

35. NEXT STEPS 0 The Personalised Learner session will follow with the Learners, looking at Personalised Learning in Practice. 1 5 2 3 4 5 6 7.00

36. LAST PAGE