Introductions

1. Introductions • A warm welcome to all Comenius partners from the British team: • Andy Marshall

2. Transferring knowledge from the short-term to the long-term Creative Learning Andy Marshall, Assistant Headteacher The International School, Birmingham, UK

3. What does creative learning mean to you?... Using assessment Being collaborative Being evaluative Guiding, not telling Using movement Having high expectations Being practical Using partnerships Using materials Using technology Giving responsibility Using questioning Having independence Having free time Using reflection Using peer/self review Using choice Having decision-making

4. So…where does this leave us? • Creative learning approaches are different for individuals (staff and students) but contribute to a more enjoyable and engaging learning experience • When students ask question, investigate, create, challenge, reflect and evaluate their achievement and personal development increases • An enjoyment of learning prepares them for future economic well-being and future educational achievement in further or higher education stablishments.

5. Q: what does a student think independent learning is… • A: Homework. • Should we not refer to independent learning as learning independently…or should that be independently learning?

6. Creative Learning = ? Creative learning is widely understood to be characterised by: Questioning and challenging Making connections and seeing relationships Envisaging what might be Exploring ideas, keeping options open Reflecting critically on ideas, actions and outcomes.

7. Ofsted say the following are common aspects of any good curriculum that support creative learning: • Well-organised cross-curricular links that allowed scope for independent enquiry • Inclusiveness, ensuring that it was accessible and relevant to all pupils • A focus on experiential learning, with knowledge, understanding and skills developed through first-hand, practical experience and evaluation • Well-integrated use of technology • Effective preparation of pupils for the next stage of their learning, training or employment • A broad and accessible enrichment programme • Clear and well-supported links with the local community and cultures, often drawing on local knowledge and experience to enhance pupils’ learning • A flexible approach to timetabling to accommodate extended, whole-school or whole-year activities • Partnerships that extended pupils’ opportunities for creative learning.

8. Criteria1Cross-curricular links • Heads of subject design schemes of work that include cross-curricular links to Citizenship, Literacy and Numeracy. • Teachers will design lessons to use ICT. • Theme Days are off-timetable curriculum days where a year group will follow a series of activities and events on a specific theme (thematic learning) e.g. road safety. • Theme Days are designed to use PLTS – personal, learning and thinking skills. • Theme Days are designed to cover aspects of the global, sustainable, financial, enterprise and creativity curriculum (mandatory for all schools)

9. Criteria 2Inclusiveness • Students from Year 711 are taught together. Students may be set by gender (PE), ability (English, Maths and Science) but principally, all students receive teaching to a consistently high standard. • Students requiring intervention will be targeted and receive specific assistance that does not remove them from mainstream education e.g. for SEN or where English is an additional language (EAL). • All students participate in Theme Days. • All students have opportunities to participate in extra-curricular learning and sports.

10. Criteria 3Experience & Evaluation • In creative subjects (Art, Craft and Design Technology), in enterprise subjects (Business and ICT) and the Sciences, practical learning is embedded e.g. use of Apple Mac design software and hardware. • In enterprise subjects and on Theme Days, students have opportunities to run businesses, undertake work experience and work shadowing. • In all lessons, students are encouraged to have DIRT (Directed Improvement and Reflection Time) to consider their learning and ‘next steps’

11. Criteria 4Technology • In all lessons, students are encouraged to use ICT – as a presentational tool and as a design tool. • Integration between technologies is encouraged through Science, Technology and Art and Design.

12. Criteria 5Learning  Employment • Students from Year 711 from September will complete a basic certificate of financial skills. • Students participate in Theme Days on topics of business and finance e.g. personal banking. • Students visit Universities and Colleges to prepare them for further and higher education. Some of our GCSE courses are provided by local sixth form colleges in partnership e.g. Construction, Engineering, Health & Beauty. • Students attend ‘Aspiration’ events at Aston and Birmingham City Universities. • Students can complete work experience with our partners e.g. the Army.

13. Criteria 6Enrichment • Every student has the opportunity to engage with an enrichment programme organised by different middle leaders. • Students could visit educational establishments e.g. museums and libraries; outdoor residential centres e.g. Bryntail Cottage.

14. Criteria 7Links with local community • The school has active partnerships with local primary schools providing specialist teaching in Science, Maths and Languages and sports events. • The school works with local employers to provide careers visits for Year 9 students and work experience opportunities for Year 10 and 11 students. • Other education providers deliver courses to our students. • Other education and social services provide support for many of our students – for behaviour, for learning, for short-term and long-term mentoring.

15. Criteria 8Flexible timetabling • Theme Days involve a collapsed timetable; • Intervention days (e.g. for English and Maths) involve a part-collapsed timetable. • Practical subjects are taught as double lessons to maximise learning opportunities

16. Criteria 9Partnerships • Our school is partnered to other schools for training and development of staff as well as to provide educational services (including teaching). • International partnerships – Comenius – facilitate opportunities for students an staff to widen their understanding and knowledge.