Curious Minds

Christ Church identified the development of a creative curriculum as a priority.  The school recognised the need to engage pupils in a more skills and enterprise based curriculum that would equip them for life in a quickly changing technological world. Christ Church decided to involve children as equal partners in the design of this curriculum.

They also decided to begin to involve parents and community members in the process, inviting them to share skills and ideas and showing how much they valued their contribution.

The children were asked about the creative partners they would like to work with to develop the new curriculum and Year 6 children devised interview questions.  As Creatives were engaged as lead practitioners, and Utaxus to develop the outdoor areas with pupils and staff.  Parents attended an interactive evening facilitated by staff and the Creative Agent.  They found out about creative learning and contributed their own ideas about what creativity, enterprise and a 'skills based curriculum' meant to them

Phase 1 of the activity started with a whole staff Inset to establish a shared understanding of creativity and enterprise.  A working group of staff then attended twilight sessions to develop 'pupil voice' activities.  The group followed a 'Plan, Do, Review' process that featured co-planning and peer observation.  The groups discussed the outcomes of the pupil voice activities and designed a tailor-made observation framework to baseline children's creative capabilities.  They then co-delivered classes to gather the information, involving drama and visual art activities and a 'trading game' between nations.  The group collated the base lining results and this led to Phase 2

Phase 2 featured intensive twilight sessions with staff, a series of workshops with parents and the construction of an enquiry question on 'My Locality' with each year group.  One year group established a small business enterprise: a 'healthy food tuck shop' sourcing locally produced snacks. 

Environmental projects involved pupils in citizenship development. 

• Parental and community engagement increased throughout the year, with family members contributing their own thoughts, ideas and opinions about what creativity in learning means, and what skills can be identified for framing a creative curriculum.  Parents and community members offered to share skills and interests with groups of children for an hour a week.

• The response to the original enquiry question has led to an increase in pupil engagement, enjoyment and motivation. Children have demonstrated an increased enthusiasm for learning.  Teachers have observed how much higher engagement levels are when children are involved in first hand experiences (transforming the outside space, choreographing their own dancing).  They observed skills such as more negotiation between learners and more pride in outcomes.

• The project has also impacted on teachers' ability to solve problems and co-construct learning with pupils.  To achieve this, they re-examined pupil grouping methods, made organisational changes and delivered National Curriculum objectives through cross-curricular work. 

• Due to the unexpected success of parental involvement in Year 1, the school will inform parents more fully about the learning experiences of children throughout Year 2.

• At the end of the summer, staff were already planning projects through mapping pupil ideas, questions and interests and designing activities that are culturally relevant to them using first hand experiences wherever possible.

• One year group found that use frequently changing, random groupings was best for stimulating ideas, challenge and discussion  whilst 'mixed ability groups were better for task orientated work.

• The school will work with two Educational Psychologists next year to develop skills for cooperative learning.

• More pupil contact with creative partners as well as more opportunities for observing peers and using outdoor learning.