CLPL
Professional Learning Opportunties
Collaborative Conversations: Introduction to the WDC Competencies Framework
Sessions focussing on introducing the new WDC Competencies Framework and resources.Practitioners have the opportunity to explore the framework and resources, build on ideas, share practice and support each other.
*If you missed these sessions you can access the materials in Google Classroom Code: ou6a3gf
Collaborative Professional Inquiry for Future-making
A new series of interactive workshops led by Laura Colucci-Gray (Moray House) in collaboration with Education Scotland Curriculum Innovation group. We will start with two in person sessions on Saturday 18 and Wednesday 29 November. This will be followed by 2 online sessions on 28 February and 21 March 2024. The series will culminate with a final, in person event on 7 June 2024. Click here for further information and to book ( limited to 40 places Scotland-wide)
Programme and dates
In Person workshops
Saturday 18th November – Where do my practices begin? 10 am to 1 pm
Introduction and aims of the course
2 short provocations: Who is a curriculum designer and who is a curriculum maker?
STEAM on the rise: working across the 4 curriculum contexts
Working with clay: exploring the tension between make and design
Group debriefing: emotional responses to own agency and the agency of materials
Musicking with materials: exploring hearing and listening
Group debriefing: the hidden work of curriculum-making
Address the key questions: where do my practices begin? (Reflective task)
Wednesday 29th November – Engaging in sensorial inquiries, 2pm to 6pm
Part 1. Introduction with 1 short provocation: what is a map?
Focusing on the senses: attentive listening and sensorial mapping (in the street; in the garden)
Part 2. Second provocation: Is the map the same as the territory?
Group Activity: Sharing the maps
Part 3. Third provocation: Whose perspective is it?
Group activity: Sharing key principles for designing inclusive place-based inquiries across the curriculum.
Online sessions
Wednesday 28 February 2024 - 3.30 - 5.30pm
Thursday 21 March 2024 - 3.30 - 5.30pm
Michael Fullan, The 6 C's
Michael Fullan, New Pedagogies for Deep Learning
Rethinking Curriculum Webinar Series
An online webinar series which brings together teachers from a range of settings to consider their curriculum and how the work of experts could develop their work further. The 3 webinars cover:
Rethinking Curriculum – Teaching for creativity and creative thinking: why it matters, how to do it and how to evidence progress in the creative thinking skills of your learners. Watch again here
Rethinking Curriculum– Finding the balance of a knowledge led curriculum Watch again here
Rethinking Curriculum- Making your curriculum choices ambitious. Watch again here
Focus on: Critical Thinking and Creativity
Webinar: Assessing Creative Thinking: What, Why and How? - OECD Education & Skills
Assessing creative thinking: what, why and how?
Creative thinking is a key skill for young people. For many years, future-oriented educational frameworks or skills rankings placed creative thinking near the top of their priorities. How can we make creative thinking visible, comparable, and amenable to policy and classroom action?
Some might argue that assessment directly opposes efforts to strengthen creativity in the classroom, while others argue that creativity is too hard to define and measure. But we cannot improve or call attention to what we cannot see. We need to do more to support educators and policymakers in recognising, building, and rewarding creative thinking in education systems. Click here to watch
Webinar: Metacognition in the Classroom and Beyond - Scottish Learning Festival 2022
Webinar: Assessing Creative Thinking: What, Why and How? - OECD Education & Skills
Assessing creative thinking: what, why and how?
Creative thinking is a key skill for young people. For many years, future-oriented educational frameworks or skills rankings placed creative thinking near the top of their priorities. How can we make creative thinking visible, comparable, and amenable to policy and classroom action?
Some might argue that assessment directly opposes efforts to strengthen creativity in the classroom, while others argue that creativity is too hard to define and measure. But we cannot improve or call attention to what we cannot see. We need to do more to support educators and policymakers in recognising, building, and rewarding creative thinking in education systems. Click here to watch
Useful CLPL Materials
Designing the Learning
IDEO_DTEdu_v2_toolkit+workbook.pdfDesign Thinking for Educators
mini-project_design_guidance_wdc (1).pdfPBL Guidance Materials
wdc__designing_for_project-based_learning.pdfWDC: Designing for PBL
diy_grid_padlet.pdfPlanning D.I.Y. Grid
Films
PBL Explained
PBL: Tiny House Project
Most Likely to Succeed Film
Interdisciplinary Learning
curriculum-idl-thought-paper.pdfidl-ambitous-learning (1).pdfFurther Reading
The-Curriculum-Theory-and-Practice-by-A.V.Kelly_.pdfThe Curriculum Theory & Practice: A.V. Kelly
Deep Learning_ Engage the World - Michael Fullan.pdfDeep Learning: M. Fullan
Metacognition-in-the-classroom-InnerDrive-ebook.pdfMetacognition in the Classroom
ACTF_IFTF_FutureSkills-report.pdfFuture Skills Report
SR-1382A_UPRI_future_work_skills_sm.pdfFuture Work Skills 2020
• Debra Kidd - A Curriculum of Hope As rich in humanity as in knowledge
• Hywell Roberts - Uncharted Territories
• Dylan Wiliam - Principles of Curriculum design
• Ken Robinson – The Element
• Guy Claxton – Building Learning Power
• Ron Berger – Expeditionary Learning
• Debra Kidd - Teaching: Notes from the front line
• Tim Taylor – Mantle of the Expert a Beginners Guide
• Mary Myatt – From Gallimaufry to Coherence
• Becky Carlzon – Learning Powered Kids
• The Pedagogy of Poverty vs Good Teaching
• Daniel Wilingham
• Mick Waters: Thinking Allowed on Schools
CambridgeLifeCompetencies_CreativeThinkingBooklet_ISSUUPDF_082020_21 (1).pdfCreative Thinking
CambridgeLifeCompetencies_CollaborationBooklet_ISSUUPDF_082020.pdfCollaboration
CambridgeLifeCompetencies_CommunicationBooklet_ISSUUPDF_082020 (1).pdfCommunication
CambridgeLifeCompetencies_CriticalThinkingBooklet_ISSUU_092020_21 (1).pdfELT_CLC_CaseStudy_ISSUU.pdfThe Cambridge Life Competencies Framework: Case Study
CambridgeLifeCompetencies_YoungLearners_ISSUUPDF_082020.pdfThe Cambridge Life Competencies Framework: Young Learners
CambridgeLifeCompetencies_TeenageLearners_ISSUUPDF_082020.pdfThe Cambridge Life Competencies Framework: Teenage Learners
CambridgeLifeCompetencies_AdultLearners_ISSUUPDF_082020.pdfThe Cambridge Life Competencies Framework: Adult Learners