Thinking Skills and Personal Capabilities

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Thinking Skills and Personal Capabilities
Curriculum Leader Day 3
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• Aim
• To develop the Curriculum Leader Team in its role
  of supporting the implementation of the revised
  curriculum.
• Learning Intentions
• To clarify the role of the Curriculum Leader Team
  in the support model for the implementation
  process.
• To consider the skills and approaches which they
  will use to engage all staff in the process.
• To explore the learning experiences which
  characterise Thinking Skills Personal
  Capabilities within the revised curriculum.
• To consider approaches to planning for
  implementation.

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At the end of this course participants will

• Be able to justify the role of Thinking Skills
  and Personal Capabilities in the revised
  curriculum
• Be familiar with the elements of the Thinking
  Skills and Personal Capabilities Framework
• Appreciate how the individual skills and
  capabilities can be developed through learning
  experiences

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Session 1

• The rationale for
• Thinking Skills and Personal Capabilities

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Curriculum Objectives
FOR
THROUGH
INFUSING
ACROSS
Promoting/Encouraging
Learning Experiences
Investigating problem solving
Linked to other curriculum areas
Relevant enjoyable
Media rich
Skills integrated
Active hands on
Offers choice
Challenging engaging
Supportive environment
Culturally diverse
Positive reinforcement
Varied to suit learning style
Ongoing reflection
Enquiry based
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Activity 1

• As a group
• Discuss the contribution of Thinking Skills and
  Personal Capabilities to each of the three
  objectives of the revised curriculum
• Reach a consensus on the best justification for
  each
• Note your agreed group response

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Being Creative
Thinking, Problem Solving Decision Making
Thinking Skills
Managing Information

Personal Capabilities

Self Management
Working with Others
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Influences on the development of Thinking Skills
and Personal Capabilities
Research basis
Demands of society and employment

Pupil motivation
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Curriculum Objectives
FOR
THROUGH
INFUSING
ACROSS
Promoting/Encouraging
Learning Experiences
Investigating problem solving
Linked to other curriculum areas
Relevant enjoyable
Media rich
Skills integrated
Active hands on
Offers choice
Challenging engaging
Supportive environment
Culturally diverse
Positive reinforcement
Varied to suit learning style
Ongoing reflection
Enquiry based
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Session 2

• The Thinking Skills and Personal Capabilities
  framework
• Learning experiences which develop thinking
  skills and personal capabilities

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Activity 2

• Each group has been assigned one strand from
• the Thinking Skills and Personal Capabilities
• Framework
• Read the description of the strand and extract a
  number of activity words or phrases which capture
  the essence of the strand
• Record on chart

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Planning for Infusion of Thinking Skills and
Personal Capabilities
Lessons can be designed to achieve learning
objectives relating to both the general learning
area and the Thinking Skills and Personal
Capabilities Framework

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From bbc.co.uk

• Photos to be inserted

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Activity 3

• Suggest learning activities, based on the
  stimulus, which would encourage pupils to go
  beyond routine thinking

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Ideas Filter
Lets generate some ideas
Collect all ideas Be uncritical Take risks
Focus on Quantity
Analyse Judge Question
Focus on Quality
Best ideas
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Activity 4

• When you have agreed the best idea for using the
  stimulus with a class consider
• What will the pupils be learning?
• What Thinking Skills and Personal Capabilities
• will they be developing?
• How will the activity be run?

Rainbow groups Each group member shares the
ideas of the home group with like-numbered
colleagues from all other groups.
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Creativity Stages and Mind-Sets
ICEDIP
www.geoffpetty.com
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Encouraging Creativity
CLIMATE
CULTURE
CREATIVITY
Creativity can be fostered within a culture which
values creativity and a climate which supports it
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Session 3

• Key Messages
• The role of the Curriculum Leader Team
• in supporting the infusion of
• Thinking Skills and Personal Capabilities

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Activity 5Think Pair - Share

• In pairs and then with whole group share your
  responses to these questions
• What are the key learning points for you so far?

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• Problem solving

Problem Objective Obstacle
Problem Solving algorithm Step 1 identify the
objective Step 2 identify the obstacle(s) Step
3 list the assets at your disposal people,
practice, resources, structures Step 4 consider
possible options (courses of action) Step 5
decide on best option
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Activity 6

• What next?
• Step 1 As a curriculum leader team what do you
  want to achieve?
• Step 2 identify possible obstacles or challenges
• Step 3 identify your assets/opportunities -
  people, practice, resources, structures,
• Step 4 list possible approaches
• Step 5 decide on your priorities

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Suggested approaches

• On completion of curriculum leaders team
  training, meet as a team and share key
  points/messages
• Meet with the SMT and discuss your thoughts on
  your role and your development needs
• Agree on further reading or research that you may
  need to do to inform yourselves
• Identify for your school the implications of the
  revised curriculum
• Consider your own schools readiness for the
  implementation of the curriculum in September
  2007 e.g. audits of current provision,
  initiatives and pilots
• Research and consider possible approaches to
  implementation action plan for phased approach
• Consider how to inform SMT and whole staff about
  key issues relating to curriculum implementation

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Plenary review and evaluation of the days
outcomes
Are you familiar with the elements of the
Thinking skills and Personal Capabilities
Framework?
Can you justify the role of Thinking Skills and
Personal Capabilities in the revised curriculum?
Do you appreciate how the individual skills and
capabilities can be developed through learning
experiences?
Have you considered implications for planning
back at school first steps?
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• Curriculum Leaders Discussion Forum
• www.belb.org.uk/teachers/talkthink

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Evaluation

• Learning Intentions
• To clarify the role of the Curriculum Leader
  Team in the support model for the implementation
  process.
• To explore the learning experiences that
  characterise the Revised Curriculum.
• To consider approaches to planning for
  implementation.

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Thank You