Why we love Children

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Why we love Children
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Creating a new curriculum

• Richard Briley and Mel Barron

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Question

• What do you look for in a good teacher?
• Think for yourself
• Share it
• No hands up
• Ill just call on you to give me your best idea

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• Children need to buy into their education and
  they need to connect emotionally with their
  teachers for there to be sustainable learning.
  Teachers must show their humanity and that they
  enjoy being with children.

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You can achieve true immortality!

• Which are you?
• Wouldnt it be great that in 30 years time
  somebody said that you were the greatest
  influence on their lives.
• Or
• Do you remember that b s/he was the breaking
  of me!

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What are my beliefs?

• I believe schools should be at the centre of
  their community
• I believe that schools should be happy and bright
  places, where children and staff feel secure and
  reach their potential.
• The members of the community are happy because
  they have been challenged and have achieved.
• Childrens special talents and gifts have been
  recognised and developed.
• Children are recognised as individuals who have
  particular needs styles of learning.

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• Children learn best when they are having fun.
• Children learn best from doing.
• Teachers teach best when they enjoy what they are
  doing.
• Children only learn if they are emotionally cared
  for.
• E.I. has x2 the affect as IQ in achievement.

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Enrichment

• Competing with an amazing multi-media world
• Every Opportunity is taken to excite enthral
  children
• Foster Curiosity
• Visits visitors
• After school clubs

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Teaching Learning

• The emphasis is on childrens learning
• Cross-curricular work as a vehicle for Literacy,
  Numeracy and ICT
• Promote Creativity and the use of The Arts
• Promote Challenge Pace
• Address Needs of MAGT as well as SEN by framing
  our work to meet their needs

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Our Way Forward

• We agreed that traditional Subject Boundaries
  have little to do with the needs of Primary
  School Children
• Our work should be Concept and Skills driven,
  rather than notional academic boundaries
• We agreed that the literacy hour is too rigid and
  that literacy was at the heart of both making
  sense of our world and sharing it with our
  audience
• Progression and Continuity would be improved
• We are helping children to make better sense of
  the world by being explicit about the connections
  we make

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We have

• Created new, more creative, cross-curricular
  themed units which have worked well
• Increased child motivation and interest and made
  learning more fun.
• (Excellence Enjoyment DFES)
• As professionals, taken hold of the curriculum
  and made it ours
• The support of NIAS and Ofsted

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Innovation Cycle
Based on Hopkins Analysis of Curriculum
Change(1995)
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Over-view of areas to be covered within a unit
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Medium Term Template

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My role as a teacher

• Come to the Edge
•  
• Come to the edge.
• We might fall.
• Come to the edge.
• It's too high!
• Come to the edge.
• And they came,
• and we pushed,
• And they flew.
•  

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Never under-estimate children