Case Study

Establishment name: Peel Park Primary School

Lancashire no. 11/009
Contact name: Judith Williams
Email: head@peel-park.lancsngfl.ac.uk
Telephone no. 01254 231583
Award granted: Innovative Practice
Project title: ‘Designing a More Relevant, Creative and Skills-
Based Curriculum’

Project summary
• We started by looking at a competence led curriculum and by identifying the
type of learners we wanted to achieve. We put together our ideas of what a
successful Y6 pupil would look like and created a "Learning Profile". We then
defined our shared understanding of "Creativity" and how we could change
the curriculum to ensure much more relevance, enjoyment and active
learning could be achieved.
• We decided an a "themetic" approach based on clear "Contexts for learning" -
these would be based on real (as opposed to contrived) links. It was
necessary to change the planning formats to accommodate a new style of
skills-based planning. Contexts for learning were decided upon by each of the
teams in school (Foundation, KS1, Lower and Upper KS2.) An initial
"brainstorm" of ideas takes place, then the skills to be covered are identified,
mapped and recorded and then a sequence of lessons is identified.
• Literacy and numeracy are taught each day and linked to the theme if
possible. RE, PE and some science is blocked, as are other aspects of the
curriculum that don't fit.
• Key NC skills are progressively being assessed. A "Creative" pupil council
exists which is visiting creative industries, suggesting projects and evaluating
our learning journey. There is much more evidence of teachers taking risks,
visits and visitors, pupils shaping learning and enjoying the refreshing and
often unexpected formats of lessons.
Specific aspect of practice accredited
Innovative Practice in developing a revised and skills-based curriculum.
Aspect of Every Child Matters addressed:
Be healthy Stay Safe Enjoy and achieve
Make a positive contribution Achieve economic well-being
What were you hoping to achieve?
• A more creative, child-centred, relevant and skills-based curriculum that
enables each child to enjoy learning and thereby achieve their potential.
How did you identify the need for this practice?
• Evaluated the current practice, curriculum and standards being achieved,
recognising issues with certain groups of pupils e.g. boys achievement.
• Staff identified overload and lack of time.
• Pupils identified their most enjoyable lessons and how they learnt best
(diamond ranking exercises and pupil council).
• Governors identified the need to provide a curriculum that enhanced "life"
skills e.g. confident, independent, teamworking, problem solving, and
thinking people.
What did you do?
• Changed the timetable to reduce "dead" time (Assembly times, break and
registration reorganised) and create more time in extended blocks for
learning (Sept 05).
• Identified what was good about the school (Spring term 06).
• Identified the type of curriculum that embraces the principles of Every Child
Matters and personalised learning -what this means in practice.
• Discussed and summarised what we meant by "Creativity" and the principles
of "Excellence & Enjoyment" (May 06).
• Identified a competency led curriculum.
• Identified the need to employ adult play leaders to provide a range of more
"Creative" opportunities at lunchtimes (Sept 06) These all train children play
leaders
• Created a "Learning Profile" of a successful Y6 pupil (the type of learner we
are trying to create). (July 06)
• Re-defined the Mission statement and realigned the aims of the school
• Evaluated the learning and teaching policy to make sure that it embodied the
previous principles (on -going for the past two years)
• Looked at and redesigned planning formats to ensure that they were the right
tools to design a thematic skills led curriculum (June 06).
• Gave staff the skills for each area of the curriculum (Somerset Planning disc).
• Created "Contexts" for learning in four teams (Fds, Ks1, Lower KS2, Upper
KS2) based on two or one year cycles (INSET day 06).
• Teams meet together to "Brainstorm" the context for learning, Map the Skills
to be covered in each subject and plan a sequence of lessons (Each half
term).
• Instructed teachers to start (and finish) the theme with mind mapping so that
the pupils can identify what they know and also raise questions for their own
enquiry.
• Encouraged staff to take part in more visits and encourage more visitors into
school.

Page 2 of 5
 • Recognised that Literacy and numeracy is taught each day but that where
possible this is dictated by the theme.
• Include much more visual literacy and drama techniques with an emphasis on
speaking and listening and role play throughout the school, including "Mantle
of the expert" (Jan 06 onwards).
• Continued to develop assessment for learning principles (teachers taking part
in LEA initiative Sept 06).
• Blocked those aspects of the curriculum that don't "Fit" e.g. RE, some aspects
of PE and Science may be taught as a stand alone subject (Oct INSET day
06).
• Embedded ICT across the whole curriculum - installed a wireless based
network and purchased more laptops (Oct 06).
• Develop an assessment system that tracks progress and skill development
(begun Nov 06).
• Gave time in the INSET timetable to develop this approach with lots of
opportunity to share what was working well with encouragement to take risks
and be more innovative (INSET day Nov 06).
• Involved our "Creative Partnerships" Producer and facilitated more innovative
approaches to learning based on professional development opportunities for
staff.
• Created a School "Creative" council ("Kids Creative" - they thought of their
own name!) and they have visited "creative" industries. They are tracking the
developments this year and will do a presentation for governors at the end of
the year. (Summer term 06)
• Attend relevant INSET on creativity and skills based learning
Which members of the establishment and/or wider community have been
involved and what was their role?
• Pupils - input into shaping the curriculum and into school improvement plan
and by attending governors’ meetings.
• Governors - defining the Mission statement and acting as critical friend and
also in questioning children during visits to school and at Curriculum meetings
• Parents’ views sought regularly and informed through curriculum newsletters
from each year group in school on current approaches/themes.
How has the practice been modified or improved during development?
• Planning formats have changed
• Teams have amended their approaches through listening to each other
• Learning and teaching policy has changed
• Assessment procedures and recording formats have been changed to
emphasise the need to record the six National Curriculum Key Skills
progressively and in how they relate to national Curriculum levels.
What has been the impact of the project on pupils’ learning, achievement
or enjoyment and how has this been measured?
• Pupils speak with enthusiasm and enjoyment of the new learning experiences
(Greater emphasis on active learning, extended learning experiences, more

Page 3 of 5
 visual literacy etc.) Improved attitudes to learning
• Pupils more involved in determining content and in leading learning.
• Pupils able to debate, discuss and share and refine ideas
• Noisier, (purposeful talk) classrooms
• Pupils eager to share with visitors to their classrooms what they are learning
or have found out for themselves.
• Pupils developing imagination and creative responses to questions and
problems that are posed to them.
• Pupils taking a much bigger lead in developing "enterprises" around school
e.g. Newspaper, Radio Station, Shop.
• Pupils have more responsibility at a higher level, e.g. pupils have led their
own question and answer style assemblies and managed behaviour of the
pupils at these times.
• Behaviour is improving amongst more "challenging" boys.
• Longer term we expect to see more confident, independent learners from day
1 in school.
• We also expect standards to improve, particularly in Literacy - speaking and
listening and eventually writing.
• We expect children to demonstrate a much greater level of understanding as
they have more opportunities to develop and apply skills in different contexts
to embed deeper learning.
What are the next stages in the development process?
• Continue to produce "Learning Profiles" for all other age groups in school.
Ensure breadth, balance and continuity
• Develop the key skills (National Curriculum) as the basis for a robust
assessment system Ensure that pupil voice is at the heart of all the new
developments.
• Develop specifically more problem solving and application of skills in
meaningful and relevant contexts.
• Develop speaking and listening and questioning skills
• Measure the impact of this more creative approach on pupil's attitude and
attainment.
• Ensure that there is sufficient differentiation so that all children can achieve
their best.
• Develop the role of the subject leader in evaluating a more thematic
curriculum.
• Ensure that the already extensively developed target setting methodology is
complimentary and not "bolt on" to this approach.
• Monitor the revised curriculum carefully and report to Govemors.
• Continue to seek professional development opportunities to ensure that our
approach is comprehensive, developmental, cutting edge and meaningful.
What aspects of this practice may be useful for other establishments to
consider?
• Ensure a clear vision that embodies what is distinct and working well already
in your school.

Page 4 of 5
• Regularly involve all of the school community, especially the children.
• Put the children's interests first and use the technologies that they engage
with best to motivate their learning.
• Stan by giving the staff a free hand to develop their first "Context for
learning” so that they don't get distracted by what they think they "should"
be doing.
• Be clear on a structure so that teachers feel confident that they are providing
the right sort of learning experiences and also that you can explain how you
have developed breadth, balance and continuity.
• Communicate the message clearly that this is about raising standards and is
not a return to the loose and sometimes "woolly" Topic planning of the 80's.
• Bring in lots of "experts" to inspire children and staff to look at things
differently e.g. creative industries, radio, broadcasting.
• Support less confident colleagues with encouragement and inspire them to
take risks and be more creative.
• Share successes along the way.
• Network with like minded schools to share expertise and develop confidence.

Page 5 of 5