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2 November 2018

Our View of Assessment

Assessment of the progress that children make in school is perhaps one of the leading debates in education. From baseline and progress testing, to SATs and other external exams, to assessment for learning strategies, to trackers and performance related pay in some countries, there is much to consider when assessing students.

At Fieldwork Education, our mission is to improve learning. We do not mandate how schools should do this as we recognise that across contexts, which for us include countries and schools, that this can look different. However, we do believe that knowledge and skills should be assessed, whereas understanding should be evaluated. 

We consider knowledge to be easily accessible information which could be considered to be correct or incorrect; for example, ‘Paris is the capital of France’ is correct and ‘Paris is the capital of Germany’ is incorrect. This is relatively easy to assess and provide feedback on. This combined with the many different Government expectations that our schools have to meet, means that we expect schools to develop their own assessments for knowledge. These could include informal classroom practices such as the use of mini whiteboards or an online quiz or more formal methods such as end of unit tests.

Skills are a little bit different in that the focus is on development. It is not as clear as being correct or incorrect but might be involve practice and be developed along a continuum. The Assessment for Learning programme that we offer as part of our IPC and IMYC curricula therefore includes rubrics to assess skills and help students know how they can improve, using the terms Beginning, developing and Mastering. A tracking system for these skills is also available through Classroom Monitor.

For those that want to quantify skills in the IMYC, perhaps for reporting to parents or for tracking internally, a number of our schools have developed scoring rubrics. They have simply taken statements from the PDF versions of the rubrics and created their own scoring system using Excel. 

Understanding is an entirely different beast! We believe that understanding is about making meaning, potentially described by the lightbulb ‘aha’ moment that we occasionally see in our classrooms. It is much more difficult to quantify and therefore we believe that it should evaluated and not assessed. Overarching or conceptual understanding can be displayed and celebrated through the Exit Points and Reflective Journaling in the IMYC, and feedback can be provided to the learners through a mechanism which the school chooses.

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25 September 2018

Why is the Big Idea at the centre of the IMYC Learning Process?

As a new incumbent in the Head of International Curriculum role, I wanted to ensure I had a strong understanding of the learning journey that a child undertakes as they progress through the International Early Years Curriculum (IEYC), to the International Primary Curriculum IPC) and into the International Middle Years Curriculum.

However, the centre of the process for each curricula is an obvious difference, moving from the child, to a unit of learning and then the Big Idea. Don’t let this worry you – while a child is always at the centre of their own learning, I will explain why this is not the case for the process of learning.

By the time children reach the end of school, students need to have subject knowledge, what are commonly referred to as ‘21st Century Skills’ and an awareness of others, or as Howard Gardner has described, ‘a continuing decline in egocentricity’ which is part of the process of human development.

In the Early Years, learning is centred around the child as they explore their own interests through activities that they choose. As part of the International Curriculum journey, as children get older they undertake learning in all subject areas to ensure that their learning is balanced, through the use of units. When children enter the Middle Years, their learning revolves around concepts referred to as ‘Big Ideas’ which are essential for developing understanding. The concepts allow deeper learning to occur, enabling the development of coherent connections in a subject and act as an anchor for making facts useful, to facilitate connection building and transfer across subjects.

Therefore, while children are always at the centre of their learning, as children get older, the learning process changes to emphasise the development of understanding.

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13 August 2018

Enhancing IPC learning with Now>Press>Play

I first heard about Now>Press>Play from an IPC school in North London. The immersive audio experiences that they create sounded intriguing and I was invited to join in with one that had been planned for a Milepost 2 class in the following week. The children had learned with the now>press>play Experiences before, so were not phased when the class set of pink headphones were passed around, all very new to me though! After the very brief introduction from Alice Lacey, the founder of now>press>play, the Experience was started through a tablet and it was wonderful to watch an entire class instantly be so engaged. Then proceeded a 20 minute session which would have appeared silent to an observer but was in the middle of the Stone Age for all of us with headphones on. All children participated and acted out various parts for example when they were in danger; had to run from the woolly mammoth, collect their tools for hunting or search for a missing relative outside their cave shelter.

What was equally impressive was the learning that had clearly taken place. In the discussion following the experience, the children were brimming over with knowledge from the Stone Age; types of animals, ways of living, differences between then and now and also full of questions they would like answered.

Shortly after this, Alice and I met in EdSpace, a co-working office in which they work in East London. Alice knew about the IPC and we clearly shared a philosophy about education and how children learn. We wanted to collaborate to support schools that are interested in learning and teaching with both the IPC and now>press>play. We have mapped the existing Experiences from now>press>play to appropriate IPC units and as they increase, we will remap.

In talking with Alice about the Learning Process of the IPC, we both felt that the natural place for the experience to enhance learning was at the beginning of a unit with our Entry Points. All IPC units have unique suggestions for Entry Points designed as a hook for children at the start of a learning journey. The now>pressplay Experiences are a very engaging hook that complement our Entry Points really well. Some schools may wish to use the experience later in the journey of the unit, which is of course fine!

We are very pleased to have collaborated with an organisation that promotes active learning and a curiosity in learning more. We are also thrilled that now>press>play will be a part of our Festival of Learning in London this July. Our theme for the festival is Inspiring International Mindedness and Alice and I discussed recently how the development of multiple perspectives through their Experiences supports this well.

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11 July 2018

IMYC Exit Points – Curiosity magnets?

Will we learn something if we were not curious about it? Will we learn more and remember it better if we were?

These are some of the questions that Matthias J. Gruber, Bernard D. Gelman and Charan Ranganath tried to answer in their article in Neuron (Volume 84, Issue 2, Pages 486-496 (October 2014);

States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit. http://www.cell.com/neuron/fulltext/S0896-6273(14)00804-6

They designed an experiment and selected for two groups; group A participants were curious to know the answer to a set of trivia questions and Group B were not curious to find the answers. All participants were then given information that would answer the questions on a series of slides while their brain activity was tracked in a FMRI machine. All participants were also exposed to faces at unexpected intervals. A surprise – participants were not warned that they would be tested at the end. Results of the test showed:

People are better at learning information that they are curious about

Memory for incidental material (the pictures of faces was used in this experiment, but could be anything else) presented during curious states was also enhanced, even long term.

This could have interesting implications for the IMYC, especially for Reflective Journaling and Exit Points. The IMYC uses a process of learning for all units consisting of an Entry point, Knowledge Harvest, Learning Activities, Reflective Journaling, Assessment and then culminates in an Exit point (a project to show the understanding that students developed in their learning over 6 weeks of the unit). The IMYC Process of Learning creates opportunities to connect learning and develop a personal perspective, to work with peers, take risks in a safe environment, and to help students to become confident, independent and engaged learners. It also provides them with the necessary academic rigour and transferable skills to prepare them well for GCSE or IGCSE, A levels and IB Diploma.

Allowing me some artistic liberty, the possibilities for making students’ Exit Point presentations curiosity ‘magnets’ to help students learn (and remember) even the stuff they were not that interested in, seem enticing.

Encouraging middle years students to use their Exit Points for self-directed learning almost guarantees curiosity. If explored in addition to reflecting on their learning over the unit, it may have very interesting consequences indeed.

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1 March 2018

Creating IPC World Language Learning Goals

Our three curricula support schools in developing internationally minded students. In creating goals for an additional language to English, we decided to use ‘World Languages’ as the subject heading to celebrate the many languages and cultures in our schools around the World. A wide variety of curricula were looked at in the formulation of the World Language Learning Goals, this process follows that of the original IPC curriculum Learning Goals. We are really excited to have World Languages as part of the IPC Learning Goals.

Our World Languages Learning Goals are the same for Milepost 2 and 3 as learning a language is on a continuum and will depend on the prior experiences of children, as well as the circumstances and location of the school.

The World Language Learning Goals are divided into five areas listed below. The knowledge, skills and understanding which children gain through their study of World Languages can be regarded in these terms too.

The inclusion of a cultural element was very important to us, and merits having its own Learning Goal. Language is closely connected with culture, for example; through songs, stories and the food people eat.

In the World Languages units children learn about and begin to acquire an additional language through a focus on oral communication. World Language lessons should always be characterised by interactive, immersive, communicative approaches, where grammar and new vocabulary are seamlessly interwoven in context. Schools should nurture curiosity and knowledge about the world, through cultural awareness of the language and create the foundation to a lifelong language learning journey. This will help children to be empowered with the tools to explore the language and culture by themselves.

There is key vocabulary highlighted throughout World Languages units. However, schools may want to add extra vocabulary to this list. The term ‘identified’ has been used in the World Language Learning Goals, in relation to particular groups of words such as verbs, nouns and adjectives. It will be for each school to decide whether they wish to add vocabulary to suit their context and interests of the children.

World Language units have been written with the intention that they can be taught by teachers who have no prior experience of the World Language, as well as experienced users of the language.

We suggest that the six-week World Language units are included in the Route Plan at the beginning of Milepost 2 and 3. At the end of the World Language units, we offer guidance for schools to continue learning with the World Language throughout the milepost.

Children should be taught about:

  1. the skills that help them to use the World Languages effectively
  2. the meaning, use and form of the World Languages
  3. enjoyment and appreciation of World Languages
  4. cultural aspects of the countries where the World Languages are spoken

We hope you enjoy our new World Languages units. To read more about them, check out our blogpost here

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If you are a Fieldwork Education member school you can find out more on My Fieldwork here.

MYFIELDWORK

At Fieldwork Education, our three curricula support schools in developing internationally minded students. In creating goals for an additional language to English, we decided to use ‘World Languages’ as the subject heading to celebrate the many languages and cultures in our schools around the World. A wide variety of curricula were looked at in the formulation of the World Language Learning Goals, this process follows that of the original IPC curriculum Learning Goals. We are really excited to have World Languages as part of the IPC Learning Goals.

Our World Languages Learning Goals are the same for Milepost 2 and 3 as learning a language is on a continuum and will depend on the prior experiences of children, as well as the circumstances and location of the school.

The World Language Learning Goals are divided into five areas listed below. The knowledge, skills and understanding which children gain through their study of World Languages can be regarded in these terms too.

  • Listening
  • Speaking
  • Reading
  • Writing
  • Cultural Awareness

The inclusion of a cultural element was very important to us, and merits having its own Learning Goal. Language is closely connected with culture, for example; through songs, stories and the food people eat.

In the World Languages units children learn about and begin to acquire an additional language through a focus on oral communication. World Language lessons should always be characterised by interactive, immersive, communicative approaches, where grammar and new vocabulary are seamlessly interwoven in context. Schools should nurture curiosity and knowledge about the world, through cultural awareness of the language and create the foundation to a lifelong language learning journey. This will help children to be empowered with the tools to explore the language and culture by themselves.

There is key vocabulary highlighted throughout World Languages units. However, schools may want to add extra vocabulary to this list. The term ‘identified’ has been used in the World Language Learning Goals, in relation to particular groups of words such as verbs, nouns and adjectives. It will be for each school to decide whether they wish to add vocabulary to suit their context and interests of the children.

World Language units have been written with the intention that they can be taught by teachers who have no prior experience of the World Language, as well as experienced users of the language.

We suggest that the six-week World Language units are included in the Route Plan at the beginning of Milepost 2 and 3. At the end of the World Language units, we offer guidance for schools to continue learning with the World Language throughout the milepost.

Children should be taught about:

●         the skills that help them to use the World Languages effectively

●         the meaning, use and form of the World Languages

●         enjoyment and appreciation of World Languages

●         cultural aspects of the countries where the World Language is spoken

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20 February 2018

Personal Learning Goals at the International School of Bremen

We recently had the pleasure of speaking with Kelli Jernigan, a teacher at the International School of Bremen in Germany. Her school has been implementing the IPC since 2003 and she has been there for a year and a half. She was keen to share with us the journey they have been on to embed Personal Learning Goals from the IPC into the school. Here’s what she had to say! 

We are located in Bremen in northern Germany, not too far from Hamburg. Our school offers education from early learning through to grade 12. We use the IPC and IMYC and our students then go onto the IB. We currently have around 350 students.

Bremen is a really internationally orientated community, partly through big companies choosing it as a Headquarters location. The school was founded in 1998 to support the needs of this international community and because of this we have many children from lots of different countries. We offer specialist language instructions and all our students learn German, although this is differentiated to the native German class and taught at a 2nd language level. We also offer after school clubs for a variety of other languages.

We were doing the Personal Learning Goals (PLGs) at school but then two teachers went on IPC training and brought back all these new ideas for how they wanted to change them. They got the staff together and did an ideas roundtable, which led to the idea of a mascot – we have one for early learning called Ali and one for primary called Astro. 

They took things from the community to make the mascot, Bremen is known as a space city, hence Astro being an astronaut. He is a focal figure in every room. He aids the children through the journey of discovering the PLGs. It works really well, the kids love it. A teacher designed the basic outline, then the children got involved in colouring. When we start the year, they get involved in where it’s positioned in the class.

In the last year and a half since I’ve been there the journey has continued. We now do a Personal Learning Goals certificate every month and this is celebrated in an assembly. Two students get recognised for the effort they are putting into PLGs and these students get a special mention in a newsletter.

In my classroom I display the Personal Learning Goals with an image for each one and a character that students can relate to. For example, we’ve linked Harry Potter to morality. When I see children displaying a particular PLG, they write their name on the relevant one and when everyone’s name is on it, we have a treat.

Also in every room, we have a PLG post-box. Students can write names of other students that have displayed a particular goal. Then on a regular basis, teachers will go through and celebrate those students and their learning.

Every grade is responsible for a PLG, last year my class had cooperation – we rolled this out in assembly. We did a play and wrote a script about cooperation. All of the grades assemblies have been so interesting, there has been music, dancing and theatre. They’re all really creative and have allowed the students to think deeply about each one of the goals. It’s all very student driven which really helps them enjoy their learning.

Parents are involved and this is really important to us – we have sent a Personal Learning Goal letter to all parents to make sure everyone understands why we focus on it. Because it is such a big part of everything we do here, it’s important they know about it. We also refer to it during parents’ evenings, and the PLGs poster is available to see in all classes.

We explain this in a letter to the parents, part of which is below –  

“The goals are integral to the ethos of the IPC and a tool for assessing the way in which the children are learning. Astro is intended to aid the children through the journey of discovering the Personal Learning Goals.”

In summary, PLGs are part of everything we do and we look for it constantly in students. The whole school community are used to using the vocabulary and we use it as staff when chatting to each other.

I think the PLGs are transformative in the classroom because they help students make the right choices and guide them on their learning journey.

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7 May 2017

Healthy Eating – Fit For Life!

As a child who grew up with a mouth full of liquorice pipes and sweet cigarettes, I’m from the era when healthy snacks for children consisted of watching cartoons featuring Popeye eating spinach.

But while my attitude has changed there’s still plenty of contradictory information for parents to digest. For example, I remember one morning having to speak to a parent whose child came into nursery sucking on what appeared to be Cola from her feeding bottle.

A few years ago whilst visiting a nursery I was told about an initiative where parents were asked to contribute to a newly developed snack table. The nursery was providing apples and bananas but wanted parents to add to the variety of the available produce. Unfortunately, the enthusiastic parents took this as the opportunity to bring in enormous cakes, decorated biscuits and a bowl of chicken nuggets – they were literally thinking out of the box! The Practitioner had to explain that they were just hoping for the odd pineapple or mango.

But there is an increased focus on children’s nutrition. This May, I had the pleasure of attending a food workshops in Liverpool. I watched Chef Emma, Catering Manager for Clockwork Childcare, quickly prepare a very tasty spiced chicken and sweet potato stew. As she cooked, she shared ideas to support families and children in developing their understanding about nutrition. These included exciting recipes, trips to kitchens, food tasting and getting children to eat their way through the ‘Hungry Caterpillar’ story. Her nursery’s innovative approach to healthy eating even encompasses offering healthy takeaways to busy parents.

About three years ago I spoke to a dietitian from the local authority ‘Health and Well Being’ team. She suggested treating snack time as another fantastic learning opportunity rather than an inconvenience during the day. In particular she advised:

  1. Sit down with the children in small groups.

  2. e a choice of food available at each snack time. Think about the different textures, colours and general presentation of the food.

  3. Where possible offer small knives for children to spread or cut.

  4. Create a pleasant eating snack area. Sometimes this could be outside or in a corner of the room. Use props such as tablecloths and decorations to make the table cosy.

  5. Space snacks between meals appropriately. Children have small stomachs and high energy demands, they should therefore have something to eat every one and a half to three hours.

We should continually reflect on our approaches to healthy eating in early years. Gone are the days when children waited at empty tables for over 30 minutes to be served a glass of warm orange squash and a chocolate digestive. This developed in the early 2000’s into “Free flow snack area”, where children could help themselves at any time of the day to snacks. Obviously as the day went on less and less children dashed in take pre-cut fruit from these bowls as they turned unappealingly brown.

So enjoy sitting at the table when possible. It’s not often we have chance in early years to sit still for five minutes. Encourage good conversations, support the social aspect of food and enable children to prepare their own snacks. The healthy eating ethos can be taken even further by developing your own indoor and/or outdoor vegetable patch. All this is making me feel hungry so I’m off to cook Emma’s chicken, potato and lentil stew!

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