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Facilitator Guide CONCEPT BRIEF PART 1 / PERSONALISED LEARNING

Facilitator Guide CONCEPT BRIEF PART 1 / PERSONALISED LEARNING. CONTENTS PAGE. 0.01. 0.00 CONTENTS 1.00 INTRODUCTION 2.00 INPUT & PREPARATION 3.00 SESSION OUTLINE 4.00 TOOLS & SUPPORT MATERIAL 5.00 SLIDES 6.00 OUTPUT 7.00 NEXT STEPS. 1. 5. 2. 3. 4. 5. 6. 7. INTRODUCTION.

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Facilitator Guide CONCEPT BRIEF PART 1 / PERSONALISED LEARNING

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  1. Facilitator Guide CONCEPT BRIEF PART 1 / PERSONALISED LEARNING

  2. CONTENTS PAGE 0.01 0.00CONTENTS 1.00INTRODUCTION 2.00 INPUT & PREPARATION 3.00SESSION OUTLINE 4.00TOOLS & SUPPORT MATERIAL 5.00SLIDES 6.00OUTPUT 7.00NEXT STEPS 1 5 2 3 4 5 6 7

  3. INTRODUCTION 0 This follows on from the earlier exercise of the same name within Baseline, but assesses the future practice. It should be informed by the first exercise, but also the Future Transition and the Personalised Learner sessions. 1.00 5 2 3 4 5 6 7

  4. INTRODUCTION / CONCEPT BRIEF PART 1 Concept Brief Part 1 is the first design stage, focussing on developing the educational vision and strategies to base the physical design upon. The Baseline phase output will be used within this phase, and several elements such as Personalised Learning will be revisited to look at future practice. The final part of this stage, the Whole School Practice, will form a complete analysis of how the school systems and structures can be organised, that the Concept Brief Part 2 will depend upon. 0 1.01 5 1 2 PROJECT INITIATION SPACE FOR PERSONALISED LEARNING 2 3 CONCEPTBRIEFPART 2 SPACE FOR PERSONALISED LEARNING BASELINE CONCEPTBRIEF PART 1 4 3 DETAILEDDESIGN IMPLEMENTATION SPACE FOR PERSONALISED LEARNING 5 4 SPACE FOR PERSONALISED LEARNING CHANGE MANAGEMENT & EVALUATION 6 7

  5. INPUT & PREPARATION 0 • A wide variety of items need printing, including: • PL section of the Baseline report. • Output of the prior session • Worksheets for Imagine a Learning Landscape component • Worksheets for Future Personalised Learning Experience component • Worksheets for Personalised Learning priorities component • You will also need post it notes of two different colours for the Personalised Learning Focus Areas, and speakers for the movie. 1 5 2.00 3 4 5 6 7

  6. INPUT & PREPARATION / MASTER WORKSHEET This session will build a “master worksheet” to set up the Future Personalised Learning Experience component of the session (3.07). By either combining two A1 Flip Chart pages together, or using an A0 sheet, the worksheet will provide input around the edges that should inform the work going on in the middle. The PL In Context summary is provided in 2.02. The PL Baseline summary is described in 2.03. The Personalised Learner summary is described in 2.04. The Imagine a Learning Landscape is the worksheet 2.05, after it has been used to form the output of part 3.04 of this session. Finally, the Future Personalised Learning Experience worksheet, which is blank at the time of constructing the master worksheet, is available on 2.06. MASTER WORKSHEET 0 FLIP CHART 1 (A1) FLIP CHART 2 (A1) 1 PL IN CONTEXTSUMMARY A3 (EXTERNAL INPUT) IMAGINE A LEARNING LANDSCAPE WORKSHEET A3 (OTHER SCHOOLS INPUT) 5 2.01 3 FUTURE PERSONALISED LEARNING EXPERIENCE WORKSHEET A3   4 5   PL BASELINESUMMARY A3 (OUR STAFF INPUT) PERSONALISED LEARNER SUMMARY A3 (OUR LEARNERS’ INPUT) 6 7

  7. INPUT & PREPARATION / PL IN CONTEXT SUMMARY The PL In Context summary, right is provided on the following page and will need printing in A3 colour. It represents the final slide in the slideshow movie, which in itself is a summary of the major questions and ideas represented during the show. 0 1 5 2.02 3 4 5 6 7

  8. WHAT ARE OUR NEW SCRIPTS FOR ASSEMBLING SOLUTIONS OF LEARNING EXPERIENCES THAT FEEL CUSTOMISED, BUT AT SCALE?

  9. INPUT & PREPARATION / PL BASELINE SUMMARY The PL Baseline summary is an appropriate page that needs extracting from the Baseline report, printed in A3. It is suggested that the most useful page will be one showing a summary of the collective perspective, if available. This is probably more useful as input at this stage that the PL Cards. EXAMPLE PAGE 0 1 5 2.03 3 4 5 6 7

  10. INPUT & PREPARATION / PERSONALISED LEARNER SUMMARY The Personalised Learner summary sheet should be the output sheet in 6.14 of the facilitator guide for the CB02 – The Personalised Learner session, titled: in the future, we would like to have a learning experience where… EXAMPLE PAGE 0 1 5 2.04 3 4 5 6 7

  11. INPUT & PREPARATION / IMAGINE A LEARNING LANDSCAPE CARDS Imagine a Learning Landscape uses a small number of cards with interesting ideas on personalised learning from other schools, both in the UK and abroad, and covering a broad range of ages from primary to secondary (and in the case of the Danish schools, in between). The type of scenarios match some of the ideas raised in the PL In Context presentation regarding mass customisation: the potential of choosing where, how and when learners will learn. The cards are simply there to provoke some ideas, but also to see that some ideas around Personalised Learning are happening successfully in practice already. The cards have been designed that printing the next two pages in A3 should allow them to be simply cut out into A5 sized cards (or slightly smaller, accounting for a print border). They should be used in conjunction with the worksheet in 2.06. IMAGINE CARD 0 IMAGINE A LEARNING LANDSCAPE WHERE 1 5 2.05 every young person chooses how they learn 3 4 New Line Learning, Kent is regarded as being at the forefront of design innovation; with clear connections between educational intent and architecture. Following the success of a recent pilot, the school is now extending their ideas to new buildings. A key feature of this design is a stable open plan space, with agile components that can be reconfigured at speed to reflect changing pedagogies and users. The ‘learning plaza’ encourages new learning interactions between students and teachers. 5 6 7

  12. IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE every young person chooses what they learn every young person chooses how they learn Homewood School, Kent has been developing innovative approaches to school organisation and curriculum. Their TOTaL curriculum has influenced the design of a new building. This integrated curriculum emphasises a skills approach, and encourages students to work both independently and interdependently. The result is a series of spaces that are well connected and encourage fluid movement from one location to another, through a centralised shared learning zone. New Line Learning, Kent is regarded as being at the forefront of design innovation; with clear connections between educational intent and architecture. Following the success of a recent pilot, the school is now extending their ideas to new buildings. A key feature of this design is a stable open plan space, with agile components that can be reconfigured at speed to reflect changing pedagogies and users. The ‘learning plaza’ encourages new learning interactions between students and teachers. IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE every young person plans their learning every young person owns their learning Maglesgards School, Copenhagen was remodelled in 2000 as part of a scheme to improve school facilities across the city. The school has been exploring ways of encouraging children to use space and time differently for learning, and so rather than create the same relationship with classrooms, they were designed for smaller groups and the spaces in between were enlarged. The learners build a learning plan at the beginning of each day with a facilitator and has access to a variety of settings to complete tasks. Leigh Academy, Dartford is divided up into four schools within schools, where young people spend most of their time learning in an integrated programme designed to develop effective personal, learning and thinking skills and encourage personal responsibility for learning. Students access specialist spaces for certain subjects like science and design and Technology.

  13. IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE every young person selects who to learn with every young person controls the time spent on an activity Orestad Gymnasium, Copenhagen is designed around a series of inter-connected social spaces that encourage both formal and informal learning in different settings. There are focused spaces called ‘Plenums’ where directed learning takes place, and on the top of these spaces are social spaces that can be accessed from open learning zones. These open learning zones are timetabled for activity and students can move through the school, selecting appropriate learning settings for their needs. Cramlington Learning Village’s learning spaces have been designed around principles of enquiry based learning, where students can work at their own pace, and a science plaza where up to 85 students learn with four teachers in half day blocks. The curriculum is structured to support this, for example using learning to learn in year seven, interdisciplinary fertile” questions in year eight and nine. IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE every young person chooses how fast they progress every young person chooses where they learn Wooranna Park Primary School, Melbourne is continuing to develop a model of transformation that has taken the school into new realms of organisation and use of space. In particular their 5/6 learning zone has transformed a series of classrooms into a large space with a number of zones that encourage stage not age progression. Vittra School, Stockholm is organised into project groups, where young people work on large projects, independently and in groups. There is no library space, rather resources are at the point of source of the learning. The boundary between the formal learning space and the social space has been blurred, and young people use both according to their learning needs.

  14. INPUT & PREPARATION / IMAGINE A LEARNING LANDSCAPE WORKSHEET This A3 worksheet acts as a quick exploration tool for the Imagine Cards and should be printed in A3 colour or black and white. WORK SHEET 0 1 5 2.06 3 4 5 6 7

  15. HIGH INTEREST HIGH CHALLENGE LOW CHALLENGE

  16. INPUT & PREPARATION / THE FUTURE PERSONALISED LEARNING EXPERIENCE This worksheet will go at the centre of the master worksheet. This is a template upon which the staff will place their three chosen cards, as a group, over the numbers, and then write short statements completing the sentence based on why they picked that card. These sheets have been provided on the next two pages, for printing in A3, colour, with one copiy of both pages for every group of three staff. WORK SHEET 0 1 5 2.07 3 4 5 6 7

  17. THE FUTURE PERSONALISED LEARNING EXPERIENCE AT OUR SCHOOL WILL… 3 2 1 CARD CARD CARD “… .” “… .” “… .”

  18. INPUT & PREPARATION / PERSONALISED LEARNING CARDS The cards on the following page can be printed at A3 in colour and cut into 18 small carts. EXAMPLE CARDS 0 1 5 2.08 3 4 5 6 7

  19. INPUT & PREPARATION / PERSONALISED LEARNING CARD WORKSHEET The PL Card worksheet, as right, follows on the next page and requires printing in A3 colour. WORK SHEET 0 1 5 2.09 3 4 5 6 7

  20. CHOOSE SIX PL CARDSTHAT NOW REPRESENT THE HIGHEST PRIORITIES IN TERMS OF IMPLEMENTATION? 3 2 1 CARD CARD CARD 5 4 6 CARD CARD CARD

  21. SESSION OUTLINE 0 The session is structured to take 2.5 hours, and is designed to be run with a cross selection of about 12 to 15 staff maximum. It contains of nine main sections. 1 5 2 3.00 4 5 6 7

  22. SESSION OUTLINE / SUGGESTED FLOW PERSONALISED LEARNING 03 0 INPUT: BASELINE PL DIAGNOSIS AND OUTPUT FROM CB SESSION 2 (THE PERSONALISED LEARNER) 1 5 04. PL BASELINE REVIEWA recap of their own current reality. 01. INTRODUCTIONA brief introduction. 03. IMAGINE A LEARNING LANDSCAPEAn interactive exercise exploring other school’s best practice. • 02. PL IN CONTEXTA slideshow movie to music with some provocative thoughts about personalisation. 2 3.01 08. PL PRIORITIESFinally, the PL Cards will be reused to map practical priorities. 05. THE PERSONALISED LEARNER A replay of the output from the prior session. 07. PL FOCUS AREASThis then identifies areas for the school to focus on in terms of implementation strategy. • 06. FUTURE PERSONALISED LEARNING EXPERIENCEThis constructs major ideas for the future. 4 09. WRAP UPExplain next steps and how the output will be used 5 6 7 OUTPUT: NEW PL FOCUS AREAS AND PRIORITIES

  23. SESSION OUTLINE / 01 INTRODUCTION 05 MINS FULL GROUP CRITICAL RECOMMENDED 0 AIMS To explain the session To explain the project BREAKDOWN It is suggested this section is a quick talk by the facilitator, to explain who they are, why they are there, and that this work is part of a larger project. It should be explained that there work will be used to understand how we can make learning better, but that there is no right or wrong answers. CUTTABLE 1 5 OTHER RESOURCES None 2 3.02 4 5 6 7

  24. SESSION OUTLINE / 02 PL IN CONTEXT 15 MINS FULL GROUP SLIDES CRITICAL RECOMMENDED 0 AIMS To stimulate the participants with some provocative thoughts about the external environment and context for Personalised Learning BREAKDOWN Play the short movie/slideshow, CB03 – Personalised Learning – In Context.mov, introduced by explaining that this represents some provocative thoughts about the possibilities of personalised learning. The facilitator may wish to follow with a brief discussion or invitation for comments, as though this may stimulate a lot of thinking, it is also deliberately provocative and stretching. Note that the file is a .mov, requiring Quicktime Player to play: http://www.apple.com/quicktime/download/ CUTTABLE 1 5 OTHER RESOURCES Speakers 2 3.03 4 5 6 7

  25. SESSION OUTLINE / 03 IMAGINE A LEARNING LANDSCAPE 25 MINS SMALL GROUP CRITICAL RECOMMENDED 0 AIMS To stimulate participants with some ideas about best practice globally. BREAKDOWN The Imagine Cards represent a number of ideas from other school which could stimulate ideas and discussion. A simple template is provided to provoke exploration. Assuming that cards that are of low interest would be discarded, the school should attach cards it has a high interest in as an idea to implement (the idea being the middle expression, “every young person…”, not necessarily the particular strategy for implementing that the case study illustrates). They should also identify whether they think that would be a high degree of challenge to implement within the current school, or a low degree of challenge. This worksheet sjhould then be combined onto the master worksheet. CUTTABLE 1 5 OTHER RESOURCES Imagine Cards 2 3.04 4 5 6 7

  26. SESSION OUTLINE / 04 PL BASELINE REVIEW 10 MINS SLIDES SMALL GROUP CRITICAL RECOMMENDED 0 • AIMS • To recap their thinking around their current reality. • BREAKDOWN • Recap the slideshow version of the Baseline Reports’ Personalised Learning output, just to refresh it in participant’s minds. They may have seen this recently within the Future Transition session – if so this may be fairly brief. CUTTABLE 1 5 OTHER RESOURCES Baseline output presentation 2 3.05 4 5 6 7

  27. SESSION OUTLINE / 05 THE PERSONALISED LEARNER 10 MINS SLIDES SMALL GROUP CRITICAL RECOMMENDED 0 • AIMS • To divulge the thoughts and feedback of their learners. • BREAKDOWN • Play back the output of the Personalised Learner session, contained within the Facilitators Guide CB02 – The Personalised Learner sections 6.03 to 6.11, and 6.13 to 6.14 as a slideshow, inviting comments and questions if desired. CUTTABLE 1 5 OTHER RESOURCES Image Cards Worksheet 2.02 2 3.06 4 5 6 7

  28. SESSION OUTLINE / 06 THE FUTURE PERSONALISED LEARNING EXPERIENCE 40 MINS SLIDES SMALL GROUP CRITICAL RECOMMENDED 0 AIMS To begin forming the big picture of what they want to achieve with Personalised Learning BREAKDOWN The purpose and use of the Image cards are described in 4.01.01. At this point, you need to bring out the master worksheet. Most of it should have been prepared in advance, but the output of the Imagine a Learning Landscape exercise will also need to be placed on the sheet. It is suggested you: Distribute a single pack of cards to the entire group Ask them to pick three cards, as a group, that they all agree with, that represents what the future personalised learning experience of their school will be – i.e. use the question on the worksheet 2.07 as a guide. This should take some time – if they do it quickly it may not be robust enough, so be prepared to challenge. When they finally have three cards, ask them to complete the statements based on the cards they picked, capturing the output. CUTTABLE 1 5 OTHER RESOURCES Image Cards Worksheet 2.02 2 3.07 4 5 6 7

  29. SESSION OUTLINE / 07 PERSONALISED LEARNING FOCUS AREAS 40 MINS SLIDES SMALL GROUP CRITICAL RECOMMENDED 0 AIMS To filter that those ideas into focus areas BREAKDOWN Distribute post it notes of two different colours to the table. Ash them the question, “in order to implement the Future Personalised Learning Experience identified here, what would you need to adapt from the way you currently operate?” Ask them to write ideas related to Whole School Practice (strategy, culture, timetable, curriculum, etc) on one coloured note you designate, and ideas related to teaching and learning in the classroom, day by day or pedagogy on the other. They should put the post it notes on the worksheet by the cards they feel they relate to. CUTTABLE 1 5 OTHER RESOURCES Post it notes of two different colours. 2 3.08 4 5 6 7

  30. SESSION OUTLINE / 08 PERSONALISED LEARNING IN PRACTICE 40 MINS SLIDES SMALL GROUP CRITICAL RECOMMENDED 0 AIMS To link the cards and priorities to those focal areas BREAKDOWN Finally, they should look at the PL Cards again, and identify those which are now are the biggest priority to implement using the final worksheet in 2.09. CUTTABLE 1 5 OTHER RESOURCES PL Cards Worksheet 2 3.09 4 5 6 7

  31. SESSION OUTLINE / 09 WRAP UP FULL GROUP 05 MINS CRITICAL RECOMMENDED 0 • AIMS • To bring the session to a close. • BREAKDOWN • This is a brief and informal wrap up. The facilitator should thank the staff for their input and attention, and should explain that: • The output will feed into the Vision session and Whole School Practice element. CUTTABLE 1 5 OTHER RESOURCES None 2 3.10 4 5 6 7

  32. TOOLS & SUPPORT MATERIAL 0 This session uses: • Image Cards tool. • The Imagine Cards tool. 1 5 2 3 4.00 5 6 7

  33. TOOLS & SUPPORT MATERIAL / IMAGE CARDS Note that the image card used within this project are professionally produced cards belonging to DEGW. A new set of images have been selected to provide cards for the project, and these are currently in production and will be available for download at a later date. The image cards are a versatile tool aimed at providing a crutch for discussing abstract ideas. Comprising of a large number of card sized stock photos, specifically selected for their ability to convey multiple and ambiguous meanings, the cards act as a response mechanism to a variety of questions. For example, the facilitator may ask delegates to pick three cards that represent the current culture of their organisation. When asking this question to different stakeholder groups, different answers can emerge which can be useful to explore in terms of discrepancy. A senior leader might pick a card showing everyone holding hands, whilst more junior staff member may pick something showing conflict and a lack of connection. Other useful approaches can include asking for three cards representing their view of their current experience, and three asking for what they want their experience to be. The possibilities are endless, and the most important step for the facilitator is to define a good question or set of questions that gets people thinking, discussing and debating – cards are best picked as a group, although it is possible to do individual questions too. The output, of course, is not what image they chose, but why they chose it. As such it is normally good practice to get users to create short soundbites explaining their choice of image, because the thoughts and feelings gathered need to be conveyed to others later, and the images are too open to subsequent interpretation. The suggested flow for using the tool, then, is to distributed a pack of cards to a small group, and ask them to pick a card or set of cards that conveys or represents something. Once they have done that, ask them to explain those cards to the other groups. Finally, get them to capture their thoughts by using post it notes or an alternative mechanism. This is best done by posing the initial questions as part of a statement they are completing, for example, “School is important because…” would allow them to make final statements “…it prepares us for life”. There are a number of typical scenarios. Firstly, cards that are too literal get picked the most. In the original pack, there is a card of skydivers holding hands which is often picked to represent team work. These are the least useful contributions since they represent the least amount of thought. Secondly, some groups will be better at this that others. Each group often tackles the task of picking cards very differently, with some going card by card through the pack to find ones that represent the ideas already in their heads, and others spreading all the cards out and selecting a number of ideas. The challenge as a facilitator is to properly stimulate debate. Some techniques for doing this include ensuring that the group reaches consensus on a limited number of cards (such as three) when the number of people in the group is larger than this. This can be difficult if there is a strong person in one group who has dominated the picks, and it is worth keeping an eye on this. Having worksheet templates defining the question and providing space for a limited number of cards can also help facilitate this. 0 “In the future, we would like to create the space and time to experience different opportunities” 1 5 2 3 4.01 5 6 7

  34. SLIDES 0 No slides are required to run this session. 1 5 2 3 4 5.00 6 7

  35. OUTPUT 0 The facilitator should capture any stages of output in the session, and produce for the Concept Brief report: A narrative providing an executive summary of the session from an expert point of view. This should be written in full third person English such that it can be given to others connected with the work (but not present) and that they could gain a good sense about key discussions held within the session. Any stage by stage output / flip chart pages, using templates provided. These should also have a short narrative explaining any key points and any wording used on, for example, the flip chart pages must be self explanatory. Suggested templates for this output follow. 1 5 2 3 4 5 6.00 7

  36. OUTPUT / INTRODUCTION Insert an executive summary narrative of the Personalised Learning session here, including any major themes and observations. 0 1 5 2 INSERT PHOTO OF THE SESSION IN PROGRESS HERE 3 4 5 6.01 7

  37. Copy and paste cards from this slide to the following two pages. IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE every young person chooses what they learn every young person chooseshow they learn IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE every young person owns their learning every young person plans their learning IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE every young person controls the time spent on an activity every young person selects who they learn with IMAGINE A LEARNING LANDSCAPE WHERE IMAGINE A LEARNING LANDSCAPE WHERE every young person chooses where they learn every young person chooses how fast they progress

  38. INPUT & PREPARATION / IMAGINING A LEARNING LANDSCAPE The school identified ideas from other schools that were of interest, and categorised them by degree of challenge. LOW CHALLENGE 0 1 5 2.07 3 4 5 6 7

  39. INPUT & PREPARATION / IMAGINING A LEARNING LANDSCAPE The school identified ideas from other schools that were of interest, and categorised them by degree of challenge. HIGH CHALLENGE 0 1 5 2.07 3 4 5 6 7

  40. INPUT & PREPARATION / THE FUTURE PERSONALISED LEARNING EXPERIENCE We asked the school to identify what the future personalised learning experience of the school would be like. THE FUTURE PERSONALISED LEARNING EXPERIENCE AT OUR SCHOOL WILL… 0 1 5 IMAGE IMAGE IMAGE 2.07 3 4 • Enter statement here • Enter statement here Enter statement here 5 6 7

  41. INPUT & PREPARATION / THE FUTURE PERSONALISED LEARNING EXPERIENCE We asked the school to identify what, in order to implement the Future Personalised Learning Experience identified, would they need to adapt from the way they currently operate? 0 TEACHING AND LEARNING WHOLE SCHOOL PRACTICE 1 “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” 5 IMAGE 1 2.07 “…LORUM IPSUM DOLOR SIT AMET” 3 “…LORUM IPSUM DOLOR SIT AMET” 4 “…LORUM IPSUM DOLOR SIT AMET” • THE FUTURE PERSONALISED LEARNING EXPERIENCE AT OUR SCHOOL WILL… 5 “…LORUM IPSUM DOLOR SIT AMET” 6 “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” 7

  42. INPUT & PREPARATION / THE FUTURE PERSONALISED LEARNING EXPERIENCE We asked the school to identify what, in order to implement the Future Personalised Learning Experience identified, would they need to adapt from the way they currently operate? 0 TEACHING AND LEARNING WHOLE SCHOOL PRACTICE 1 “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” 5 IMAGE 2 2.07 “…LORUM IPSUM DOLOR SIT AMET” 3 “…LORUM IPSUM DOLOR SIT AMET” 4 “…LORUM IPSUM DOLOR SIT AMET” • THE FUTURE PERSONALISED LEARNING EXPERIENCE AT OUR SCHOOL WILL… 5 “…LORUM IPSUM DOLOR SIT AMET” 6 “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” 7

  43. INPUT & PREPARATION / THE FUTURE PERSONALISED LEARNING EXPERIENCE We asked the school to identify what, in order to implement the Future Personalised Learning Experience identified, would they need to adapt from the way they currently operate? 0 TEACHING AND LEARNING WHOLE SCHOOL PRACTICE 1 “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” 5 IMAGE 3 2.07 “…LORUM IPSUM DOLOR SIT AMET” 3 “…LORUM IPSUM DOLOR SIT AMET” 4 “…LORUM IPSUM DOLOR SIT AMET” • THE FUTURE PERSONALISED LEARNING EXPERIENCE AT OUR SCHOOL WILL… 5 “…LORUM IPSUM DOLOR SIT AMET” 6 “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” “…LORUM IPSUM DOLOR SIT AMET” 7

  44. INPUT & PREPARATION / PL PRIORITIES Finally, the school identified six Personalised Learning priorities in terms of implementation Copy and paste cards from the following page to this page. 0 1 3 2 1 5 CARD CARD CARD 2.07 3 4 5 5 4 6 CARD CARD CARD 6 7

  45. NEXT STEPS 0 The Vision session will follow with the staff, looking at the output from this session and a variety of other output from the Baselin which will be used to stimulate, motivate and galvanize action. 1 5 2 3 4 5 6 7.00

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