#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Presentation to the CEFPI International Conference in Portland, Oregon -October 2014

A case study of Learning Led Design for Innovation and Change at the Isle of Portland Aldridge Community Academy

Terry White, Gary Spracklen, Gary Overton

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Terry White UK Learning Executive DirectorDirector: Nova Co-DesignEdunova Associates

terry.white@uklearning.org

terry.white@edunovaassociates.co.uk

Gary SpracklenUK Learning Lead MemberDirector of Innovation, IPACAUK Government ETag Member

gspracklen@ipaca.org.uk

@Nelkcarps

Gary OvertonUK Learning Lead MemberRegional Director, AHR Architects

gary.overton@ahr-global.com

@Overton_Gary

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Results

Delivery

Process

Visioning with Stephen Heppell

BreakDesign Activity

Design Activity

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

School Background

Opened in September 2012

All-through (3-19)

Five sites moving to two

Portland Background

Portland is in the lowest 20% nationally on each of the following

indicators:

Child wellbeing indexMaterial wellbeing index

Education wellbeing indexHealth and disability wellbeing index

All-ThroughSchools Within SchoolsRich Digital Ethos

Stage-Not-AgeCollaborative Approach

5 D

istin

ctiv

e Pr

inci

ples

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Parents and students become better known in smaller groups throughout their time at IPACA

Genuine partnership between parents and community

IPACA Curriculum and approach to learning are a catalyst for creativity, economic life and regeneration on Portland

Nurturing and secure environment for support, learning and progression

All-T

hrou

gh

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Vertical organisation of tutor time and Home Base activities

Learning and teaching delivered in Home Based groups

Family focused approach where students and parents are known throughout their time at IPACA

Provides pastoral support students are better known

Scho

ols

With

in S

choo

ls

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Learning is a lot more global through Skype, Google Hangouts, etc

Resources can be accessed anywhere due to servers and services being cloud based

Students have sight and control of their own complex learning data

Digital by default, online learning is an entitlement for all

Ric

h D

igita

l Eth

os

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Learning is skills and competency driven

Students fully engagedin their own learning

Students of different ages work together and support each other

Students study at their own pace and progress when ready to succeed

Stag

e-N

ot-A

ge

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Students work and learncollaboratively

An ethos of engagement and shared practice amongst all staff and students

Staff work in teams

Col

labo

rativ

e Ap

proa

ch

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Hotel

Nursery

Apartments

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Teaching and Delivery in Osprey Quay

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Educationalist

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Design Team Organisation

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Key skills within a competitive environment -

Creative interpretation of education briefResponsive and reflective engagement style

Proactive stakeholder managementCollaborative working

Smart and effective knowledge sharingManaging contractor relations

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Age 8/9Age 9/10

Age 10/11Age 10-13

Age 11/12

Age 12/13

Age 10-13

Age 13/14

Age 14/15Age 15/16

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Year 6, 7 and 8 occupy open plan studio spaces

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

The following 3 slides demonstrate the way in which the design teamhave introduced levels of acoustic treatment to the Homebase areas to ensure acceptable levels of noise transfer between open spaces.

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

By clicking on the icon below, the sound levels can be experienced

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

PASS Survey Tool

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Empowering -

Articulate a clear vision and obtaining commitment from colleagues Distributing leadership and encouraging calculated risk taking

Clarifying roles and responsibilities

Personalising -

Recognising and understanding the personal needs of others Celebrating diversity and making personal

Persuading colleagues and other professionals to demonstrate next practice

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Enabling -

Supporting colleagues and other professionals to reach agreed outcomes Creating opportunities

Shifting from gatekeeper to enabler and letting go in the right way

Collaborating -

Being a pro-active member of teamsWorking in partnership with colleagues and other professionals

Working alongside others and sharing responsibility for outcomes

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

WorksEffectively withchildren from

another peer group

Choose aPartnerindependently

Work with agroup of friends

without disagreement

Work co-operativelywith children chosenby the teacher

Work with childrenI don’t usually

work with

Work with myfriends without

falling out

Pick afriend towork with

Choosesto work Withothers

WorksEffectivelywith morethan one

person

Showsconfidence in themselves

and their contribution

Meeting the Challenge - Adding value

Work confidentlywith others

Team workers

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Curriculum Integration

Leve

l of T

rans

form

atio

n

Extent of Impact

“bolt-on”approach

integrated skillsapproach

skills drivencurriculum approach

The “bolt-on” approach• Straight forward to implement• Adds value to existing approaches• Operates in an “unchanged” classroom• Learning Activity Focused• Stand-alone learning interventions• Low impact over time

The “integrated skills” approach• Review of planning approach required • Skills absorbed into planning process• Subject appropriate skills activities• Strategic organisation of skills• Coordinated skills development activities• Greater long-term impact – transference increased

The “skills driven curriculum” approach• Skills are the starting point for curriculum design• Integrated subject content where appropriate• Learning strategies devised to develop skills• Well defined, shared language for learning• Pervasive reference to skills & high level of transference• Long term high impact for all learners

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

All-ThroughSchools Within SchoolsRich Digital Ethos

Stage-Not-AgeCollaborative Approach

5 D

istin

ctiv

e Pr

inci

ples

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

All-Through

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Stage-Not-Age

All-Through

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

LEARNER LED DESIGN

All-Through

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

All-Through

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Stage-Not-Age

All-Through

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Schools Within Schools

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Rich Digital Ethos

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Rich Digital Ethos

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

Collaborative Approach

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

PASS Survey Tool

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

KS4 Results

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey Principle

All-ThroughSchools Within SchoolsRich Digital Ethos

Stage-Not-AgeCollaborative Approach

5 D

istin

ctiv

e Pr

inci

ples

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle

#Portland2PortlandImplications for DesignKey Features Curriculum/OrganisationKey PrincipleKey Principle