1

The what & why of our curriculum design is shared.

Which means that we as teachers

Share the key sets of skills or capabilities your curriculum is structured around and why they are important.

So that our learners

Know the key vocabulary and have clarity around what they will be developing and learning to do, as they progress through the year.

Prioritise this if you want your learners to:

Have clarity around the big picture of learning.
Understand the importance of what they are learning.
Know what they will be learning across the year.
Have a framework to categorise learning, enabling them to remember it more clearly.
Be able to make good decisions for their learning.

2

Each essential curriculum part is unpacked.

Which means that we as teachers

Help learners to make connections to & understand the essential parts of the curriculum and break down any important vocabulary, concepts and skills.

So that our learners

Experience the curriculum as more than just words and have enough understanding and detail around it to make good decisions.

Prioritise this if you want your learners to:

Make connections to and across the key curriculum aspects.
Retain the key aspects in their memory.
Develop deeper understanding of what each aspect entails.
Build important curriculum based vocabulary.
Be able to self evaluate against the curriculum.

3

Curriculum language is used to make the learning purpose explicit.

Which means that we as teachers

Use the language consistently with learners, ensuring they know what they are learning in lessons or practising in tasks and why they are doing it.

So that our learners

Have clarity around what they are learning to deepen that learning, and be able to take increasing ownership and responsibility for their progress.

Prioritise this if you want your learners to:

Have clarity around what they are learning.
See how their learning is relevant and important.
Understand where the learning fits in the big picture of learning.
Co-construct success criteria.
Be able to talk about what they are learning, how they will learn it and how they are going with it.

4

Learning progressions are modelled and used.

Which means that we as teachers

Regularly show and explain to learners how progressions can be used to identify levels, strengths & needs, and get them using progressions with us in our lessons, to varying degrees.

So that our learners

Have familiarity and experience with progressions so they can eventually use them for themselves to drive their learning.

Prioritise this if you want your learners to:

See how learning progressions can be used to identify levels, strengths, priorities and next steps.
Be able to find out more to help them with their learning.
Have a say in what their next steps or focus will be.
Be able to choose relevant targets to focus on.
Opt in to relevant workshops for them.

5

Learners take increasing ownership over progressions.

Which means that we as teachers

Give learners access to their own set of learning progressions that they use to make decisions, plan from and keep track of their learning.

So that our learners

Can use them to identify where they are at, what their strengths are, what their priorities need to be and then use this information to drive their learning forward.

Prioritise this if you want your learners to:

Use progressions with increasing independence.
Make informed decisions for their own learning.
Be able to plan to make progress in their learning.
Keep track of how they are going against learning targets.
Be able to talk about their learning, progress & achievement.

What if learning is made visible?

Visible Learning

The Five Elements

1

1

The what & why of our curriculum design is shared.

Which means that we as teachers

So that our learners

2

2

Each essential curriculum part is unpacked.

Which means that we as teachers

So that our learners

3

3

Curriculum language is used to make the learning purpose explicit.

Which means that we as teachers

So that our learners

4

4

Learning progressions are modelled and used.

Which means that we as teachers

So that our learners

5

5

Learners take increasing ownership over progressions.

Which means that we as teachers

So that our learners

What if there were resources to make learning visible?

The Approaches

Information

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