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Innovative approach to NC2014 | Non-school educational programmes

 

Innovative approach to NC2014

Curious-city is a fresh approach to NC2014. Its basis is an enquiry-led pedagogy that gets learners becoming “states of being”, such as Authors, Scientists and Historians, rather than focusing on topics or projects. A framework of “engage, practice, challenge” ensures a balance between knowledge and skills, encouraging independent learning and genuine curiosity. Overarching themes and structure are aligned with cognitive development through all primary year groups, creating a progression of understanding clear in the work produced.

The pedagogy, along with local learning, community and culture form the core of an innovative, engaging framework which aligns with Ofsted’s new focus on an intent/ implementation/ impact structure. We consider the needs of each school individually and work with closely with them to achieve their goals.

Lighting up Learning Director Nicholas Garrick on one of the ways that a school has engaged with Curious-city

Different Curious-city approaches in various settings

  Creating an innovative curriculum   The Dolphin School, our flagship Bristol setting, launched the  Curious-city curriculum approach  to coincide with the opening of their new school site. Head Shelley Dixon saw this as a chance to establish something special. We have worked with all staff extensively to develop a curriculum that is right for them; local, culturally relevant and academically robust. In addition to design, we work alongside staff to ensure everyone can confidently deliver our exciting enquiry-led approach. Coaching, mentoring, training, providing access to a local network of education providers and visitors all come as part of the Curious-city offer. The response from staff, parents, Ofsted and most importantly the learners, has been amazing.   Read full sections of the Ofsted report here

Creating an innovative curriculum

The Dolphin School, our flagship Bristol setting, launched the Curious-city curriculum approach to coincide with the opening of their new school site. Head Shelley Dixon saw this as a chance to establish something special. We have worked with all staff extensively to develop a curriculum that is right for them; local, culturally relevant and academically robust. In addition to design, we work alongside staff to ensure everyone can confidently deliver our exciting enquiry-led approach. Coaching, mentoring, training, providing access to a local network of education providers and visitors all come as part of the Curious-city offer. The response from staff, parents, Ofsted and most importantly the learners, has been amazing.

Read full sections of the Ofsted report here

  Clearing the curriculum fog   We were asked to go in and help streamline St. Werburgh’s Primary’s vibrant and innovative curriculum that was bursting with whole-school initiatives. We reviewed their practice and attitudes through face to face conversations with staff, pupils and parents. Working closely with the Curriculum Lead, we evaluated National Curriculum coverage, skills progression and teacher planning. The curriculum's strength, as well as St. Werburgh's existing links with the local community, role as a Rights Respecting School and other quality marks were clear, but topics had become unwieldy. We worked openly alongside the school to slim down their existing curriculum and make it more focused and effective.

Clearing the curriculum fog

We were asked to go in and help streamline St. Werburgh’s Primary’s vibrant and innovative curriculum that was bursting with whole-school initiatives. We reviewed their practice and attitudes through face to face conversations with staff, pupils and parents. Working closely with the Curriculum Lead, we evaluated National Curriculum coverage, skills progression and teacher planning. The curriculum's strength, as well as St. Werburgh's existing links with the local community, role as a Rights Respecting School and other quality marks were clear, but topics had become unwieldy. We worked openly alongside the school to slim down their existing curriculum and make it more focused and effective.

  Firesides, caves, watering holes & forests   After successful CPD and training work with The White Horse Federation and Swindon Teaching School, we were invited to find an innovative way to use a new space at The Croft Primary. We divided their classroom into four "zones" (firesides, caves, watering holes and forests) which each allowed children to work in a different way. To showcase the concept and as part of teacher CPD, we ran an enquiry in a day, which asked learners to consider the question of whether or not a building should contrast or complement the landscape. This used all the zones to facilitate the different modes of working and allowed pupils to research, collaborate and create in whichever way they felt most comfortable.

Firesides, caves, watering holes & forests

After successful CPD and training work with The White Horse Federation and Swindon Teaching School, we were invited to find an innovative way to use a new space at The Croft Primary. We divided their classroom into four "zones" (firesides, caves, watering holes and forests) which each allowed children to work in a different way. To showcase the concept and as part of teacher CPD, we ran an enquiry in a day, which asked learners to consider the question of whether or not a building should contrast or complement the landscape. This used all the zones to facilitate the different modes of working and allowed pupils to research, collaborate and create in whichever way they felt most comfortable.

  Curious-city in a specialist setting   We are currently working with Venturers’ Academy on their Curiosity Curriculum, based on our Curious City approach. We have adapted this for specialist provision settings by working closely with schools to understand the needs of their learners and learning outcomes they want to achieve for them.  Adjustments were made based on the sensory needs of the learners; we use props and makaton signs to help describe the states of being in a more physical way and have encouraged children to engage with the states of being by creating artwork and songs about them.  We have worked in partnership with each class teacher to ensure the enquiries will engage their learners and support the learning outcomes for each child as an individual. This is key in a specialist provision setting where the needs of the children can be diverse.  Other than this, the Curiosity Curriculum has been adopted in the standard way.

Curious-city in a specialist setting

We are currently working with Venturers’ Academy on their Curiosity Curriculum, based on our Curious City approach. We have adapted this for specialist provision settings by working closely with schools to understand the needs of their learners and learning outcomes they want to achieve for them.

Adjustments were made based on the sensory needs of the learners; we use props and makaton signs to help describe the states of being in a more physical way and have encouraged children to engage with the states of being by creating artwork and songs about them.

We have worked in partnership with each class teacher to ensure the enquiries will engage their learners and support the learning outcomes for each child as an individual. This is key in a specialist provision setting where the needs of the children can be diverse.

Other than this, the Curiosity Curriculum has been adopted in the standard way.

  Curious Linguists - language teaching for non-specialists   We have been working to develop a way of making languages meaningful, relevant, exciting and sustainable and we are delighted to have begun piloting Curious Linguists. Like Curious City, Curious Linguists is based on enquiry-led learning.  We begin in Years 3 and 4 by looking at languages in general, establishing key concepts such as script and gender and exploring cultures and traditions and then move in year 5 to choose one language to learn until the end of Year 6, thus meeting the NC requirement of making significant progress in one language.  Using community mentors to support the learning, it can be delivered by non-specialists meaning that it is a sustainable option for all schools.

Curious Linguists - language teaching for non-specialists

We have been working to develop a way of making languages meaningful, relevant, exciting and sustainable and we are delighted to have begun piloting Curious Linguists. Like Curious City, Curious Linguists is based on enquiry-led learning.

We begin in Years 3 and 4 by looking at languages in general, establishing key concepts such as script and gender and exploring cultures and traditions and then move in year 5 to choose one language to learn until the end of Year 6, thus meeting the NC requirement of making significant progress in one language.

Using community mentors to support the learning, it can be delivered by non-specialists meaning that it is a sustainable option for all schools.

Non-school educational programmes

We also use our detailed knowledge of the curriculum and our years in teaching to create educational materials and programmes for non-school organisations. Most recently this has involved work with both the WWT and the League Against Cruel Sports. This has centred around designing and writing a suite of pre, during and post visit questions and tasks that help schools get the most of their trips, as well as helping the organisations consider their in school offers. These were, of course, bespoke to the needs of the settings and organisations themselves.

  Activity programme creation for the Wetlands & Wildfowl Trust   We've worked with the Wetlands & Wildfowl Trust over a number of years to continuously enhance and refresh their learning offer to schools. Most recently, the LEAD team has designed a series of activities to enable deeper learning for pupils before, during and after visits to WWT centres. As per the WWT's brief, we focused on the Science and Geography curriculum for EYFS to KS4.

Activity programme creation for the Wetlands & Wildfowl Trust

We've worked with the Wetlands & Wildfowl Trust over a number of years to continuously enhance and refresh their learning offer to schools. Most recently, the LEAD team has designed a series of activities to enable deeper learning for pupils before, during and after visits to WWT centres. As per the WWT's brief, we focused on the Science and Geography curriculum for EYFS to KS4.

  Online and Residential learning programme creation for The League Against Cruel Sports   Two streams of activity form our work with LACS. From visiting the unique and special protected animal sanctuaries in Devon conducting learning feasibility studies through to using the charity's fox cub mascot as content for EYFS to Key Stage.  We are working the LACS to create a physical and online learning presence, enabling learners to become geographers, scientists and authors ultimately leading to being the next generation of conservationists.

Online and Residential learning programme creation for The League Against Cruel Sports

Two streams of activity form our work with LACS. From visiting the unique and special protected animal sanctuaries in Devon conducting learning feasibility studies through to using the charity's fox cub mascot as content for EYFS to Key Stage.

We are working the LACS to create a physical and online learning presence, enabling learners to become geographers, scientists and authors ultimately leading to being the next generation of conservationists.

  Revitalising community relationships at Blaise House   The project at Blaise, to re-imagine and revitalise the museum's work with both local schools and the wider community, is the latest in a long-established relationship with the Bristol Museums Service. It builds on our previous work developing their Primary age learning offer.

Revitalising community relationships at Blaise House

The project at Blaise, to re-imagine and revitalise the museum's work with both local schools and the wider community, is the latest in a long-established relationship with the Bristol Museums Service. It builds on our previous work developing their Primary age learning offer.

 
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Initial teacher training and NQTs

Teaching is a tough job, but also a hugely rewarding and inspiring one. The difference between those who flourish and those who struggle is good training and support. We've spent years running courses, advising schools and training and mentoring to help new teachers thrive. We now also have our very own Salaried School Direct course, giving career changers a great route into primary teaching.

Here are some of our past and current relationships:

  Our experience in a full SSD programme   Having advised on and run ITT programmes for other institutions for four years, we have now initiated our own Salaried School Direct Course, in association with Swindon Teaching School. This allows us to take a small cohort of career-changers and train them to become the sort of versatile, confident and inspiring teachers that are sorely needed in education.  The course incorporates the values of our Curious-city curriculum as well as support from our Coaching Partners Team, enabling us to provide schools with confident, capable teachers that can be the leaders of the future.

Our experience in a full SSD programme

Having advised on and run ITT programmes for other institutions for four years, we have now initiated our own Salaried School Direct Course, in association with Swindon Teaching School. This allows us to take a small cohort of career-changers and train them to become the sort of versatile, confident and inspiring teachers that are sorely needed in education.

The course incorporates the values of our Curious-city curriculum as well as support from our Coaching Partners Team, enabling us to provide schools with confident, capable teachers that can be the leaders of the future.

  Our trainees at The Dolphin School   "We have been really impressed with the calibre of the teachers we have taken on from Lighting up Learning. They have arrived at school with a fantastic work ethic, a passion for the role and a great foundation for their NQT year.  The training has clearly provided them with good subject knowledge, a clear understanding of pedagogy and the ability to reflect on their own practice. They have continued to make rapid progress and will be leaders in the school early in their careers."

Our trainees at The Dolphin School

"We have been really impressed with the calibre of the teachers we have taken on from Lighting up Learning. They have arrived at school with a fantastic work ethic, a passion for the role and a great foundation for their NQT year.

The training has clearly provided them with good subject knowledge, a clear understanding of pedagogy and the ability to reflect on their own practice. They have continued to make rapid progress and will be leaders in the school early in their careers."

  Previous trainee Jo Lee, now of Cabot Learning Federation   "I completed my initial teacher training with Lighting up Learning last year and landed a job in EYFS in my dream school. This is largely down to the comprehensive and practical training I received. Lighting up Learning delivered inspirational, hands on, practical training which suited my learning style as a career changer and really showed me the realities of life as a teacher.  When I started my first role, nothing came as a shock as the team had given me such a wide variety of experiences during my training year. I felt prepared, confident and enthused for my second career."

Previous trainee Jo Lee, now of Cabot Learning Federation

"I completed my initial teacher training with Lighting up Learning last year and landed a job in EYFS in my dream school. This is largely down to the comprehensive and practical training I received. Lighting up Learning delivered inspirational, hands on, practical training which suited my learning style as a career changer and really showed me the realities of life as a teacher.

When I started my first role, nothing came as a shock as the team had given me such a wide variety of experiences during my training year. I felt prepared, confident and enthused for my second career."

 
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Coaching, mentoring & counselling

Coaching can be a challenging approach to understand. Many people have experienced 'coaching' when in fact it was mentoring or are interested in it don't really understand how it can help them. It can easily be seen as a 'loose' approach when in fact it is robust, focused and highly effective.

Coaching is for everyone and is a sign of professional and personal strength when an aspiring leader, struggling teacher or Executive Headteacher seeks out the insight it can provide.

These are actual examples of work we've done and the effect it has had.

  Dealing with universal challenges of headship - George Samios   Headship comes with a unique set of pressures and challenges. Coaching for George Samios, Headteacher at Twerton Infants was a way for him to achieve clarity and perspective in the thick fog of leading a school. We were able to offer a blended approach of coaching and mentoring as agreed with George due to our personal experiences of being Headteachers. Coaching for us is something that, in the details, is extremely carefully tailored to the individual setting and people, but inevitably invaluable and all too often overlooked.

Dealing with universal challenges of headship - George Samios

Headship comes with a unique set of pressures and challenges. Coaching for George Samios, Headteacher at Twerton Infants was a way for him to achieve clarity and perspective in the thick fog of leading a school. We were able to offer a blended approach of coaching and mentoring as agreed with George due to our personal experiences of being Headteachers. Coaching for us is something that, in the details, is extremely carefully tailored to the individual setting and people, but inevitably invaluable and all too often overlooked.

  Supporting a school during transition - Summerhill Academy   While supporting the school in the period between headships we established a coaching and mentoring strategy for members of the Senior Leadership team. We helped to prioritise the demands of school life and identify key foci to address the School Development Plan and update the Self-Evaluation Framework. The resilience and adaptability that coaching facilitated in staff enabled them to meet the challenge of a shifting landscape with a refreshed, positive attitude and treat the period as one of opportunity, not threat.

Supporting a school during transition - Summerhill Academy

While supporting the school in the period between headships we established a coaching and mentoring strategy for members of the Senior Leadership team. We helped to prioritise the demands of school life and identify key foci to address the School Development Plan and update the Self-Evaluation Framework. The resilience and adaptability that coaching facilitated in staff enabled them to meet the challenge of a shifting landscape with a refreshed, positive attitude and treat the period as one of opportunity, not threat.

  Developing Successful System Leadership at all Levels   The White Horse Federation obtained funding through the Round 1 SSIF bid to develop leaders at all levels of the system, using a 70, 20, 10 model. This model works on the basis of 10% face to face training, 20% online training and 70% ‘on the job’ training. Working in partnership with Cabot Learning Institute’s suite of NPQ programmes, Lighting Up Learning have developed a ‘pre NPQML’ programme aimed at emergent middle leaders (NQT +1 and 2).

Developing Successful System Leadership at all Levels

The White Horse Federation obtained funding through the Round 1 SSIF bid to develop leaders at all levels of the system, using a 70, 20, 10 model. This model works on the basis of 10% face to face training, 20% online training and 70% ‘on the job’ training. Working in partnership with Cabot Learning Institute’s suite of NPQ programmes, Lighting Up Learning have developed a ‘pre NPQML’ programme aimed at emergent middle leaders (NQT +1 and 2).

 
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Facilitating system-wide change

Working overseas in other cultures presents unique situations. Whether it's understanding how to move a single school forward or implementing system-wide change across a whole country, you need a delicate blend of understanding and the willingness to challenge entrenched opinions.

These are some of the countries we've worked with over the past decade, helping governments and organisations make progress in even the most difficult circumstances:

 
  Country-wide Headteachers as Coaches Programme, Jamaica   Working with the Jamaican National College of School Leadership & British Council, we created and facilitated a country-wide training programme to develop Headteachers as coaches. Between 2014 - 2017 we trained hundreds of Headteachers as well as Master Coaches, now responsible for sustaining the programme in the years to come.   Read the Article in the Jamaica Observer

Country-wide Headteachers as Coaches Programme, Jamaica

Working with the Jamaican National College of School Leadership & British Council, we created and facilitated a country-wide training programme to develop Headteachers as coaches. Between 2014 - 2017 we trained hundreds of Headteachers as well as Master Coaches, now responsible for sustaining the programme in the years to come.

Read the Article in the Jamaica Observer

  'There's more to mastery than Mathematics', Taiwan   Two visits to the British Section of the Taipei European School, enabled us to provide three whole-school myth-busting and thought-provoking INSET days followed by phase-specific surgeries. The energy and enthusiasm of the staff was extraordinary, especially considering Nicholas did not hold back on challenging some misconceptions around hinge questions and mastery related pedagogy.

'There's more to mastery than Mathematics', Taiwan

Two visits to the British Section of the Taipei European School, enabled us to provide three whole-school myth-busting and thought-provoking INSET days followed by phase-specific surgeries. The energy and enthusiasm of the staff was extraordinary, especially considering Nicholas did not hold back on challenging some misconceptions around hinge questions and mastery related pedagogy.

  Redesigning Initial Teacher Training, Colombia   This is easily one of the most comprehensive projects we have ever been involved in. Since 2016, we have co-created every detail alongside the EFMMa team. Through system-wide advocacy, design of materials, training of School Based Mentors and new Teaching Standards, we have created practice-driven teacher training programmes.   Watch the EFMMa retrospective video on Youtube

Redesigning Initial Teacher Training, Colombia

This is easily one of the most comprehensive projects we have ever been involved in. Since 2016, we have co-created every detail alongside the EFMMa team. Through system-wide advocacy, design of materials, training of School Based Mentors and new Teaching Standards, we have created practice-driven teacher training programmes.

Watch the EFMMa retrospective video on Youtube

  Hosting international delegations in UK and overseas   From organising tours of schools to meetings and seminars with Ofsted, the Department for Education and the British Council, as well as a range of Universities, we have hosted delegations of Ministers, Advisors, Headteachers and Teachers from Indonesia to South America.   Read one British Council delegation's story (Facebook, in Spanish)

Hosting international delegations in UK and overseas

From organising tours of schools to meetings and seminars with Ofsted, the Department for Education and the British Council, as well as a range of Universities, we have hosted delegations of Ministers, Advisors, Headteachers and Teachers from Indonesia to South America.

Read one British Council delegation's story (Facebook, in Spanish)

  Global Publication: Student leadership & personal development   Focused on actively engaging students as leadership partners, Nicholas authored the British Council's Student Leadership Core Skill module, used across the world.   Read one student's blog post on the work from South East Asia  or  Nicholas' introductory thought piece on p.31 of the British Council document (pdf)

Global Publication: Student leadership & personal development

Focused on actively engaging students as leadership partners, Nicholas authored the British Council's Student Leadership Core Skill module, used across the world.

Read one student's blog post on the work from South East Asia or Nicholas' introductory thought piece on p.31 of the British Council document (pdf)

  Anti-corruption & Student Leadership, Bangladesh   After brokering a partnership between the British Council & GIZ in 2014, we created a student empowerment programme called Integrity Councils as part of the government's 2004 Anti-Corruption Act. After training Regional Master Trainers, the programme was rolled out to schools throughout the country and is still in use through NGO support.

Anti-corruption & Student Leadership, Bangladesh

After brokering a partnership between the British Council & GIZ in 2014, we created a student empowerment programme called Integrity Councils as part of the government's 2004 Anti-Corruption Act. After training Regional Master Trainers, the programme was rolled out to schools throughout the country and is still in use through NGO support.

Nicholas Garrick
info@lightinguplearning.com
07912 291 640
 

CPD: training & skills enhancement

We offer various programmes of training for all levels of education, from NQTs or TAs to Senior Leadership. We’ve designed curricula, run schools, built schools and even created educational systems for entire countries. More importantly, we’ve all spent years in the classroom, so we understand the challenges faced by educators at all levels. If there’s something you’re interested in consulting us on, please get in touch on info@lightinguplearning.com. Our current courses are below.

Upcoming CPD opportunities

November & December

  • English Skills Enhancement - Three hour sessions in SPAG, Phonics, Reading and Writing for all year groups. Find out more