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SKIP2BFIT, National Curriculum Requirements and How Project-Based Learning Supports Personalisation The skip2bfit programme was created around meeting pupils individual needs and strengths through a project-based learning approach. “All children are unique with different talents, different strengths and different weaknesses. Some children need extra help, support and encouragement to get the basics right; others need greater stretch and challenge to make the most of their potential. Personalisation is about recognising that, so that schools can and do tailor their teaching and the wider support they offer to their pupils so that they can meet all their different needs.” By actively engaging students in their own learning process skip2bfit supports this stated aim in practice by feeding the positive feeling of immediate physical achievement into a progressive monitoring system. The key is that the monitoring is done by the pupils themselves using investigative methods required by the National Curriculum, particularly at key stage two. For individual pupils the challenge is two-fold and closely based on ‘real life’ – they need to work within a wider learning community to fully understand how they are achieving and assimilate new skills in terms of assessing evidence and understanding patterns and processes so they can understand why. This culminates in an authentic product, based around their own and their schools’ achievement. This innovative, project based methodology stimulates active inquiry and higher-level thinking. Pupils are motivated by being "connected to meaningful problem-solving activities, because students are helped to understand why, when, and how those facts and skills are relevant" (Bransford, Brown, & Conking, 2000, p. 23). skip2bfit puts students in an active role such as: creator, problem solver, decision maker and investigator all based around a bottom-line healthy living, healthy eating approach.It ultimately serves specific, personalised educational goals, can be delivered to all ages and abilities as students themselves recognise that the programme is not a diversion or an add-on to the "real" curriculum. How does the project-based skip2bfit approach link to National Curriculum requirements? ’Investigation’ encompasses a broad range of activities that give reign to our natural curiosity about the world. Within the context of education, investigation takes on a more specific meaning. Teachers who use investigation as a strategy, typically encourage students to raise questions, plan and carry out enquiries, make observations, and reflect on what they have discovered. Skip2bfit aims to support this approach by acting as a project that although complete in itself, is an open-ended classroom project that sustains ongoing pupil engagement in the classroom, motivating pupils themselves to drive an aspect of their educational process. What are the benefits of the skip2bfit learning model? Skip2bfit’s project based learning model offers a wide range of benefits to both students and teachers. A growing body of academic research supports the use of project-based learning in school to engage students, cut absenteeism, boost cooperative learning skills, and improve academic performance. Basically students are engaged in real-world activities that have significance beyond the classroom. For teachers, additional benefits include enhanced professionalism and collaboration among colleagues, and opportunities to build relationships with students outside a typical learning environment. How can the motivational skip2bfit model transform a more traditional classroom?
For students accustomed to a more traditional school experience, this means a transformation from following orders to carrying out self-directed learning activities; from memorising and repeating to discovering, integrating, and presenting; from listening and reacting to communicating and taking responsibility; from knowledge of facts, terms, and content to understanding processes; from theory to application of theory; from being teacher dependent to being empowered.. But don’t just take our word for it: Heidi Taylor, who was Head of Primary Schools in Medway set out the following benefits: Academic Progress 'All of the schools have reported improvements in academic progress and attainment over the 5-week programme.' 'Tests were given to the class before and after the programme and their were noticeable improvements in achievement across the board. In my opinion, the Skip2bfit programme played a part in these improvements.' 'This had a direct impact on their academic learning.' Attitudes/Behaviour 'All of the schools have reported improvements in the pupils' attitude to their learning in the classroom.' 'In the main, the biggest effect was on their self-esteem and as this grew it positively affected their relationships within the school. There was a visible change in their body language showing a new confidence in themselves. As I had expected the release of physical energy had huge impact on concentration, it left the children physically comfortable and ready/receptive to listening and concentrating on their literacy work.' 'The enthusiasm for the project continued long after the trainer input sessions.' Gender Gap 'Using a male role model to lead the programme has challenged the stereotypes. This is of benefit as a teaching tool to challenge boys' expectations of their capabilities in other areas of the curriculum.' 'All of the children were equally encouraged to participate in the activities, boys as well as girls. In fact, the boys almost seemed more eager to participate at times.' Conclusion 'In addition to the direct links the programme makes with the Maths and Science curriculum, pupils raise their expectations of what they can achieve physically, which can directly link with changes in their learning across the curriculum.' 'Education though, is more than academic attainment. this programme enhances learning. It teaches pupils how to take care of their minds, their bodies and their environment as part of a happy, healthy, fulfilling lifestyle.' |
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