Competency based learning – some vague thoughts

Competency based learning is a hot potato. I was asked to sit on an expert panel at the GA Conference last week that discussed this issue. There were two very good examples of competency based learning provided from Gillots School, Henley on Thames and Bremrose School in Derby. Both schools gave good examples of how geographical learning can be central to such initiatives and how the decision, and implementation of, their schemes were as a result of their learning context.

Below are some thoughts about competency based learning that I have. I am not an expert by any means on competency based learning and would welcome any stories where it has been a success or challenge.

Lots of GA members are concerned about the erosion of Geographical skills and knowledge as a result of these approaches. The GA should be supporting Heads of Geography to ensure that project based learning is centred around geographical themes.
I think that there is little point in arguing against competency based learning if that is what is going on at your school. Instead, maybe it’s better to focus energy on ensuring that the learning is powerful and that geography is at the centre of it?
The GA should take the fight against the erosion of geography to the Headteachers directly, maybe by getting to events such as the SSAT conference of schools and support Middle Leaders.
I am concerned that both the anti and pro camps to competency based learning can sometimes forget about the learning. Myself, I’d prefer to see better learning and less geography than large geography departments that don’t meet the needs of young people.
Geography departments have to open out and get involved in the wider school and education communities, otherwise there is a danger of practice, and therefore learning, becoming fossilised.
Geography is an academic subject that just isn’t suited to all learners at higher levels.
I like the way that the two examples given both moved the focus away from individual lessons and toward learning sequences. I was also impressed by the team teaching element. I think that three colleagues teaching 70 pupils is a great idea, when it is appropriate. The wider geography community need to be more creative in their approaches and more open to different ways of learning. There are strong opportunities for professional development by working with others.
Having said this, I strongly believe that all learning needs to be set in context and that geography and geographical issues make a sensible one on which to structure courses.
I am concerned that many of the good news stories are only two to three years into the project so there is little Key Stage 4 data that can be used to analyse the real impact of these changes.
A good point made by Deborah of Bemrose School was that their programme had been designed for their school, and would be unlikely to have the same effect in another school.
I worry that good contact with Key Stage 2 and a focus of strong transition is left out. Are Key Stage 3 pupils having to start from scratch when they arrive in Secondary Schools? Many of the Key Stage 2 pupils and classes that I have come across are already independent learners with good social skills.

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment is not always conducive to profound

The danger of Teaching and Twitter conversations: poorly formed bipolar arguments.

Sometimes in life, there really are only two options. Get the wrong one and you can look like a muppet. Take this useful sign for the toilets in Morocco. I successfully navigated it, choosing the right option. The result? No egg on my face. As a mountain leader, there are many right or wrong decisions that I’ve faced, as there are all over life. It’s not a good idea to let inexperienced young people walk themselves down Snowdon. They may die or be seriously injured. If someone is showing the signs and symptoms of hyperthermia, you need to treat it fast in a specified way. There is no real arguing with this sign: Other options are less obvious. Take this sign recently spotted near to where I live: Now, I wouldn’t consider sleeping in a bin. However, faced with a sub-zero night, I could see the appeal. The danger? Being tipped into one of those huge lorries with a compactor. (by the way, I only really considered all of this thanks to questions from my four year old boy).

David Rogers

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