UNITED
Learning How To Learn - UNITED
The ‘UNITED’ framework is a bespoke learning skills curriculum developed by the GLA to enable primary age children to acquire the independent learning skills that are needed to fully access the ‘academic’ curriculum, no matter what their academic ability may be.
The ‘UN’ element of the programme develops children’s skills to undertake planning and investigation; the ‘I’ element develop children’s skills in collecting and sorting information safely. E-safety forms part of this element alongside skills in collecting, analysing and evaluating primary and secondary information. The ‘T’ element of the programme seeks to develop teamwork skills and the 'E' element develops children’s skills in evaluating, reflecting and developing next steps. Finally, the “D” element of the programme focuses on the need for children to develop resilience and determination in order to ensure they develop a positive and proactive attitude to learning.
Over the course of the academic year, you will see the children partake in explicit stand-alone ‘UNITED’ lessons which might focus on one or two of the skills at a time. As well as this, you will find the ‘UNITED’ skills woven in to all areas of the core and foundation curriculum. For example. at the end regular stages of an English Learning Journey, the children will be asked to Evaluate theirs and their peers' work; during a PE lesson the children will be asked to work in a Team; during a Science lesson the children may be asked to Undertake an Investigation. This approach allows us to simultaneously teach the content of that particular National Curriculum lesson and develop the explicit skills of how we learn.
UNITED
UN |
I |
T |
E |
D |
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Undertake an investigation |
Information & ideas |
Teamwork |
Evaluation |
Determination |
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Enquiry Reasoning |
Creativity, Organisation |
Collaboration Goal setting |
Reflection Revision |
Resilience Perseverance |
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Ask questions ...ask good questions |
Gather information ideas ...collect information e-safety Generate ideas ...come up with different ideas Share ideas ...share my opinions with others |
Join in with a group ...join in with a group Make a positive contribution to a group ...do something to help a group |
Say what is good, better and best |
Try to do something again Ask others for help ...ask others to help me |
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Evaluate questions to choose the most appropriate Make a prediction and explain why |
Organise and group information Organise and group ideas ...group my ideas together Give reasons for choices ...say why I have grouped things and explain links |
share ideas with different groups include others in a team ...include all my team in an activity |
Make evaluations with reasons Describe what needs improvement |
Understand that getting things wrong is part of learning Respond positively to setbacks |
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Identify different sources of evidence e-safety Make predictions based on evidence |
Prioritiseideas and information Evaluate ideas ...use good, better, best to judge and ideas |
Understanddifferent roles in teams Decide upon team roles. ...decide which team roles are needed tomatch the task |
Respond to other’s suggestions Give feedback with reasons |
Use trial and error to find solutions Independently access resources to overcome problems |
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Evaluate sources of evidence e-safety Match the source of evidence to the question being asked |
Compare ideas with reasons Decide how to present information effectively. |
Set common goals by listening to the views of a group Compromise to reach an agreed action. Accept others opinions I am able to accept others views |
Say what could be improved and offer suggestions Predict possible barriers and make suggestions about how to overcome them. I understand that there may be barriers/ blockers to improvement |
set realistic goals ...say what I want to do Break goals down into manageable steps ...break the route to an outcome into down into steps Write an action plan and stick to it |
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Analyse andjudge the value of evidence and information Create and test a hypothesis |
Match a presentation to an audience Turn an idea into an action plan Follow an action plan to its’ conclusion |
Organise and delegate tasks to team members ...organise tasks for team members to achieve Take responsibility for an individual role Use strategies to avoid conflict and reach consensus |
Deal positively with praise, setbacks and criticism. Seek out a range of views and judgements ...find solutions to overcome barriers and blockers I actively seek out guidance and advice |
Encourage and motivate self and others Use creative thinking to overcome barriers and seek alternative solutions ...seek to solve a problem several different ways |
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Follow a line of enquiry to reach a conclusion ...plan and follow the route to find an answer / draw a conclusion– searching/recording etc Test conclusions in other contexts |
Present information in a variety of engaging ways to different audiences ...create an engaging presentation to suit its audience Revise and refine an action plan to reach an intended outcome ...review and change things to improve an outcome |
Revise personal beliefs and opinions through negotiation and acceptance I am able to change my opinions in light of what others are saying Manage feelings when accepting differences |
Use a range of evaluations to inform decisions. Evaluate the process by which a decision has been made explain a decision or opinion with conviction ...fully justify why I have made a decision |
See setbacks as learning opportunities Set aspirational goals and objectives and plan how they can be achieved ...set an aspirational goal, plan how it is to be achieved and follow the plan to a successful conclusion |
Teamwork is a teaching strategy and should be used throughout the foundation curriculum through the use of a variety of activities.