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Rowanfield Infant



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.








Undertake an investigation

Information & ideas







Enquiry Reasoning

Creativity, Organisation

Collaboration Goal setting

Reflection Revision

Resilience Perseverance

Ask questions

...ask good questions

Gather information ideas

...collect information


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
...say why I prefer one thing to another

Try to do something again
...have another go at something

Ask others for help

...ask others to help me

Evaluate questions to choose the most appropriate
...sort questions (open closed – relevant not relevant etc)

Make a prediction and explain why
...say what I think might happen and why

Organise and group information
...put information into groups

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
...share my ideas with different groups

include others in a team

...include all my team in an activity

Make evaluations with reasons
...say why I like something

Describe what needs improvement
...look at what I’ve done and say what could be better

Understand that getting things wrong is part of learning
...make a mistake and learn from it

Respond positively to setbacks
...keep going when something goes wrong

Identify different sources of evidence
I know where ...find things out


Make predictions based on evidence
...say what I think will happen and give good reasons why

Prioritiseideas and information
...and sift, sieve and order information

Evaluate ideas

...use good, better, best to judge and ideas


Understanddifferent roles in teams
I understand how different teams need different roles to make a team work well

Decide upon team roles.

...decide which team roles are needed tomatch the task

Respond to other’s suggestions
...make changes after feedback

Give feedback with reasons
...evaluate what someone has done and give constructive feedback

Use trial and error to find solutions
...use trial and error to solve a problem

Independently access resources to overcome problems
...find ways to help solve problems myself

Evaluate sources of evidence
I understand what sort of evidence I’m looking for (statistical/ first hand etc)


Match the source of evidence to the question being asked
I know which sources of evidence will give me the information I want

Compare ideas with reasons
...say why one idea is better than another

Decide how to present information effectively.
I know there are a range of ways to present information

Set common goals by listening to the views of a group
...decide on what the group will try to achieve by listening to the team

Compromise to reach an agreed action.
...share ideas and compromise to agree on an action

Accept others opinions

I am able to accept others views

Say what could be improved and offer suggestions
...evaluate what someone has done and give feedback with examples

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
...plot a route to find an answer and stick to it.

Analyse andjudge the value of evidence and information
I understand that some evidence may be more relevant, valuable or reliable than others

Create and test a hypothesis
...create a hypothesis and suggest ways of testing it

Match a presentation to an audience
I am able to match a presentation to suit an audience/forum

Turn an idea into an action plan
...create an action plan from an idea

Follow an action plan to its’ conclusion
...follow an action plan to reach an outcome


Organise and delegate tasks to team members ...organise tasks for team members to achieve

Take responsibility for an individual role
I am able to take responsibility for a role in the team

Use strategies to avoid conflict and reach consensus
I know ways to avoid conflict ie avoiding blame

Deal positively with praise, setbacks and criticism.
...respond positively to feedback

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
...keep myself and others going

Use creative thinking to overcome barriers and seek alternative solutions ...seek to solve a problem several different ways

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
...test whether what I have found out applies to different place

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
I am able to manage my feelings while accepting the opinions of others

Use a range of evaluations to inform decisions.
...use a wide range of feedback to make decisions

Evaluate the process by which a decision has been made
...evaluate the process by which I arrived at a decision

explain a decision or opinion with conviction ...fully justify why I have made a decision

See setbacks as learning opportunities
...evaluate setbacks and learn from them

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.