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Case Study: Objective led planning - A Practitioner Enquiry
In previous years, the Early Years team at Regents had felt we were missing ‘wow moments’ in children’s learning whilst busily focusing on adult directed tasks that were having limited impact. After discussion and reflection, we felt we wanted to achieve a more balanced adult/child-led curriculum to capture this interesting and purposeful learning in other areas of the classroom. After researching the Alistair Bryce-Clegg model of objective led planning, we looked at it as part of a collaborative practitioner enquiry. At the time, we were also starting to work in a new open plan unit. The challenges this presented, alongside our use of the Interactive Learning Diary tool for ‘in the moment’ assessment meant that the time was right for a new approach to teaching and learning!
The approach was to choose approximately 3 objectives to focus on for the week (possibly starting with an adult led activity – but not necessarily). We set up other activities in continuous provision that also addressed this objective, and then went where the children were! We used questioning to develop and support children’s knowledge and understanding, ensuring that continuous provision was purposeful, objective linked and informed by the children’s interests.
It became evident that ensuring that other adults knew what the intended learning was, for specific children, was crucial. We found planning in this way gave the opportunity to develop children through questioning without the need for ‘ability’ groupings, as the children were grouped according to where they ‘were’ in their learning, and also what their next steps needed to be.
The objective led planning approach is now in its second year and allows us to focus on individual needs and interests which in turn results in higher levels of engagement. It is, however, not without its challenges. Specialist lessons can mean limited time to ‘get stuck into something'. In addition, some children need support in playing independently and need encouragement to take their own learning forwards. The fear of ‘getting it wrong’, not wanting to get messy or learned dependence on adults are the barriers that we work hard on overcoming. However, the advantages are really worth it! Continuous Provision is now much ‘tighter’ and matched more closely to the needs of the children - no more calling over children to ‘do a job’ if they are happily and purposefully engaged in something else! We no longer have 18 pieces of identical work and are observing personalised learning at its best. It also goes without saying that the learning is adapted to suit the cohorts of children, with appropriate progression. With the Interactive Learning Diaries, we have a very comprehensive overview of where each child is and where they need to go next – on-going assessment is, of course, essential to the whole process.
Having shared enquiry and outcomes with Primary colleagues, we're thrilled to report an objective led, personalised approach to planning for learning is now the subject of enquiry in both KS1 and KS2.
To find out more about this you can read our case study along with the accompanying presentation here.
The Early Years Team
Regents International School
Pattaya