Cathy Metcalf, Year 5 teacher and expressive arts lead at St Mary's RC Primary School, shares four approaches to help learners move beyond the search for a single right answer.

For many of our more able learners, much of their education is spent seeking (and usually finding) answers. Correct answers. They are the children in our class who ‘know’ they have the answer we are looking for, and frequently the learners who struggle when they get an answer wrong. But how do these learners cope when there is no ‘right’ answer? When everyone’s ideas and opinions are valued and acceptable, and right and wrong are no longer the outcomes or intentions of the lesson?

Element 3c of the NACE Challenge Framework reminds us of our responsibility to consider “social and emotional support” as well as academic provision for the more able. Similarly, the updated education inspection framework (EIF) calls for schools to develop “pupils’ character… so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well” and “pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy”. In Wales too, wellbeing has a significantly raised profile in the context of ongoing curriculum reform.

Learners who are not used to the feeling of struggle and failure are likely to crumble when faced with a task or approach that does not entail a straightforward correct answer. As practitioners, we have a responsibility to ensure that our more able learners are regularly exposed to a high-enough level of challenge to experience the feeling of struggle, in an environment where they feel part of a supportive learning community. 

In my ‘other life’ (beyond teaching) I have worked as a musical director in theatre for nearly 15 years, and I feel that the expressive arts provide so many opportunities for this kind of development. I am always looking for ways to explore and use the arts in my pedagogical approach, and have found the following approaches to be particularly successful for more able learners: 

1. Draw on creative role models to develop growth mindset

Carol Dweck’s theory of growth mindset is important to helping learners understand the benefits of ‘staying with’ a task or problem, even when it feels beyond their ability – and here, there is much to be learned from the world of expressive arts.

Many artists and musicians spend weeks, months, even years perfecting a work. Even the process of rehearsing for a performance (be it a school concert, instrumental examination or West End production) requires dedication and resilience, calling for repetition after repetition to ensure consistency.

For learners it can be powerful to take inspiration from an artist or other celebrity and to understand how they approach their craft. The NACE Essentials guide to learning mindset suggests encouraging learners to “research individuals they admire who have achieved something great and explore what these people have in common.”

In my school, figures such as Walt Disney and J. K. Rowling are year-group models, and pupils learn about how they have created their masterpieces through teamwork, setbacks and extensive editing. Developing a growth mindset permeates our whole school culture and reinforces the idea that “the most certain way to succeed is always to try just one more time” (Thomas Edison).

2.  Set creative open-ended tasks

The guidance for more able learners from the regional consortia within which I work suggests “setting creative open-ended tasks” within our everyday practice. I recently used a task which involved playing short excerpts of music and asking children (and staff) to choose the colour they felt the music was describing.

Of course, with this type of task there is no ‘right’ answer, yet the lesson serves many purposes: to encourage reasoning and justification for any answer, to develop child talk in a low-stake environment, and as an introduction to the technical vocabulary required for describing music.

It was particularly interesting to note how many of my more able learners were fixated upon ‘Yes, but who is right Miss?’ and I am already planning further activities using paintings, sculpture and digital art to try and change this mindset.

3. Provide regular mental workouts

In its recent thematic review of provision for more able learners, Estyn recognises a problem in many schools of simply setting more work in terms of quantity, rather than extensions which require deeper thinking.

I try to provide my class with opportunities to think deeply about their academic work, but also to think deeply in an altogether more abstract, creative way. The use of ‘thunk’ questions and ‘cognitive wobble’ are particularly strong ways of encouraging learners to question their own perceptions of the world, and even to challenge information that is presented to them by teachers and parents.

Some of my favourite ‘thunks’ are excellent warm-ups for art, drama and literacy lessons… e.g. If I drop a bucket of paint on a canvas, is it art? What if I drop the bucket deliberately? What colour is Tuesday? If I compose a piece of music, but it is never played, is it still music?

Character studies during drama or literacy lessons also provide opportunities for ‘cognitive wobble’ – the result of conflicting information clashing when we need to form an opinion about something. e.g. We know thieves are villains, and yet Robin Hood is a hero... 

My class last year also took part in a project with a visiting neurologist, who taught the pupils about the brain, and how it works in the same way as any other well-exercised muscle. They learnt about different parts of the brain and how it functions, and many were able to make links with the ongoing work we had done on mindset.

4. Challenge parents to change their perspectives

Finally, I am reminded of a conversation with a parent who had been flicking through a maths book before a parent-teacher consultation. The parent commented on the number of mistakes in the book and expressed concern over their child’s lack of mathematical understanding. The child in question was, in fact, a strong mathematician who really thrived when challenged and was learning to articulate her mistakes and what she had learnt from them.

If we want to reframe the concept of success for our learners, we also need to challenge the perception of ‘right’ answers held by parents – which in many cases is passed on to their children. Ensuring that parents are well informed of the learning culture in a school, particularly that of mindset and deep learning/challenge is crucial in supporting this change.

We have recently introduced Individualised Achievement Plans for our most able learners, which involve a target-/project-setting meeting between learner, teacher and parent, and already we are seeing the benefits of parents’ support when more open-ended tasks are introduced and continued at home.

I was particularly struck by a comment in the NACE Essentials guide to learning mindset: “the risk with more able learners can be that teachers do not sufficiently reward effort, due to success being perceived as a ‘given’ [… A]ll learners need ‘process praise’ to build or reinforce that all-important growth mindset.” This is of course true, and not just of learners at school age. We all need to feel as though our efforts, whether at work or elsewhere, are appreciated, and we are all likely to perform better when praised.

For our young learners, receiving support, praise and encouragement not only at school but also at home can have a huge impact. Engaging with parents to ensure a consistent approach is key.

I recently read an NCETM article titled “The answer is only the beginning”. It seems to me that the more we are able to instil this mindset in our more able learners, the better we equip them for whatever challenges they may face, both academically and throughout their lives.

References and further reading

·         Healthy and happy – school impact on pupils’ health and wellbeing (Estyn, 2019)

·         How best to challenge and nurture more able and talented pupils: Key stages 2 to 4 (Estyn, 2018)

·         Regional Strategy and Guidance for More Able Learners (Education Achievement Services for South Wales, 2018)

·         NACE Essentials: Using mindset theory to drive success (NACE, 2018; login required)

·         The Learning Challenge (James Nottingham, 2017)

·         The Little Book of Thunks (Ian Gilbert, 2007)

NACE member offers: for details of current discounts available from our partner organisations, including education publishers such as Crown House, Hodder, SAGE, Rising Stars and Routledge, log in to our members’ site.

Far from being “soft” or “easy” options, the creative arts, design and physical education have an essential part to play in delivering a broad, challenging and opportunity-rich curriculum. NACE trustee Liz Allen CBE explores the current status of these subjects in UK schools, and shares next steps for school leaders…

“In whatever way you construct your list of 21st century skills, you will always come across creativity – creating new value… bringing together the processes of creating, of making, of bringing into being and formulating and looking for outcomes that are fresh and original… This is all about imagination, inquisitiveness, collaboration, self-discipline.” - Andreas Schleicher, Director for Education and Skills and Special Adviser on Education Policy, OECD

Why prioritise creative arts, design and physical education?

Social impact

The social value of creative arts and design education is widely evidenced. Schools with a strong academic and enrichment offer in the arts, design technology and physical education create a culture of citizenship, service and tolerance. Young people who engage in creative activities are more likely to feel socially confident, to take on roles of responsibility and to be active members of their community.

Most significantly, there is a growing body of evidence that participation can improve social mobility. The Cultural Learning Alliance (CLA)’s 2018 briefing on arts in schools found that students from low-income backgrounds are three times more likely to get a degree. They benefit most from access to their cultural heritage and the opportunity to develop their creative thinking and the perseverance and self-discipline to succeed.

Cross-curricular benefits

The educational value goes beyond the creative arts, DT and PE curriculum. Studying these subjects improves young people’s cognitive abilities and enhances their performance in English and mathematics, especially for young people from low-income backgrounds. The CLA paper argues that “they are as essential as literacy and numeracy in equipping children with the skills for life and the creativity to contribute to the building of a successful nation.”

Wellbeing and personal development

The personal value of creative arts, design and PE may have been grossly underestimated. It is possible there is a causal link between the decline in the arts, technology and PE curriculum and enrichment provision and the worrying rise in young people’s mental health issues, feelings of low self-esteem and lack of self-regulation.

There is no doubt that participation in the creative arts, design and sport make us happier and healthier. The Time To Listen research articulates the value that both young people and their teachers place on their relationships: “…teachers approached students as ‘artists’… (working) to encourage intellectual and disciplinary skills development… to take risks, to be responsible for deadlines… to engage in critical interpretation of their own and others’ work.”

The high levels of trust and respect between teachers and students allow young people to build both the empathy and resilience to succeed in collaborative and challenging environments. The experience of being part of a team – preparing for a production, performance, competition, exhibition – may not eliminate the pressures young people face but it can give them a strong sense of self-worth and the socio-emotional confidence and skills to overcome them and thrive.

The decline in arts, design and PE provision in our schools

Despite all the well-documented evidence, arts and design provision continues to decline; the CLA paper cites a 2017 ASCL/BBC survey which found 90% of school leaders had reduced arts provision in their schools over the past two years. A number of factors are pushing them further out of reach:

Misguided perceptions

For many years, the prevailing view in the state sector has been that the arts, design and sport are a pleasant diversion from academic rigour for the more able and good choices for students who are less academic and more practically inclined – all far from the truth, as the independent sector has demonstrated.

To excel in music, art, dance, design technology or sport, young people develop high levels of critical analysis and creative thinking, the rigour of listening, sharing expertise and collaborating, the self-discipline to practise and persevere. Far from being “soft” options, they help to build the character and competencies that lead to success in the core and foundation subjects.

School performance measures

Recent national strategies and their accountability systems have had unintended consequences, making it increasingly difficult for subjects to survive if they don’t count in performance measures. I recall the introduction of the EBacc as a concept, even before it became a formal measure: many school leaders rushed to re-configure their GCSE option choices, anxious for students to choose subjects that would count the most.

The introduction of new GCSE specifications prompted a move in many schools to start GCSE courses in Year 9; the opportunity for young people to study creative subjects in depth were drastically reduced and it became increasingly difficult for schools to sustain specialist teaching. Primary schools faced similar challenges from the change in Key Stage 2 performance measures.

Financial pressures

Significant ongoing reductions in school funding make curriculum design and delivery increasingly challenging. The fear is that, once the specialist teaching and resources are lost it will be hard to reinstate them.

Reasons to be optimistic

There are the early signs of positive change that should fuel our optimism.

The Russell Group’s recent decision to remove its list of “facilitating subjects” for A-level choices is a welcome start.

The new Ofsted inspection framework (2019), “will move Ofsted’s focus away from headline data to look at how schools are achieving these results and whether they are offering a curriculum that is broad, rich and deep… Those who are bold and ambitious and run their schools with integrity will be rewarded.” (Amanda Spielman, press release)

And – as we see from our own community of NACE Challenge Award-accredited schools – there are many examples of schools which offer a broad, rich and deep curriculum and which show integrity by putting the life chances of their students first when making curriculum and staffing decisions. As a consequence, their students and staff thrive in a school that is alive with creative energy.

Case study: Greenbank High School

At Greenbank High School, teachers’ deep subject knowledge and expert questioning lead to high levels of discourse: students are articulate, critical, creative thinkers and confident, resilient learners. The broad, rich curriculum runs from Year 7 through to 11, with opportunities for students to specialise (e.g. in languages, the arts) from Year 9.

Strong collaborative working relationships with primary, FE and HE providers and excellent in-house careers advice and guidance create a culture of deep learning and high aspiration. The school buzzes with activity: students enjoy the range of academic, physical and creative challenges and the leadership opportunities they bring; they are socially aware and active in supporting each other, both academically and emotionally and see themselves as global citizens.

Case study: Oaksey C of E Primary School

At Oaksey C of E Primary School pupils experience a rich, deep subject curriculum aimed at developing “lively, enquiring minds with the ability to question and argue rationally. We aim to enable our children to be well motivated both mentally and physically for success in the wider world.” As well as academic rigour, there is a focus on values: “valuing human achievement and aspirations; developing spirituality, creativity and aesthetic awareness; finding pleasure in learning and success.”

IT and computing have a high profile: “to enrich and extend learning; to find, check and share information; to create presentations and analyse data; to use IT in real contexts and appreciate e-safety and global applications.” The school grounds are a rich learning environment, with spaces for performance, meditation and reflection designed and constructed by the pupils, as well as places for horticulture and play. Music provision is strong: a specialist part-time teacher and a richly equipped music room (funded by the children’s fund-raising efforts in the community), give every child the opportunity to learn and perform.

What steps can school leaders take?

Taking courage from the Russell Group’s decision, Ofsted’s messaging and the examples of schools which have succeeded in maintaining a flourishing and broad curriculum, school leaders can consider the following:

• Recognise and celebrate the value of creativity and critical thinking across the curriculum.
• See the creative subjects, PE and design technology as essential to the development of high cognitive performance, self-discipline and collaborative practice, well-deserving of their place in the curriculum.
• Employ specialist teachers and encourage them to engage with professional organisations and the creative industries, so they can continue to see themselves as artists.
• Be adventurous with Pupil Premium funding, to make cultural and creative learning opportunities accessible.
• Manage teachers’ workload so they can focus on rich extracurricular provision. Value and acknowledge the impact enrichment makes on young people’s life chances.
• Engage with national champions in the arts and creative industries. Artsmark, Youth Sports Trust, DATA, the RSC, Get Creative (BBC Arts), the Cultural Learning Alliance and local organisations are among many who can give advice and guidance.

“We owe it to future generations to ensure they experience an education that offers them the whole of life and culture: head, heart and soul.” – Cultural Learning Alliance

Which of the steps above has your school already taken? What would you add to this list? Share your views: communications@nace.co.uk

References:

• Cultural Learning Alliance, Briefing Paper No. 4 2018: “The Arts in Schools”
• Royal Shakespeare Company, Tate, University of Nottingham 2018: “Time to Listen”
• PTI, Children and The Arts 2018: “The Creative, Arts and Design Technology Subjects in Schools”
• Ofsted and HMCI commentary September 2018: “Curriculum and the New Inspection Framework”
• House of Commons, Digital, Culture, Media and Sport Committee 2019: “Changing Lives: The Social Impact of Participation in Culture and Sport”

Earlier this year, NACE member and Challenge Award holder The Broxbourne School was named one of nine schools selected to lead regional language hubs across England, supporting the new Centre of Excellence for Modern Languages. In this blog post, MFL teacher Alison Pateman shares some of the school’s keys to success in promoting the study of and high attainment in modern languages.

1. Make pupils secure… but keep them on their toes!

At The Broxbourne School we achieve this by combining routine with new elements. Our learners know their teacher will begin a new unit by teaching them the necessary vocabulary and grammar and allowing them to write it down in their books. But exactly how the new language will be presented, practised and consolidated is very varied, so they don’t know what to expect next. All our MFL teachers use a mixture of their own techniques and games, in-house-made SMART Notebook files, PowerPoints and worksheets, alongside engaging materials we have on subscription. Songs are fun and a great way to make words stick, while puzzle-making programmes like Tarsia challenge learners think that bit harder, again aiding memory.

2. Encourage learners to be creative

There are endless ways to present, practise and explore languages. Our Year 7 learners produced some wonderful pipe cleaner bugs to practise present tense verb forms. Old kitchen roll cardboard interiors are another good prop – challenge learners to move rings of paper independently of each ring to manipulate language into sentences. The origami paper finger game lends itself to all sorts of language activities. Equally, learners enjoy being creative with scenarios – for example, the Year 8 pupil who wrote her German homework as a series of social media posts, or those who wrote about the weather as a cartoon strip. Meanwhile Year 8 French pupils enjoyed playing a “blame game” to practise all forms of the perfect tense.

3. Celebrate languages outside the classroom

Last year saw our first ever MFL House Quiz, in which learners faced rounds testing their linguistic and cultural knowledge of the countries where our offered languages are spoken. We always celebrate the European Day of Languages (EDL), when all form tutors promote the importance of language learning – for example by taking the register with responses in a foreign language and wearing badges to show which languages they speak. Last year learners looked around the school for EDL posters with greetings in 10 different languages, competing for a prize if they could work out which was which. 

4. Grab a slice of the action on PSHE days

Languages are a part of the autumn term Year 8 PSHE day when all learners spend 30 minutes learning an entirely new language, mostly offered by teachers who normally teach other subjects.  Last year beginners’ sessions were offered in Russian, Afrikaans, Portuguese, Spanish or Greek. In the summer, we have an entire day dedicated to French. Learners visit a recreation of a French café (complete with French food, drink and music), complete quizzes, make posters of Francophone countries and prepare for an afternoon performance of “Les Trois Mousquetaires”.

5. Make life-long memories abroad

All our learners who study German have the opportunity to participate in an exchange to Schopfheim in southwest Germany, and to host their German partner on the return visit. Towards the end of the summer term Years 7 and 10 go on a cultural and study trip to France. The Italian students are offered study trips in the summer and autumn terms to Urbania, where they stay with local families, attend language lessons and do cultural activities.

Alison Pateman is a member of the MFL department at The Broxbourne School, a NACE member and Challenge Award-accredited secondary school and sixth form in Hertfordshire. She has been an MFL teacher for 25 years. She teaches French and German and has a particular interest in teacher and pupil creativity in language learning.

NACE associates Christine Chen and Lindsay Pickton are experienced primary English advisors, with a specialisation in supporting more able learners. In this blog post, they explain how grammar games can help to foster creativity, engagement with the composition process, and a lasting love of language.
 
If you’re not already using grammar games in your classroom, here are five reasons to start now…

1. They set a high bar for all learners

The great thing about grammar games is that they enable a “low threshold, high ceiling” approach to learning, enabling all learners to experience the possibilities of language manipulation. While some games offer potential forms of differentiation, the key – as with any learning – is having high expectations of all.

2. They’re fun!

There’s a common misconception that grammar is intrinsically boring and dry. Grammar games help to break this down, providing opportunities for teachers and learners alike to have fun with grammar, through activities including dice games, physical manipulation of sentence structures and simple drama strategies.

3. They put grammar in context

Grammar teaching and learning is commonly approached through isolated exercises, which may help some children with test preparation, but do little to support composition. Grammar games can be used to explore grammar in the wider context of language usage, making it more likely that learners will apply new learning and continue to experiment.

4. They encourage risk-taking

Collaborative grammar play transforms what could be a purely internal process into an enjoyable shared learning experience. When children experiment with application in writing following these collaborative games, they are more likely to take risks and to feel in control, in a joyful way.

5. They nurture a love of language

Playing with language fosters a love of it. This is important for all learners, including more able writers and communicators. Even if they don’t know the terminology, these learners are able to adapt sentence structures and vocabulary choices to achieve a desired impact on their readership. Grammar games further encourage them to take pleasure in exploring and developing their skills as young writers.

One to try: “Every word counts”

This is a dice game for manipulating meaning and exploring nuance through vocabulary choices. It’s one of the most popular and adaptable games we’ve invented; as children play, they experience tangibly the descriptive power of every word in a sentence. 
 
Create a six-word sentence, in which no word class is repeated, and list the word classes in order.

e.g. They played in their tiny garden.

1. Pronoun
2. Verb
3. Preposition
4. Determiner
5. Adjective
6. Noun

Throw a dice. With each throw, children must change the corresponding word in the sentence, and discuss (as a group or whole class) what has changed about the scene or story.
 
e.g. Throw a 4 – change the determiner:

• They played in their tiny garden.
• They played in her tiny garden.
• They played in the tiny garden.
• They played in this tiny garden.

 Learners discuss how changes made affect the meaning. With each change, how does the word choice affect the story?

Lesley Hill, headteacher of NACE member Lavender Primary School in North London, shares her school’s approach to ensuring the curriculum remains broad, engaging and meaningful – alongside a successful focus on good outcomes for all learners.

“Lavender” School conjures images of a delightful school in a leafy suburb. It is a delightful school, but we have our challenges. The number of children with English as an additional language, and of those eligible for FSM, are both above national averages. We also have a high number of children with need. However, challenges are not just about closing gaps, and when it comes to curriculum one particular challenge is to hold on to what is important.
 
In the late 80s, I was an advocate of themes, of helping children see links in learning and maximising creativity. Although I understood the need for a national curriculum (to avoid children potentially repeating the same topic year after year!), I had serious concerns about a rigid, dictated and narrow curriculum that would merely feed standardised tests.
 
A few decades (and curriculum reviews) on, and I don’t believe that prescription has to stifle creativity, or that children have to learn within a narrow framework to get results.

Empowering learners to make choices… and mistakes

For some years, most of our subject teaching has been done through cross-curricular topics and we insist on at least one pupil choice topic per year. Classes or year groups vote on different themes and teachers ensure that the statutory knowledge and skills are covered within the topic. In KS2, we aim to include children in the planning process by asking them to consider how the required topic content could be taught.
 
Our use of pupil voice helps to engage and motivate our learners, but we also want them to have ownership over their learning. The introduction of growth mindset five years ago made a marked difference in terms of attitude, and was particularly empowering for those higher-achieving learners who find it so hard to “get something wrong”.

Developing skills for self-evaluation and reflection

Learning to learn strategies were also embedded and this culture enabled us to introduce fast, effective feedback a year ago. Teachers do not write in any books, but mark verbally during lessons, through 1:1 or group conferencing. Children peer- and self-assess and write reflections on their learning against success criteria. The self-evaluative process needs higher-order thinking, and allows learners at all levels to develop those skills.
 
Meta-cognition is promoted through peer work and is particularly successful for higher achievers when working with lower achieving or younger children (such as through our Reading Buddy scheme). Talk partners are therefore picked randomly to allow a range of peer-work experience. Group and paired feedback has been successful across the curriculum. I opened a sketch book recently and read, “I spoke with my partner and we thought that I should put more shading and detail on the petals.” Our “drafting and crafting” approach is used across the curriculum, enabling children to reflect on all learning, not just the core subjects.

Encouraging creativity at home

The fact that we value all subjects is visible in our homework policy. Learners have the usual spellings and number facts to learn, but also work on given topic themes. Because the titles are quite open (such as “Enfield Town”), children can access them and deepen their learning according to their own starting points. On home-learning day, you might see children carefully manoeuvring a model volcano, clutching a home-made booklet about local history or a USB stick with a slideshow about chocolate. They might just have a sheet of notes that have been prepared for a “lecture”. They share these projects at school, paying special attention to their presentation skills, which are then peer- and self-evaluated.

Extracurricular experiences and engagement

Visits and outings are built into our curriculum. We develop enterprise and aspiration through trips to businesses and institutions, such as Cambridge University, and by inviting in key people. We value working with others, getting involved with school cluster creative projects wherever possible. Last year, we were able to buy in a British Sign Language (BSL) teacher from a partner school to teach sign language to every class from nursery to Y6. We also encourage entries to events such as the annual Chess Tournament and Mayor’s Award for Writing, and are in the process of organising a spelling bee across our partner schools.
 
Home-school partnerships are important to us. Family days, where parents come in and work alongside their children, as well as exhibitions and information fairs, help us to share our wider curriculum. One event saw parents being led on a tour through the WWI trenches and, last year, families came in to learn the school song (written by the children themselves). We also work to build wider community links through events such as bulb planting with the local park group, or charity choir performances. Our School Council representatives are confident and vocal when considering local and wider issues and how we can support others.

What does it all mean?

Lavender's results are very pleasing across all key stages. Our GLD, phonics, KS1 and KS2 combined outcomes remain above national figures, with progress data of our higher-achieving children being better than national in all subjects.

OK, so Year 6 do have to do practice tests and more homework than most, but you'll still catch them sneaking into my office during a unit on mystery texts, going through my bin, and desperately trying to work out if I'm actually a spy. Despite budget pressures, I will continue to find the money for Herbie's insurance (our school dog's work with the most vulnerable children is priceless) and I’ll always value our subject leaders for the passion and drive they bring to our curriculum.

Data will always be top of my agenda, but it's there alongside breadth, depth and enrichment. A broad and balanced curriculum doesn't have to be at the expense of good outcomes for our children.
 
Lesley Hill is headteacher of Lavender Primary School, a popular two-form entry school in North London, part of the Ivy Learning Trust and a member of NACE. She has taught across the primary age range and has also worked in adult basic education and on teacher training programmes. Her current role includes the design and delivery of leadership training at middle and senior leader level, and she also provides workshops on a range of subjects, such as growth mindset and marking. Her book, Once Upon a Green Pen, which explores creating the right school culture, is due to be released early next year.