PERMS Project Based Learning

MAYFLOWER COMMUNITY ACADEMY’S PROJECT BASED LEARNING CURRICULUM


Home Learning from MCA on Vimeo.

Our bespoke and creative Academy curriculum is delivered through ‘Project Based Learning’ experiences.

Staff use a bespoke planning model called, ‘PERMS Projects’, which is an extension of our Academy’s ‘PERMS Feedback’ and ‘PERMS Performance Management’ procedures. These procedures build on the global principles of ‘Project Based Learning’.

Our curriculum is sharply focused on the acquisition and development of core Maths, Science and English skills. These key skills are continuously developed and applied through creative real life ventures that all have a strong focus on the development of oracy and pupils ability to confidently deliver their chosen message.

Our curriculum is ever evolving and is designed to match the progressive needs of our community’s talents and interests. Projects also aim to respond, as well as shape wider world topics of significant importance.

CURRICULUM VISION:

To enable learners to:

become both self directed and self regulated with their learning behaviours,

be curious and authentic in their desire to impact positively on others,

develop a respect and empathy for differing opinions and viewpoints,

develop the ability to confidently articulate their own informed viewpoint,

continuously embed learning through a drafting process of plan, do and review,

value the progressive process of mistake making and risk taking,

understand and value the benefits that critical feedback and guidance have on personal development,

ultimately create learning that is both memorable as well as good enough to share.

CURRICULUMINTENDED OUTCOME:

Ultimately, the wider world benefits from the outcomes of our pupils learning. Beautiful work is crafted and produced. Our community genuinely recognise the importance of this work as well as the effort that went into producing it. Pupils and their extended learning community are made to think, become curious to learn more whilst developing ‘sticky memorable learning.’ Portfolios of learning, created by pupils and their families, share the learning process in the form of visual and auditory learning journeys. Portfolios show clear evidence that pupils desire, dream, plan, do, review, make mistakes, reflect and continuously grow and adjust to the changing demands of the wider world. Learners execute ideas with excellence and are armed with the tools to both respect others opinions but also the confidence to blaze their own trail, stand up, clearly articulate their thoughts and make a difference to causes that are bigger than their immediate personal circumstance.

HOW ARE THE INTENDED OUTCOMES ACHIEVED?

Educators work in partnership with both pupils and their extended learning community, to design project based learning experiences that enable learners to personally as well as collectively grow more in tune with their hopes, dreams and fears.
Educators facilitate learners to become actively engaged in the creative process of creating their wider world and immersing themselves in purposeful authentic projects. Educators build bespoke curriculums that builds on the talents and interests of stakeholders whilst meeting the needs of its community.

Educators keep a clear and relentless focus on core standards. In order to thrive as confident life long learners we believe that pupils need to have the basic skills to access the world and be confident about shaping their own destiny.

Mayflower’s learning curriculum builds on enhancing pupils ability to self regulate through Mayflower’s model of Positive Learning Behaviour. Mayflower’s, ‘Together we can…’ ethos is enabling. It encourages all pupils to, enjoy learning, want to achieve their best and remain curious about their world.

Educators look to give the pupils the stage, to inspire them and offer positive role models that create can do cultures, valuing and respecting the wonderfully unique viewpoint that children offer the world.

Learning is challenging, and is designed by Educators who look to blend Science and Design together making learning both real and useful beyond the school gate.

All stakeholders review the impact of projects through different lenses that look at the impact of the planning stage, doing stage and reviewing stage. Reviews focus on:
• the outcomes for pupils – Attainment / Progress,
• the development of PLB engagement and desire to be challenged
• pupils thirst for learning,
• the Impact on others through moral imperative and developing finance / entrepreneurial vision and flare.

Mayflower’s curriculum model of PERMS Projects works within clear non-negotiable standards that allow for linking themes in learning whilst dialling back into to core skills.

Non–negotiables:

• core basic Maths, Science and Literacy skill development
• past vs present (History)
• here vs there (Geography)

Key Skills:

Compare / contrast / investigate and test / hypotheses / opinion vs fact / methodically plan / question and answer / BLOOMS Taxonomy / Solo Taxonomy for MASTERY

PERMS Project cycle:

• Plan – audit stage
• Plan – to succeed
• Do – mini projects leading towards an end product/performance/ SHARE
• Review
• Repeat…

The principles of a successful PERMS Project:

PERMS Projects continuously,
• Facilitate – Authentic role play
• Facilitate – Purposeful real life study with opportunities for entrepreneurship
• Facilitate – Personalised challenge and content
• Facilitate – Sharing of both process and product with others ‘SHARING is CARING’ “There’s an APPS for that!”

Authentic Role Play: Pupils will assume a role, develop a deeper understanding and sense of empathy for differing viewpoints.

Purposeful real life study: The pupils will develop a deeper understanding and engage with the learning through real life experiences? (Model and Images)

Purposeful personalised study: The pupils will be appropriately challenged and motivated to develop a thirst for learning?

Sharing process and product: Pupils will SHARE their learning, review their progress and positively impact on others?

Pupils develop an intrinsic sense of worth and motivation, moving through a process of multiple drafting, editing and gaining external guidance and feedback on their learning.

PERMS Feedback procedures work in tandem with PERMS Projects and enable all contributors to the learning process a vehicle that engages them in positive and meaningful conversations about how best to develop and improve. Working within the structure of PERMS Feedback creates opportunities for pupils to reflect, persevere and become critical of both their own and their peers work. Pupils learn to understand how to share and value feedback. They strive to constantly improve.

Pupils value and take pride in mistake making. Pupils are exposed to learning experiences that develop resilience and that promote the benefits of taking calculated risks within their Project Based Learning experiences. Pupils become resilient and understand how to craft beautiful work, that is both memorable as well as, ‘Good Enough To Share.’