Facilitator Guide CONCEPT BRIEF PART 1 / VISION

1. Facilitator Guide CONCEPT BRIEF PART 1 / VISION

2. CONTENTS PAGE 0.01 0.00CONTENTS 1.00INTRODUCTION 2.00 INPUT & PREPARATION 3.00SESSION OUTLINE 4.00TOOLS & SUPPORT MATERIAL 5.00SLIDES 6.00OUTPUT 7.00NEXT STEPS 1 5 2 3 4 5 6 7

3. INTRODUCTION 0 This is a key session to ensure the school has articulated a vision that galvanizes people and the project. It may be the case that the school has already done some work on Vision in preparation for a building project. This does not necessarily replace what they have done, but creates a concise sense of where we are going, based on the output from the previous Personalised Learning session. The output of this informs the Whole School Practice, where we will be asking, “What systems and structures would best support your vision?” 1.00 5 2 3 4 5 6 7

4. INTRODUCTION / CONCEPT BRIEF PART 1 Concept Brief Part 1 is the first design stage, focussing on developing the educational vision and strategies to base the physical design upon. The Baseline phase output will be used within this phase, and several elements such as Personalised Learning will be revisited to look at future practice. The final part of this stage, the Whole School Practice, will form a complete analysis of how the school systems and structures can be organised, that the Concept Brief Part 2 will depend upon. 0 1.01 5 1 2 PROJECT INITIATION SPACE FOR PERSONALISED LEARNING 2 3 CONCEPTBRIEFPART 2 SPACE FOR PERSONALISED LEARNING BASELINE CONCEPTBRIEF PART 1 4 3 DETAILEDDESIGN IMPLEMENTATION SPACE FOR PERSONALISED LEARNING 5 4 SPACE FOR PERSONALISED LEARNING CHANGE MANAGEMENT & EVALUATION 6 7

5. INPUT & PREPARATION 0 A number of flip charts need to be prepared in advance. In addition, the Values output from the Baseline session will be required. 1 5 2.00 3 4 5 6 7

6. INPUT & PREPARATION / FLIP CHARTS / VISION BUILDING QUESTION 1 This session requires a number of flip chart sheets, which can be prepared in advance. Each one will need a key question, the full list of which can be found on page 3.05. Question 1 provides two areas: an area for putting all the post it notes, and then an area to writethree consolidated statements that answers the question and consolidates the ideas on the post it notes. FLIP CHART 0 WE WANT ALL YOUNG PEOPLE TO BECOME… 1 5 POST IT NOTE 2.01 POST IT NOTE BRAINSTORM AREA POST IT NOTE 3 4 5 “ “ “ 6 CONSOLIDATED STATEMENTS 7 ” ” ”

7. INPUT & PREPARATION / FLIP CHARTS / VISION BUILDING QUESTION 2 Question 2 provides two areas: an area for putting all the post it notes, and then an area to writefour consolidated statements that answers the question and consolidates the ideas on the post it notes. FLIP CHART 0 THROUGH A FOCUS FOR LEARNING ON 1 5 POST IT NOTE 2.02 POST IT NOTE BRAINSTORM AREA POST IT NOTE 3 4 5 “ “ “ “ 6 CONSOLIDATED STATEMENTS 7 ” ” ” ”

8. INPUT & PREPARATION / FLIP CHARTS / VISION BUILDING QUESTION 3 Question 3 provides two areas: an area for putting all the post it notes, and then an area to writefour consolidated statements that answers the question and consolidates the ideas on the post it notes. FLIP CHART 0 …WITH MEASURABLE OUTCOMES OF… 1 5 POST IT NOTE 2.03 POST IT NOTE BRAINSTORM AREA POST IT NOTE 3 4 5 “ “ “ “ 6 CONSOLIDATED STATEMENT 7 ” ” ” ”

9. INPUT & PREPARATION / FLIP CHARTS / VISION BUILDING QUESTION 4 This session requires a number of flip chart sheets, which can be prepared in advance. Each one will need a key question, the full list of which can be found on page 3.05. Question 1 provides two areas: an area for putting all the post it notes, and then an area to writethree consolidated statements that answers the question and consolidates the ideas on the post it notes. FLIP CHART 0 WHEN WE ACHIEVE THIS, THE FOLLOWING SCENARIOS WILL ROUTINELY HAPPEN: 1 5 POST IT NOTE 2.04 POST IT NOTE BRAINSTORM AREA POST IT NOTE 3 4 5 6 7

10. SESSION OUTLINE 0 The session is structured to take 2 hours, and is designed to be run with a champion group of about6to8staff maximum. It contains of five main sections. 1 5 2 3.00 4 5 6 7

11. SESSION OUTLINE / SUGGESTED FLOW PERSONALISED LEARNING 03 0 INPUT: VALUES OUTPUT FROM BASELINE, PRIOR VISION WORK 1 5 01. INTRODUCTIONA brief introduction. 04. VISION BUILDINGAn exercise aimed at building a concise and well articulated learner centredvision. 03. VALUES REVIEWA review of the output from the Values session of the Baseline. • 02. VISION AND STRATEGY FRAMEWORKA series of slides providing a framework to work towards. 2 3.01 05. WRAP UPClosing summary. 4 5 6 7 OUTPUT: VISION, BIG IDEAS, DAYS IN THE LIFE

12. SESSION OUTLINE / 01 INTRODUCTION 05 MINS FULL GROUP CRITICAL RECOMMENDED 0 AIMS To explain the session BREAKDOWN Within this section, it is important to stress that this is not to replace any existing Vision work they have done, but to challenge it further and support the project, as well as feed into the personalised learning focus. CUTTABLE 1 5 OTHER RESOURCES None 2 3.02 4 5 6 7

13. SESSION OUTLINE / 02 VISION FRAMEWORK 15 MINS FULL GROUP SLIDES CRITICAL RECOMMENDED 0 AIMS To provide a context around how values, vision and strategy fit together. BREAKDOWN The facilitator should use the slides to explain vision. The slides provided give a context for vision and strategy work that lay a foundation for the work we do here. Their aim is purely to give a mental model and demonstrate how vision, values and strategy fit together. This should be explained as the slides themselves do not instantly transfer across to a school. Instead, the facilitator should make the link that these things are underlaying the approach we are looking to take today, but we have taken some shortcuts in getting there. In principle, however, we are looking to stimulate progress which preserving the core of who we are, and then articulate the possibilities in order to motivate ourselves and others in the project. CUTTABLE 1 5 OTHER RESOURCES Speakers 2 3.03 4 5 6 7

14. SESSION OUTLINE / 03 VALUES REVIEW 5 MINS FULL GROUP SLIDES CRITICAL RECOMMENDED 0 AIMS To present back the values work from the Baseline. BREAKDOWN The values work from the Baseline session should be briefly presented back. This puts the following questions in some sort of context, since we’ve indicated that the values remains the core of who we are, so should the following questions be answered with the values kept in mind. CUTTABLE 1 5 OTHER RESOURCES Values output from Baseline 2 3.04 4 5 6 7

15. SESSION OUTLINE / 04 VISION BUILDING 85 MINS FULL GROUP SLIDES CRITICAL RECOMMENDED 0 • AIMS • To capture a sense of vision. • BREAKDOWN • This session comprises a number of questions, all of which are also provided on the slides. • We want all our learners to become… • …through a focus for learning of… • …with measurable outcomes for students of… • If we achieve this, the following scenarios will routinely happen: • A day in the life of a learner will look like this:: • Questions 1, 2 and 3 should be answered using the prepared flipcharts, and follow a brainstorm and consolidation model thus: • Give the full group of 6 to 8 people a flip chart with the question on, and some post-its • They have 5 minutes to collectively put down as many thoughts as possible onto post-its to answer the question • 5 minutes to discuss, consolidate and reflect • 5 minutes to create a short draft consolidated statement answering the question (these may be several statements depending on the question) • Question 4 requires no consolidation – they should keep all their ideas. It also uses a prepared flipchart. • Question 5 should be encouraged to be answered in a flexible manner. They may decide to storyboard it. They may decide to write a narrative, or draw a diagram. This could take place in small groups or as a whole group depending on how many people you have. CUTTABLE 1 5 OTHER RESOURCES Flipshart paper Post its (lots) Market pens 2 3.05 4 5 6 7

16. SESSION OUTLINE / 05 WRAP UP FULL GROUP 05 MINS CRITICAL RECOMMENDED 0 AIMS To bring the session to a close. BREAKDOWN This is a brief and informal wrap up. The facilitator should thank the staff for their input and attention, and should explain that: CUTTABLE 1 5 OTHER RESOURCES None 2 3.06 4 5 6 7

17. TOOLS & SUPPORT MATERIAL 0 No tools or support materials are required for this session. 1 5 2 3 4.00 5 6 7

18. SLIDES 0 A set of slides are provided. 1 5 2 3 4 5.00 6 7

19. SLIDES /VISION FRAMEWORK 5.01.01Vision is important to provide direction. The two quotes here, both from very different time periods, show the importance of vision to both individuals, and to organisations. It’s the same thing: to understand the destination first, in order to work out how to get there, second. 0 1 5 2 3 5.01.02There are many different ways of considering vision, what it means and what its purpose is. We’re adapting a framework taken from a six year research study into long lasting successful organisations, called Built to Last, by Jim Collins. 4 5.01 6 7 Circulation / Corridor Space at rear of school

20. SLIDES /VISION FRAMEWORK 5.02.01 The vision comprises of two parts that act in synergy. The core ideology is about who an organisation is, and always will be. The envisioned future is about stimulating it’s next ten to fifty years. 0 1 5 2 3 5.02.02 The core ideology, then, is about timeless principles. They will never change. If you were asked what your school stood for in 50 years, this is still at the heart of it, regardless of senior leadership changes! The envisioned future, however, is shorter term, but still long term, and is about setting in place a long term look at what you want to become. 4 5.02 6 7 Circulation / Corridor Space at rear of school

21. SLIDES /VISION FRAMEWORK 5.03.01 If we look further into this, we can see that Core Values should be timeless. That is why we did values in the Baseline session, to discover what you are, not what you want to become. Attached to this is core purpose. Why do we exist? This should be a big, flexible purpose that is not fixed to specific strategies but nonetheless is meaningful and inspiring. 0 1 5 2 3 5.03.02 An example of a non school organisation than has been very successful over the past decade is Starbucks. Starbucks is about selling coffee, but it requires physical stores to do so. The word coffee, however, does not enter into anything about its vales, purpose, goal or visualised future. They are all bigger examples. 4 5.03 6 7 Circulation / Corridor Space at rear of school

22. SLIDES /VISION FRAMEWORK 5.04.01 Once we know who we are and what we are going to do, we can think about how we are going to do it – the strategy. 0 1 5 2 3 5.04.02 Strategy, too, may have a number of components. The strategic routemap is about figuring out how to get there. The basecamps are the stops on the way you make to mark progress. Focus areas express systems and structures we focus on to get to the goal in the 1-5 year range, and Big Ideas are about external possibilities you can bring to achieve the vision. Outcomes are about measuring your progress. And finally, year plans are the tactics to get there. We will not be dealing with these aspects within this as they are too short term and should be regularly reviewed and set. 4 5.04 6 7 Circulation / Corridor Space at rear of school

23. SLIDES /VISION FRAMEWORK TO VISION BUILDING 5.05.01 Yet we’re not a corporation, but a school. Our purpose is centred in providing a learning service for young people. So we need to put the learner at the heart of our system, and then consider the vision, and the strategy (which we call Whole School Practice). This is what this session starts, with Vision, and the next two sessions continue, with Whole School Practice. 0 1 5 2 3 4 5.05 6 7 Circulation / Corridor Space at rear of school

24. SLIDES /VISION BUILDING 5.06.01 The following five slides simply act as prompts of the main questions within the Vision Building section of the session. 0 1 5 2 3 4 5.06 6 7 Circulation / Corridor Space at rear of school

25. OUTPUT 0 The facilitator should capture any stages of output in the session, and produce for the Concept Brief report: A narrative providing an executive summary of the session from an expert point of view. This should be written in full third person English such that it can be given to others connected with the work (but not present) and that they could gain a good sense about key discussions held within the session. Any stage by stage output / flip chart pages, using templates provided. These should also have a short narrative explaining any key points and any wording used on, for example, the flip chart pages must be self explanatory. Suggested templates for this output follow. 1 5 2 3 4 5 6.00 7

26. OUTPUT / INTRODUCTION Insert an executive summary narrative of the Personalised Learning session here, including any major themes and observations. 0 1 5 2 INSERT PHOTO OF THE SESSION IN PROGRESS HERE 3 4 5 6.01 7

27. OUTPUT /VISION BUILDING 1 0 WE WANT ALL YOUNG PEOPLE IN OUR SCHOOL TO BECOME… 1 5 2 ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE 3 4 5 6.02 7

28. OUTPUT /VISION BUILDING 2 0 …THROUGH A FOCUS FOR LEARNING ON… 1 5 2 ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE 3 4 5 6.03 7

29. OUTPUT /VISION BUILDING 3 …WITH MEASURABLE OUTCOMES FOR ALL STUDENTS OF… 0 1 5 2 ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE 3 4 5 6.04 7

30. OUTPUT /VISION BUILDING 4 WHEN WE ACHIEVE THIS, THE FOLLOWING SCENARIOS WILL ROUTINELY HAPPEN 0 1 ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE 5 2 3 4 ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE 5 6.05 ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE ENTER OUTPUT STATEMENT HERE 7

31. OUTPUT /VISION BUILDING 5 Inset day in the life here. Inset day in the life here. 0 1 5 2 3 4 5 6.06 7

32. OUTPUT /VISION BUILDING 5 Inset day in the life here. Inset day in the life here. 0 1 5 2 3 4 5 6.07 7

33. NEXT STEPS 0 The Whole School Practice session will follow with the staff, answering the question, to realise our vision, what are the best way we could design systems and structures at a whole school level? 1 5 2 3 4 5 6 7.00

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