What difference do Personal Capabilities make?
Is this only applicable to Science?
Are any materials or resources available to get me started?
What else is happening?

What difference do Personal Capabilities make?

The most powerful evidence is given by teachers and children themselves.

‘This work has impacted on more children than any other initiative, across the whole range of ability, and it has inspired staff in a way that I have never experienced before.’ (Broad Oak Primary School, Manchester)

‘Children have responded very positively to PCs. They have been very aware of what is expected of them and some have become particularly good at thinking about which PCs might be relevant to a particular task. They have learnt to value the way they work, not just rushing through to complete a task. Behaviour is generally improved when there is a focus on PCs as children reflect more on their attitudes to others.’ (Tinsley Primary School, Sheffield)

‘It has made the children more aware of the fact that success is not just achieved through exam results – it is helping to raise their self-confidence.’ (Stetchford Primary School, Birmingham)

‘Alongside work on thinking skills and accelerated learning this project has formed one of our key targets on this year’s School Development Plan. We are very keen to develop the independent learning skills of the children. We can see clear links between these other areas and PCs and aim to link them all together. We are currently evaluating some of the suggested ways of working in these to integrate them with our PC work. A very practical example is the way we have extended our use of learning intentions in each lesson to include success criteria so that the children are able to evaluate their own work – again linking into PC development.’ (Blackburn School, Rotherham)

‘Children are more aware of the skills that they need to succeed when carrying out collaborative tasks. They work on an individual capability for a fortnight within science lessons. During a recent lesson observation it was noted, by the head teacher, how well they worked together in a group.’ (Hollyfields Primary School, Birmingham)

Is this only applicable to Science?

No. Although Together We Learn focused priority on developing PCs through Science, it is inevitable that these skills and capabilities are generic and applicable across the curriculum and whole school context.

Much of the work and many of the projects run in schools have used science as a driver for the PCs, but complemented additional time and focus through Circle Time, PSHE, Religious Education, Literacy and Numeracy. Obvious links with Physical Education and the Humanities subjects can also be found.

Schools taking PCs at a whole school level have moved from a Key Stage 2 focus to Key Stage 1 and Foundation Stage, using assemblies to complement PCs development

Are any materials or resources available to get me started?

A range of training courses/events, classroom display materials, games and projects are available and an exciting new publication on Key Stage 2 Personal Capabilities is due for release by the Centre for Science Education, Sheffield Hallam University.

‘… during the spring term, a ‘personal capabilities’ science based project is undertaken in Year 5 in conjunction with the Centre for Science Education at Sheffield Hallam University and timetabled for a minimum of five hours per week. Although the project is cross-curricular in nature and includes mathematics, literacy and design and technology, the main focus is on science. Overall, the project guidelines from the Centre for Science Education are excellent and focus on a space adventure entitled ‘Out of this World…’

OFSTED Report, Ward End Primary School, February 2004

For further information about Key Stages 1, 2 and 3 visit the website at www.personalcapabilities.co.uk or contact Dr Lynne Bianchi at the Centre for Science Education, Sheffield Hallam University, Howard Street, Sheffield, S1 1WB. Tel: 0114 225 4870 Fax: 0114 225 4872.

Email: l.m.bianchi@shu.ac.uk

What else is happening?

Dr Lynne Bianchi’s research and curriculum development with primary and secondary schools continues to further understanding into Personal Capabilities. Action Groups exist at both primary and secondary level to which new schools and teachers are willing to become involved.

Lynne’s work also extends to consultancy advice and development with the Northern Ireland’s Council for Curriculum, Examinations & Assessment, where her work is a key part of the new Revised Curriculum Strategy for Thinking Skills & Personal Capabilities.

Developments in the Manchester Personal Competencies Programme (Manchester Education Partnership) also draws on Lynne’s experience and consultancy in this area. In this work secondary schools are currently involved in establishing an accredited programme of subject-embedded skills & capabilities.

Enterprise Education Pathfinder Programmes at Key Stage 4 also incorporate the Personal Capabilities in LEA development projects.