dc.contributor.author	Newton, Gail	en
dc.coverage.spatial	United Kingdom of Great Britain and Northern Ireland	en
dc.date.accessioned	2023-04-22T07:55:10Z
dc.date.available	2023-04-22T07:55:10Z
dc.date.issued	2009	en
dc.description.abstract	Background: The purpose of the study was to explore ways to implement a more continuous curriculum and create confident creative learners with a personal vision and developing appreciation of life, through whole-school involvement and belief in the project, CPD sessions, and access to key resources. Aims: The main aim is to develop a whole-school approach to create confident and creative learners through dialogue, evaluation, and CPD sessions. Methods: The participants in this project were the whole school community, including teachers, administrators, and students, who worked together to create a creative and confident learning environment. The project used whole-school involvement, dialogue, evaluation, CPD, and observations to develop a joint vision of Creative Confident Learners. Time was essential to think, discuss, and challenge. Findings: The main findings are that whole-school involvement and belief in the project, along with time and CPD sessions, are essential for successful implementation of creative and confident learning. CPD should focus on adult engagement and practitioner observations. Implications: The findings suggest that a continuous curriculum, with high levels of involvement and self-esteem, can have a positive impact on pupil learning, teaching, transition, inclusion, performance management, community cohesion, equality and diversity, special educational needs, G&T, and school organization and leadership. Whole-school involvement and belief in the project, as well as access to key resources and CPD sessions, are essential for successful implementation.	en
dc.identifier.uri	https://hdl.handle.net/20.500.14069/214
dc.language.iso	en	en
dc.source	https://webarchive.nationalarchives.gov.uk/	en
dc.subject	Primary education	en
dc.subject	Behaviour and attendance	en
dc.subject	Creativity	en
dc.subject	Transfer and transition	en
dc.subject	Citizenship	en
dc.subject	PSHE	en
dc.title	Seamless transitions: Supporting continuity in young children's learning	en
dc.type	Research Report	en
lrmi.educationallevel	ISCED Level 0 Early childhood education	en
lrmi.educationallevel	ISCED Level 1 Primary education	en
lrmi.targetname	isced13::Personal skills and development	en
lrmi.targetname	isced13::Social sciences, journalism and information:Social and behavioural sciences::Political sciences and civics	en
lrmi.typicalagerange	3-11	en

Seamless transitions: Supporting continuity in young children's learning

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