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Yes it was useful as it has given experience in curriculum design and collaboration with others has given us ideas and perspectives that we might not have thought of ourselves.

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It has been beneficial to work with a specialist subject teacher and gain a different perspective

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Not very as
- primary wouldn’t really use it
- secondary would struggle to implement it

Was useful in getting different perspective, however the work felt unnecessary we feel time could have been better spent elsewhere

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It was useful to hear about other people's experiences and how they would approach topics. It was useful to be able to build upon each other's opinions to create a sequence of lessons with a wide variety of ideas.

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It was useful to hear about other people's experiences and how they would approach topics. It was useful to be able to build upon each other's opinions to create a sequence of lessons with a wide variety of ideas.

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Gaining subject knowledge from secondary peers, especially in science and technology.

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I have gained biology knowledge from the secondary students

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Just from talking to eachother learnt different experiences

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Useful to have the perspective of teachers in the primary setting who teach a range of subjects and collaborating with depth of knowledge from secondary

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We gained an understanding of different pedagogical approaches. Deepened our understanding of the Curriculum for Wales and CCR links

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We gained an understanding of different pedagogical approaches. Deepened our understanding of the Curriculum for Wales and CCR links

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Three days was too much time, two days maximum would have been enough. Having the days together would have been more helpful for consistency with the plan.

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Do it in 3 consecutive weeks was too far apart couldn’t remember who was in our group each time. Forgot what we were doing. More beneficial if closer

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Collaboration skills, working with others, team work skill

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I think that being able to communicate with peers from both the primary and secondary cohorts has contributed to my learning as an NQT as we have been able to discuss teaching strategies and lesson ideas

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Different tasks that we can use in class.
Approaches and resources through sharing different ideas in the group.

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Being able to apply this to our practices. 

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Being able to apply this to our practices. 

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Understanding how to produce a sequence of lessons that show progression of year 6 learners to year 7

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Understanding how to produce a sequence of lessons that show progression of year 6 learners to year 7

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I think collaborating again within our group but allowing primary colleagues to have a more prominent voice, to allow  secondary colleagues within our small group to gain a more sensitive approach to pedagogy.

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I would like to hear about the strategies that different schools are using to implement the new curriculum design

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With the workload from CP's and assignments, this was a distraction.
Would have been more beneficial to have worked on this at the end of the course in a block of time.

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Could be 2 days earlier on in the course (closer together) so that some ideas could be used during training year.

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The sessions were spaced too far apart to remember what we had done. We had to take a lot of time reminding ourselves in order to move our plan forward.

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The sessions were spaced too far apart to remember what we had done. We had to take a lot of time reminding ourselves in order to move our plan forward.

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I think that considering secondary has been helpful for me.
However, using the resource we made is not likely as the schools we will be in may have their own ideas and curriculum.

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1. We have trialled it (in terms of designing) so have a better understanding of the limitations and what to watch out for

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Understanding how to plan and engage with a transition project as a KS2 teacher. 

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Understanding how to plan and engage with a transition project as a KS2 teacher. 

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Collaboration with different disciplines and with each other.
Critical thinking of the purpose of the learning  - not putting stuff together for the sake putting in cross curricular activities

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The ability to map progression of learning, using cross-curricular ideas and considering how to ensure the ideas are always centres around an engaging activity to maximise participation

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Shared document

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how to do this, in a school setting, in the context of the school more geared towards their learners.

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Understanding the methods that schools are using when creating their curriculum and how to implement it within the classroom

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Understanding the methods that schools are using when creating their curriculum and how to implement it within the classroom

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There were different opinions and approaches to teaching and learning within our group. We respected what others had to say, and building it with advice from our experience, rather than correcting them. Trying to get others to see the ideas from our point of view rather than dismissing their idea.

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Absence and gaps in sessions made it difficult to begin each time.
Worksheets helped but it required a lot of reading at the beginning to remember what we had done. We briefed people who were absent at the beginning of the session as well using the worksheet.

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It has helped us deal with different characteristics of teachers that we will inevitably encounter in our careers. This has developed our skills in how to deal with these situations professionally.

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The visions will vary from school to school, learning how to apply the curriculum to a range of visions will help us progress as practitioners.

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For secondary - a better understanding of how we can use primary information to plan engaging activities
For primary - better understanding of how to set them up for secondary learning