The research programme is ongoing within the Centre for Science Education, lead by Dr Lynne Bianchi. Much focus is given to utilizing action research approaches, involving teachers in the development and trialing of ideas in order to maintain a grounded and realistic approach to the progressive development of Personal Capabilities with the classroom, the school and the community.
A progressive approach
The early development of Personal Capabilities starts in the Foundation Stage and permeates the primary school curriculum. Learning outcomes for each capability are defined, made explicit, infused and progress monitored and assessed on a cross curricular platform.
Children working at Key Stage 1 (4-7 years of age) encounter short objective statements to enable them to explore, develop knowledge and understanding of an area of the PCs. Often a cross-cutting approach is taken at this age not to present children with an overwhelming number of objectives. Examples are, for instance for Year 1 (5-6 year olds):
| Year 1 | to talk about your ideas | Working with others |
| to be kind to others | Communication | |
| to try to sort things out | Problem Solving | |
| to ask questions | Creativity |
By upper Key Stage 2 (7-11 years of age), the capabilities are progressed to more challenging statements, for instance for Year 5 (children of 9-10 years) teachers may use:
| Year 5 | to share opinions and new ideas with others | Communication |
| to be an active listener | ||
| to seek advice and stay motivated |
Tenacity |
|
| to co-operate with others | Teamwork | |
| to keep track of what I am doing | Self Motivation | |
| to organise and plan how to go about a task | ||
| to help reach agreements with others | Problem Solving | |
| to know what I do well in | Self Image |
The Personal Capability Research Programme has found most success where teachers and schools have used the suggested frameworks and adapted and tailored them to their own needs, however maintaining the overall process and principles of a PC approach to learning.
Research has shown us that by Key Stage 3 and 4 (11-16 years of age) pupils are ready to explore the interrelationships and links between the PC areas. At this point in their learning career we look towards encouraging learning in the areas of Collaboration, Thinking and Self Belief, and at KS4 and above the exploration of Young Leadership and Personal Responsibility.
A progressive framework that cuts across KS3, 4 and beyond is now under trial, enabling teachers to explore the skills of Collaboration, Thinking and Self Belief at Award, Certificate and Diploma levels.
From this work, the development of a STEM Leadership Qualification is presently underway which will enable the national accreditation of such PCs in the context of Science, Technology, Engineering and Mathematics. This development will potentially take the form of a BTEC Short Course.
Key Research Programmes that have informed our thinking are:
Dr Bianchi's Doctoral Programme
Bianchi, L. (2002) Teachers' Experiences of Teaching of Personal Capabilities through the Science Curriculum, Sheffield: The Centre for Science Education.
The Together We Learn Programme (2002-4, funded by the AstraZeneca Science Teaching Trust)
'Together We Learn' used reflection and innovation within teaching, learning and assessment of Science to provide a basis the developing children's Personal Capabilities. The programme involved 18 primary schools in the Birmingham, North West and North East regions of England.
Selected reports available for download at the bottom of this page
Bianchi, L. (2004) Together We Learn 2: Summative Project Report (July 2003-2004), Sheffield: The Centre for Science Education
Presented to the AstraZeneca Science Teaching Trust by the Project Management Team
Bianchi, L. (2003) Together we Learn: Summative Project Report (July 2002-July 2003), Sheffield: The Centre for Science Education.
Presented to the AstraZeneca Science Teaching Trust by the Project Management Team