Over the past twelve months, we have been developing our understanding of Task Design and how it can improve learning for all children.
A key question for teachers when planning is: What thinking do I want pupils to do? Once this is clear, tasks are designed to encourage and sustain that thinking.
At KVS, task design is centred around the principle of low floor, high ceiling. Tasks are accessible to all learners while providing opportunities for challenge. This ensures every child can engage successfully, think deeply and make meaningful progress in their learning.
Staff training for worksheet design to embed Task Design in children's independent practice.
Staff at KVS worked with Phil Bell to understand how to implement Task Design into our existing curriculum. We loved how their approach is research-driven.
Using visuals to support learners in accessing their learning is something that staff at KVS already prioritise: we love using Widgit and Noun Project to dual-code learning materials. The Task Design approach incorporates appealing, simplistic design with thought-out tasks, chunked into manageable (and progressive) parts.
All teachers attended training with Karl McGrath and Mary Myatt to explore how evidence-based visual design can make rigorous, knowledge-rich content accessible to all learners without sacrificing depth. From here, we were inspired to build on our lesson design documents to keep continuity in every lesson. Our slides, sheets and expectations also follow TPAT's Core 10.