Learning Design and Development
Build your school's capacity to develop students' competencies over time. With your teachers, we design and try out teaching approaches they can keep using and improving, from a single unit to progression across year groups. You gain materials and experience of using them in your own setting.
- Tasks and tools for specific learning at your school.
- Agreed roles for teachers and practitioners.
- A pilot, refinements and materials for continued use.
- Who it is for
- School leaders and teachers
- Terms
- We’ll agree the scope and price for your brief.
What we can create together
We choose a specific brief based on your school's needs. These areas can be combined in one project.
Teachers gain experience of preparing, facilitating and evaluating the learning. A shared pilot shows what helps students and what needs adjusting for continued use. It informs what the school team can take over and where further support is needed.
A cross-curricular unit or a new subject
Would you like to connect several subjects through a real task? We prepare learning objectives, student tasks, a sequence of activities and a facilitation plan. You receive a plan for a specific year group, including materials, the expert's involvement and opportunities for feedback and reflection.
Learning progression across year groups
Would you like to build systematically on students' first experience? We design how expectations for independence, collaboration and project work develop as students progress through school. You receive a progression map, objectives for each stage and a plan for connecting them with subjects and practice.
A teacher and practitioner working in tandem
Would you like a practitioner to work with your students? With the teacher and expert, we prepare a shared task, agree roles and plan their preparation and facilitation. You receive a plan for this collaboration, guidance for the mentor and a process for reviewing the experience together.
Teaching tools and formative assessment
Do you need support with facilitating learning and tracking progress? We design tasks, worksheets, criteria, observation prompts and resources for self-assessment, feedback and reflection. We try out a selected set in the classroom and refine it based on students' and teachers' experience.
We start with what needs to change in learning.
With leaders and teachers, we review current teaching, students' work and what you have already tried. We identify specific objectives for students' development, the support teachers need and a scope the school can put into practice.
We connect the objectives with the relevant Czech Framework Education Programme (RVP) and your School Education Programme (ŠVP). We agree in advance what to observe during the pilot, such as how students explain their decisions, share responsibility or use feedback.
From a brief to learning you can keep developing
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Agree the brief and objectives.
We agree who we are designing the learning for, what we want to change, who will take part and how we will assess the experience.
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Develop the design with teachers.
We prepare tasks, materials, the sequence of activities and roles for the teacher and practitioner. We identify opportunities to observe learning and ways to work with students on feedback.
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Try out a selected part.
We involve students, teachers and a practitioner within the agreed scope. We gather samples of work and participants' experiences to review together.
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Refine the design and hand over the materials.
We review the experience, refine the materials and write recommendations. We agree what the school team will take over and where it needs further support.
We agree the brief, deliverables and people's involvement.
We agree the first part of teaching to develop, people involved, estimated effort and rates. We bill for actual time worked. Further work is shaped with your school team by classroom experience and budget.
We can start with a single unit, a set of tools or part of a longer programme.
What the school prepares
Describe your needs, experience so far and practical conditions. Select the teachers who will take part, and we agree time for joint preparation, work with students and evaluation.
What we prepare
The design and agreed materials, facilitation of joint preparation, pilot support and recommendations for continued use.
How we involve a practitioner
Before starting, we agree the topic, the specific expert, their preparation and their role alongside the teacher. We can build on a partnership your school already has.
Support for teachers as the work continues
We can include preparation for teachers and mentors according to what they need for the learning they will facilitate.
Standalone workshops and courses help teachers develop a specific aspect of their practice. The Učitelé z Marsu community offers a place to keep sharing classroom experiments and exploring next steps.
Questions before booking
Do we have to change all our teaching at once?
No. We can start with a selected part and choose further steps based on the pilot experience.
Who takes over after the pilot?
We agree in advance what the school team will take over and what further support it needs. The design builds on the people and time available at the school.
How do you approach competence assessment?
We will design criteria and resources for observation, self-assessment and feedback for your learning activities, and test their usefulness in an agreed pilot. We developed our own methodology for assessing competence development while working on EduCanvas; its pilot at OA Heroldovy sady is in preparation.