swedish model

Between August and January 2018 we, the CGL 4 VÄSTERÅS Project team, will work collaboratively to develop CGL across our schools.

Participant schools include:

  • Malmabergsskolan (Eva Herdevall – principal)
  • Brandthovdaskolan (Grete Gran-Blom – principal)
  • Bjurhovdaskolan (Lolan Sjuls – principal)

The project coordinator within VÄSTERÅS is Michael Fredqvist and principal trainer is Rob Gratton. 

Teachers will work in Year teams (4,5,6) across the three schools following a common theme/concept –

  • Vikings
  • Humans/Humanity
  • Natural Resources

and a common Driving question –

  • Could you survive in ‘Viking’ Sweden?
  • What does it mean to be ‘Human’?
  • How can you save our world? 

An initial outline of the project phases can be found here:

Theme Period A – 6 weeks of taught class time

  • 10-11 Aug, 2017 Training Days 3 and 4 (see programme here)
  • Week 33 (Wed) School start with pupils for academic term
  • Week 34 Continued planning ahead of start-up of Theme Period A in week 35
  • Week 35-40 Theme period A with CGL in respective class (delivery, journalling, filming practice)
  • Week 39 Questions forwarded to RG to discuss through SKYPE meeting
  • Thursday 14th September SKYPE-meeting with RG on a joint day for competency development
  • Week 41 Joint evaluation of Theme period A. Send questions to RG

Theme Period B – 5 weeks of taught class time

  • Week 42-43 Planning ahead for start-up of Theme Period B
  • Week 44 (Tues) SKYPE-meeting with RG/joint planning for theme period B
  • Week 45-50 Theme Period B with CGL in respective class
  • 29 November SKYPE-meeting with RG on a joint day for competency development
  • Week 51 Joint evaluation of Theme period B. Send questions to RG
  • 8-9 Jan, 2018 Robert Gratton visiting for two days

Resources to support all activities within each school across this project can be found through this ‘portal’ page. This page will also be used as a means in which to pose questions, challenges and tasks to the collective group throughout the project.

This page can also act as a means to share resources between each of the schools, thus enabling a central location for our activities.

Questions you may have during the project can be sent using the form below

Scroll down to find links to access resources for this project. 


A copy of the Prezi used throughout the training can be found here. It will be updated with each new session. (Click here to view)

Creating the Collaborative Learning Group

Using class lists teachers will engineer 4-5 Collaborative Learning Groups.

CGL principles of design are to be applied to construct these groups. These include:

  1. 5-6 in number
  2. As heterogenous/mixed as possible (Academic ability, Learning Needs (Non-Swedish speakers, academically gifted, with a special educational need), Gender, Socio-cultural, Socio-economic backgrounds)

Once these groups have been created they must be sustained throughout Theme Period A.

For more information on group construction you may want to read the article here (Click me)

Planning a Collaborative Curriculum 


Use the following materials to support curriculum and lesson planning.

  • Unit of Learning Design Process (click here to open)
  • Planning Proforma used to design Units/Schemes of work. Open up the document – make a copy – complete – share (click here to open)

You may be interested in reading the following article about planning a Connected and Collaborative curriculum (click here to open)

NEW RESOURCES: Examples of Connected and Collaborative lessons can be found here (click here to open)

NEW RESOURCES: A Scheme of Learning and lesson overviews for a unit which introduces 11 year olds to collaboration can be found here (click here to open)

Supporting student collaboration – Teacher Pedagogy

Consider how you will act as an educator within the collaborative classroom, moving away from being ‘leader’ to ‘facilitator’ and on to becoming ‘resource’. Consider the following:

  1. How will you arrange the furniture in the classroom?
  2. Where will you position yourself during collaborative activities?
  3. How will you respond to students putting up their hand and asking for assistance?
  4. How will you help students recognise your different ways of teaching and their ways of learning? Master Class – Individual – Collaborative
  5. How will you tackle ‘off task’ or poor behaviour within a group?
  6. What opportunities will you create so you can teach less and students get to teach and learn more?

Supporting student collaboration – The Group 

Consider how you will plan for and support the development of student-student cooperation and collaboration.

  1. Forming a group identity let them select a group name.
  2. Role allocation designing activities so every member plays a part, using role cards to help students adopt a particular role, helping students to locate roles.
  3. Communication designing resources, norms and rules to promote positive and effective student-student and small group communication.
  4. Recognising and rewarding effective cooperative and collaborative group learningsticker reward system recognising group learning processes, taking opportunities to support reflection about how students are learning, enabling groups to set themselves group learning targets. 
  5. Enabling individual and group self-regulation and directioncreate opportunities for students to make choices about topics, resources, questions, increase opportunities for groups to design their way through an investigation.

When you need to help the group solve its social and learning difficulties

Conflict mediation: Two resources to support CGL group mediation (click here to open)

Feedback & Feedforward

The following schools have interesting models of learning that may inspire some of your practices

UCL Academy

Infinity School

XP School

High Tech High




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