Chain of Independent Schools with a Common Educational Concept Founded in Sweden 1999 September 2010 Learning Schools Trust
Our Vision “ An outstanding school where  every student, through personalised learning and clear goals, will stretch their...
Independent  Schools in Sweden <ul><li>Voucher system introduced in 1992 </li></ul><ul><li>License from the National Board...
Kunskapsskolan Today <ul><li>21 Secondary Schools (ages 12-15) </li></ul><ul><li>9 Upper Secondary Schools (age 16-18) </l...
New Structures <ul><li>We replace the structures of the tradititional school which had limited means for a personalised ed...
Static National Common fram of reference Limited options Collektive Homogene Hierarchical Predictable A constantly fast ac...
Personalised Education – towards explicit learning goals <ul><li>Student focus </li></ul><ul><li>Goal-oriented learning </...
 
The Curriculum
March 2008
March 2008
March 2008
Close Relationship Between Teacher  and Pupil <ul><li>Teachers always present among pupils </li></ul><ul><li>Good atmosphe...
Individual Tutorials  – for coaching and follow-up Performance appraisal Logbook Individual tutorials Individual study plan
Logbook
Knowledge Portal
TASKS
March 2008
March 2008
March 2008
 
 
 
 
 
John Baumber CEO and Education Director Learning Schools Trust john @learningschoolstrust.org.uk Contact information: Lear...
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John Baumber, Kunskapsskolan

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Remodelling UK schools to a successful Swedish school model

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  • 14 th November 2007 Confidential
  • Kunskapsskolan har på kort tid etablerat sig som den största aktören i ålderssegmentet 12-18 år (secondary). För att hålla ihop kedjeföretaget bygger vi kluster med skolor. Det ger möjligheter att dela resurser, att flytta chefer från en skola till en annan etc.
  • Sammanfattningsvis har Kunskapsgymnasiet med andra ord ersatt det ”vanliga” gymnasiets traditionella strukturer – klasser, klassrum och ett gemensamt schema för alla – med nya strukturer som styr och stödjer dig bättre. Att kunna ta ansvar för sitt eget lärande och att planera sin tid och sina studier är vi övertygade om att våra elever kommer att ha nytta av på gymnasiet och livet ut.
  • Hur gör vi då för att uppnå de syften vi vill? Först och främst sätter vi eleven i centrum för allt vi gör så att varje elev får en personligt utformad utbildning . Vi arbetar målstyrt och varje elev har tydliga kunskaps- och betygsmål som elev och skola tillsammans tar ansvar för att eleven når – inte betyg som bara är resultatet av hur det gått på olika prov. Personligt utformad utbildning innebär också varierade studieformer utifrån hur man lär sig på bästa sätt – lärstrategier – och inte bara vanlig klassrumsundervisning som i den traditionella skolan. Våra elever har alla en lärare som sin personliga handledare som de träffar enskilt varje vecka och som hjälper till att planera och att följa upp studierna så att målen uppnås. Varje elev har ett personligt schema som utgår från vad behöver göras vecka för vecka för att nå de kort- och långsiktiga målen. Det är ett schema som är anpassat till vad varje elev behöver – inte till vad elevens klass (kollektivet) behöver. Vi har också en unik resurs i form av vår egen webb-portal Kunskapsporten som jag ska berätta mer om lite senare och som ni också kommer att kunna gå in och titta på.
  • 14 th November 2007 Confidential
  • Det mest centrala i Kunskapsskolans arbetssätt är vårt upplägg för personlig handledning . Upplägget för den personliga handledningen är en kombination av samtal – utvecklingssamtal och veckovisa handledningssamtal – och dokumentation i form av studieplan och loggbok. På Kunskapsskolan får du en lärare som blir din personliga handledare.
  • Susanna: This is my logbook. I use my logbook for almost everything I do in school. Every Monday I plan my week and write in my weekly goals. And every morning I write in my goals for the day and I create my timetable for the day. At the end of every day, I review what I have done, if I have reached my goals and if I have to do homework. On Fridays I reflect on the whole week. I see if I achieved my goals as I had planned or if I need to bring home some work for the weekend. Per: The logbook helps in creating the ability to plan your own studies which is very useful later on, in the Upper Secondary School and at university. At Kunskapsskolan the logbook is one of the most important tools. I use the logbook to follow up on the school work of ”my” students at the end of every day. I can see what other teachers have written and in the logbook the parents also have an excellent tool for following their child’s school work – daily if they wish. Since all students have a logbook, I can stop any student wandering around in the school and by looking in the logbook I know exactly what this student should be doing, where he or she should be etc. So, it makes it very easy to help a student who is off-task to get back on-task again.
  • Per: The content at the web-portal is always developing. The content is made up of the best material, produced by our best teachers and spread between schools. For me as a teacher, the web-portal symbolises a special way of working. This is a very valuable tool for teachers who want more time with the students. Those teachers who think the best part of being a teacher is preparing all your lessons and materials yourself will not like this system. Elisabeth: Om inte allt redan sagts… To sum up… At the web-portal you have easy and 24-hour access to all school resources: All steps and courses Textbook material, illustrations, assignments, instructions, encyclopedias and news Goals and grades criteria
  • He soon finds Steven chatting to his friends in the café. Derek is surprised by the intimate feel of the college, his eyebrows raise as he looks around hinting his dislike of modern buildings may be being challenged here. The use of colour and choice of furniture really makes the space feel comfortable.
  • Mina is really happy that the new academy is so light and open. She especially likes the way that that you can see both levels from the cafe., it is really easy to find your friends, and so simple to get to where you need to be. As a small girl she feels safe as she I within a nice scale space with only a few hundred other children. This confidence has helped her to visit all the other areas of the academy easily and without fear. She knows that wherever she is it is really easy to see a teacher.
  • AS Derek approaches the academy he realises how easy it has been to understand where to go to get in. He parks his taxi and strolls towards the front door. He has spotted a few parents through the windows and feels a little easier about walking in.
  • Derek is greeted by a friendly face on reception. And is shown the way into the lower college.
  • John Baumber, Kunskapsskolan

    1. 1. Chain of Independent Schools with a Common Educational Concept Founded in Sweden 1999 September 2010 Learning Schools Trust
    2. 2. Our Vision “ An outstanding school where every student, through personalised learning and clear goals, will stretch their boundaries and learn more than they thought possible”
    3. 3. Independent Schools in Sweden <ul><li>Voucher system introduced in 1992 </li></ul><ul><li>License from the National Board of Education </li></ul><ul><li>Voucher payment from local municipalities </li></ul><ul><li>Tuition fees not allowed </li></ul><ul><li>In 1996/97: 29,000 students In 2006/07: 135,000 students </li></ul><ul><li>10 per cent market share </li></ul>700 600 500 200 100 0 Number Number of Voucher financed schools for students age 7 to 18 1992/93 Source: The National Agency for Education, Sweden 400 300 2006/07 800 900
    4. 4. Kunskapsskolan Today <ul><li>21 Secondary Schools (ages 12-15) </li></ul><ul><li>9 Upper Secondary Schools (age 16-18) </li></ul><ul><li>9,200 pupils </li></ul><ul><li>700 staff </li></ul><ul><li>Turnover 655 MSEK </li></ul><ul><li>EBITDA 62 MSEK </li></ul>Enköping Västerås Norrköping Ystad Malmö Landskrona Lund Helsingborg Gamleby Nyköping Göteborg Falun Kista Spånga Skärholmen Nacka/Orminge Enskede Hägerstensåsen Tyresö Botkyrka Globen Fruängen Täby Saltsjöbaden Internationella Trelleborg Uppsala
    5. 5. New Structures <ul><li>We replace the structures of the tradititional school which had limited means for a personalised education… </li></ul>… with new structures for coaching and supervising each student individually
    6. 6. Static National Common fram of reference Limited options Collektive Homogene Hierarchical Predictable A constantly fast accelerating change Globalisation Individualisation Unlimited options Heterogeneity Increased complexity A”hurricane” of information Unpredictable
    7. 7. Personalised Education – towards explicit learning goals <ul><li>Student focus </li></ul><ul><li>Goal-oriented learning </li></ul><ul><li>Variety of study forms </li></ul><ul><li>Individual tutorials every week </li></ul><ul><li>Personal timetable </li></ul><ul><li>All learning materials and goals accessible through a web-portal </li></ul>Semester goal Goal year eleven Goal for the week
    8. 9. The Curriculum
    9. 10. March 2008
    10. 11. March 2008
    11. 12. March 2008
    12. 13. Close Relationship Between Teacher and Pupil <ul><li>Teachers always present among pupils </li></ul><ul><li>Good atmosphere </li></ul><ul><li>Bullying unusual </li></ul><ul><li>Teachers and pupils get to know each other well during their time together at camp weeks </li></ul>
    13. 14. Individual Tutorials – for coaching and follow-up Performance appraisal Logbook Individual tutorials Individual study plan
    14. 15. Logbook
    15. 16. Knowledge Portal
    16. 17. TASKS
    17. 18. March 2008
    18. 19. March 2008
    19. 20. March 2008
    20. 26. John Baumber CEO and Education Director Learning Schools Trust john @learningschoolstrust.org.uk Contact information: Learning Schools Trust

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