• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
The Cpr 2010
 

The Cpr 2010

on

  • 2,402 views

Reflecting upon the cambridge primary review. A discussion led by Dr Neil Hopkin at the SSAT Primary National Conference, 2010.

Reflecting upon the cambridge primary review. A discussion led by Dr Neil Hopkin at the SSAT Primary National Conference, 2010.

Statistics

Views

Total Views
2,402
Views on SlideShare
2,383
Embed Views
19

Actions

Likes
0
Downloads
48
Comments
2

2 Embeds 19

http://www.slideshare.net 17
http://www.linkedin.com 2

Accessibility

Categories

Upload Details

Uploaded via as Apple Keynote

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel

12 of 2 previous next

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
  • I really enjoyed the challenge of this presentation and wnated to use it for a staff meeting.
    Sorry to seem so dim but I don't seem to be able to get the embedded videos to play. Any hints?
    Are you sure you want to
    Your message goes here
    Processing…
  • Your comments, reflections - whole presentation was inspiring - I feel I'm making surface changes and creating 'deeper' inertia. I want to effect real change.... how to do this may be a challenge but not an excuse. Help!!
    James Brown 'the one thing that can solve most of our problems is dancing' I'll dance this weekend and see what I come up with.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

The Cpr 2010 The Cpr 2010 Presentation Transcript

  • The Cambridge Primary Review The future of learning? An international reflection on 21st century learning Dr Neil Hopkin
  • The future looks..? • We are the people we’ve been waiting for
  • The Rose Review Aims: Successful learners Confident individuals Responsible citizens
  • The Cambridge Review Aims: The individual Well being Engagement Empowerment Autonomy
  • The Cambridge Review Aims: The individual Well being Engagement Empowerment Autonomy
  • The Cambridge Review Aims: Self, others and the wider world Respect & reciprocity Interdependence & sustainability Local, national & global citizenship Culture & community
  • The Cambridge Review Aims: Learning, knowing and doing Exploring, knowing, understanding & making sense Fostering skill Exciting the imagination Enacting dialogue
  • No ‘core’ subjects: Just 12 aims in 8 domains Science & Technology Mathematics Language, Oracy & Literacy Place & Citizenship Time & Ethics Faith & Physical & Arts & Creativity Emotional Health Belief
  • Too complex?
  • Two complete? Uffe Elbaek Kaos Pilot, Denmark
  • Two complete? Uffe Elbaek Kaos Pilot, Denmark
  • Systemic Messages? Historical habits are frustrating genuine innovation Surface change masks a deeper inertia
  • Systemic Messages?
  • Systemic Messages? Transformation
  • More than just the curriculum
  • More than just the curriculum s d need enviro nment r e an ood in whi natu hildh childre n grow ch of c up assessment professional, institution al & policy conditions teaching which b paper c r urriculu ings a m to life s e , age str uctur ges & sta
  • More than just the curriculum nature and needs assessment of childhood structure, ages environment in which & stages children grow up teaching which brings a paper curriculum to life professional, institutional & policy conditions
  • More than just the curriculum teaching which brings a paper curriculum to life Embed New Technologies vs Professor Dennis Shirley Professor Stephen Heppell Boston College Anglia Ruskin University professional, institutional & policy conditions
  • More than just the curriculum teaching which brings a paper curriculum to life Embed New Technologies vs Professor Dennis Shirley Professor Stephen Heppell Boston College Anglia Ruskin University professional, institutional & policy conditions
  • More than just the curriculum teaching which brings a paper curriculum to life Embed New Technologies vs Professor Dennis Shirley Professor Stephen Heppell Boston College Anglia Ruskin University professional, institutional & policy conditions
  • More than just the curriculum teaching which brings a paper curriculum to life Quality First Teaching Geoff Canada Professor Dylan Wiliam Harlem Children’s Zone professional, institutional IoE, University of London & policy conditions
  • More than just the curriculum teaching which brings a paper curriculum to life Quality First Teaching Geoff Canada Professor Dylan Wiliam Harlem Children’s Zone professional, institutional IoE, University of London & policy conditions
  • More than just the curriculum teaching which brings a paper curriculum to life Quality First Teaching Geoff Canada Professor Dylan Wiliam Harlem Children’s Zone professional, institutional IoE, University of London & policy conditions
  • Discussion point 1 • Teaching challenge: With the greater freedom and opportunity offered by a less prescriptive curriculum, what will you change? Why? • Policy challenge: Are you being radical enough with your vision to enable a lifetime of learning throughout the 21st century?
  • More than just the curriculum nature and needs assessment of childhood structure, ages environment in which & stages children grow up teaching which brings a paper curriculum to life professional, institutional & policy conditions
  • More than just the curriculum assessment structure, ages & stages
  • More than just the curriculum assessment How should we engage learners in the co-construction of their learning? structure, ages & stages
  • More than just the curriculum assessment How should we How broad is our engage learners in assessment the methodology? co-construction of their learning? structure, ages & stages
  • More than just the curriculum assessment How should we How broad is our engage learners in assessment the methodology? co-construction of their learning? Are we assessing structure, ages children’s thinking or schools’ & stages accountability?
  • More than just the curriculum assessment Differences in CVA are mostly insignificant 7% of variability in test grades is due to the school 93% of the variability in grades are nothing to do with the school Institute of Education, London structure, ages & stages
  • More than just the curriculum assessment Differences in CVA are mostly transient 7% of variability in test grades is due to the school 93% of the variability in grades are nothing to do with the school Institute of Education, London structure, ages & stages
  • More than just the curriculum assessment Differences in CVA are mostly small 7% of variability in test grades is due to the school 93% of the variability in grades is nothing to do with the school structure, ages & stages
  • More than just the curriculum assessment Differences in CVA are mostly small 7% of variability in test grades is due to the school 93% of the variability in grades is nothing to do with the school structure, ages & stages
  • More than just the curriculum assessment 93% of the variability in grades is due to: poverty disadvantage risk discrimination structure, ages & stages
  • Discussion point 2 poverty - disadvantage - risk - discrimination • Teaching challenge: What can you do in class to reduce the impact of ‘the poverty gap’? • Policy challenge: There’s no extra money. What can we do to explore and improve the 93% non-school determinants of grade variation?
  • More than just the curriculum nature and needs assessment of childhood structure, ages environment in which & stages children grow up teaching which brings a paper curriculum to life professional, institutional & policy conditions
  • More than just the curriculum nature and needs assessment of childhood structure, ages environment in which & stages children grow up teaching which brings a paper curriculum to life professional, institutional & policy conditions
  • More than just the curriculum nature and needs assessment of childhood structure, ages environment in which & stages children grow up teaching which brings a paper curriculum to life professional, institutional & policy conditions
  • More than just the curriculum nature and needs assessment of childhood structure, ages environment in which & stages children grow up teaching which brings a paper curriculum to life professional, institutional & policy conditions
  • More than just the curriculum nature and needs of childhood Sir Ken Robinson environment in which children grow up
  • More than just the curriculum nature and needs of childhood How will you inspire your children’s families to make the most of their opportunities? environment in which children grow up
  • The Cambridge Review neilhopkin.wordpress.com
  • The Cambridge Review Imagine neilhopkin.wordpress.com
  • The Cambridge Review Imagine Create neilhopkin.wordpress.com
  • The Cambridge Review Imagine Create Transform neilhopkin.wordpress.com