Designing an impact curriculum | Phil Bourne, Director, School and Academy Co...
David Cameron | Hope in a time of challenge
1. We found
love.................
..........................................in a hopeless place
2. A hopeless place?
• Michael Gove morphs into Dr Emmet
“Doc” Brown - we are all going Back to the
Future
• A culture of exposure and threat based on
Orwellian double speak
• Where challenge is equated with
extraneous difficulty rather than raising
standards
3. and................
• An obsession with governance
• A compulsive relationship with knowledge
• Assessment for categorisation and
qualification
• An assault on intermediate agencies
• Centralisation masquerading as
empowerment
4. • Genuinely aiming to increase social mobility
while failing to understand the complexity
of modern poverty
5. Meet
Jamie
Mental Health
Drug Exposure
Family Life
Behavioural Issues
Peer Pressure
Legal Problems
10. But remember.........
• if you look backwards, especially with regret, “you will
have a 1000 pasts and no future”. That reminded me that
our task is to give our young people 1000 futures
regardless of their past
11. • we have children who do not have a future, they have a
destiny and that destiny is a bleak one. Our task, if we
are educators, in whatever sense, or if we are simply
committed citizens, is to rewrite the narrative of such
lives. Ideally, it is to enable those who face a destiny to
create a future.
12. Changes and
• The massive challenges that we face require innovative responses
Challenges
• Globalisation changes everything for us – we need to be competitive
• The massive challenges that we face require innovative responses
• Unpredictability demands creativity
• Clear links between creativity and well-being
• We need to do better
• ity
• Clear links between creativity and well-being
• We need to do beGlobalisation changes everything for us – we need to
be competitive
• The massive challenges that we face require innovative responses
• Unpredictability demands creativity
13. What do employers
want?
• More workers with more education
• Skills that allow movement between jobs
• Broader competencies – numerical skills, problem-solving, communication
skills, team working
• Facility with ICT
• Ability to learn
• The potential to add to the business, not just fulfill a role
14. Eric Hoffer
• In times of change, the learners shall inherit the earth
while the learned will remain beautifully equipped for a
world that no longer exists
15. David Cameron
• And the learners who can manage
complexity, innovate and create will shape
that inheritance and define the future
• our ambition must not simply be to enable
our learners to adapt to the circumstances
that they find themselves in, it must be to
enable them to change and improve those
circumstances.
16. • Change is not reinventing a better past. It is
shaping a better future
• Our greatest debts are not those we have
accrued to the past, they are those that we
are due to the future
17. So.............
• This ain’t no party
• This ain’t no disco
• This ain’t no foolin’ around
• No time for dancin’
• or lovey dovin’
• I ain’t got time for that now…………..
18. So, what do learners
need?
• Basic skills – literacy, numeracy
• The specific skills required by disciplines or
vocational choices
• The skills to access knowledge including
the skill of questioning
19. • The capacity to think, learn and adapt
• The ability to innovate and create
• The commitment to sustained enquiry or
task
• The ability to choose, and use, the tools for
learning, life and work
20. What sort of learning?
• It has to be active
• It has to involve the quest for meaning
• It has to be varied
• It needs motivation
• It should respect disciplines but not be
dominated by them
• It must be assessed in terms of breadth,
depth and application
21. What does this mean for
planning?
• Clarity of purposes
• Common recognition of the elements –
skills, concepts, knowledge, activities
• Analysis of what we offer now
• Identifying the gaps/shortcomings
• Thinking about what we do and how we do
it?
• Discussing and agreeing standards
22. What are the learning
pathways?
• Knowledge and information
• Involves recognising or recalling information. When encountering a new
piece of information, recalling existing knowledge and seeing how they fit
.
together is often a vital step towards understanding
•
Understanding
• Understanding goes well beyond recall. It involves absorbing ideas and
information in a way that makes them meaningful, memorable and usable.
23. • Application
• In many ways this is an extension of understanding where learners put what
they understand into practice
• Analysis
• Analysis builds on understanding. Sound procedures are used to examine
knowledge critically. The outcome is new ideas
24. • Synthesis
• The ability to put information and ideas together and reconcile
contradictions
• Evaluation
• Evaluation goes beyond analysis by subjecting whole processes and systems
to objective examination. This often entails applying values and belief as
well as cognitive skills.
25. • Systems thinking
• Breadth of vision is combined with deep knowledge and understanding in
order to appreciate the workings of complex real world systems and
anticipate the impact on the whole of alterations in the parts.
• Creation
• Creation is the stage beyond evaluation. The outcomes of evaluation are
used to create new processes and systems.
26. Therefore..........
• Be informed by the big picture
• Keep the breadth
• Understand the importance of what you do
• Set the right standards and make sure that
they are focussed on outcomes
• Be brave – it is better to fail in doing
something worthwhile than to succeed in
ticking the boxes of mediocrity
27. Ask the Whole
Education questions
questions..........
• What does this mean for learning and
young people’s lives
• and............
28. • What have you done today to make you
feel proud?
