Learning and Teaching
   What Skills?

           strategy
     skills framework
           lessons
        assessment
   ...
“I am concerned to find
complaints from industry that
new recruits from schools
sometimes do not have the basic
tools to do...
Fifteen Thousand Hours: Secondary Schools and Their Effect on Children

“Knowledge Economy” of 21st Century
              ...
“Employers consistently identify the kinds of people
they want in their workplaces. They want people who
are literate and ...
Leith Report (2006)
over 1/3 school leavers unqualified
over 50% adults have trouble with numbers
1 in 7 are not functional...
“we are still educating people for a world
           that is disappearing.”

                 RSA, Redefining Work
literate and numerate
information technological skills
can build and maintain relationships
work productively in teams
com...
Commonalities of Approach

extension of skill-based learning (PBL)
students understanding and doing rather than acquiring ...
eLearning has followed a strategy of


                   Communication

                     Collaboration

             ...
Future Socio-economic               2020 targets
        Trends
                          Parents

                       ...
QCA Futures            PLTS          Opening       Creative       FutureLab     Core Skills
 Programme                    ...
Values, Beliefs and Principles
         Our teaching is aspirational and must enable our students to acquire 21st Century ...
Assessment & Reporting
What Skills?
Transformation Team, SLT articulating strategic vision
           consulting stakeholders
  “visioning” among staff - espe...
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Mhf Skills

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  • Mhf Skills

    1. 1. Learning and Teaching What Skills? strategy skills framework lessons assessment reports vision
    2. 2. “I am concerned to find complaints from industry that new recruits from schools sometimes do not have the basic tools to do the job that is required.” JAMES CALLAGHAN
    3. 3. Fifteen Thousand Hours: Secondary Schools and Their Effect on Children “Knowledge Economy” of 21st Century SKILLS innovation flexibility creativity high levels of emotional and social intelligence
    4. 4. “Employers consistently identify the kinds of people they want in their workplaces. They want people who are literate and numerate and have information technological skills. They look for people who can build and maintain relationships, work productively in teams and communicate effectively. They look for problem- solvers, people who take responsibility and make decisions and are flexible, adaptable and willing to learn new skills.” QCA Futures Programme
    5. 5. Leith Report (2006) over 1/3 school leavers unqualified over 50% adults have trouble with numbers 1 in 7 are not functionally literate UK has to become a world leader in skills Skills = “economically valuable skills” which are demand-led
    6. 6. “we are still educating people for a world that is disappearing.” RSA, Redefining Work
    7. 7. literate and numerate information technological skills can build and maintain relationships work productively in teams communicate effectively problem-solvers people who take responsibility and make decisions flexible, adaptable and willing to learn new skills National Curriculum PRESSURES examination system staff skills
    8. 8. Commonalities of Approach extension of skill-based learning (PBL) students understanding and doing rather than acquiring a body of knowledge uses new technologies flexible learning “independent” rather than “receptive” learning
    9. 9. eLearning has followed a strategy of Communication Collaboration Creativity
    10. 10. Future Socio-economic 2020 targets Trends Parents Exam Boards / QCA Staff Curriculum Students Employers Futher & Higher Education Stakeholders What Skills?
    11. 11. QCA Futures PLTS Opening Creative FutureLab Core Skills Programme Minds Learning (study) literate and Literacy (includes speaking & listening) numerate Numeracy information technological managing information distributed cognition developing ideas Digital Information (ICT) skills (ICT) building and effective relating to maintaining participators people Interpersonal Skills relationships working Teamworkers managing community and collaboration relating to others (social skills) productively in teams people communication team-work, leadership & networking problem-solving Creative making citizenship & career development Thinkers connections taking Self-Managers communication responsibility and Learning Skills and making collaboration decisions Knowledge building & problem-solving (KS3) flexibilty, adaptability and effective participators engagement independent enquiry willingness to work Critical thinking (KS4) reflective learning knowledge learners builders Self-management Skills independent enquirers decision-making & resourcefulness citizenship engagement & perseverance creating and making work ethic & adaptability Creativity Skills Competencies conceptualising & imagining What Skills? creating & making reflection & refinement
    12. 12. Values, Beliefs and Principles Our teaching is aspirational and must enable our students to acquire 21st Century economically valuable skills for employment locally, nationally or internationally. We prepare our young people for success and wellbeing in an uncertain, rapidly changing future. Additionally, we encourage them in becoming happy and healthy and know how to lead fulfilling lives as active global citizens. Underpinning all our practice is the belief that we must educate life-long learners to be literate, numerate and possess ICT skills. Our students need to learn how to build and maintain relationships with others, work productively in teams and communicate effectively. We need to teach students how to be problem-solvers, how to take responsibility and make decisions and how to be flexible, adaptable and willing to learn new skills. We aim to support our students to develop creatively in all areas of the curriculum: being able to conceptualise and imagine, create and make and be able to reflect on their work and refine it. Above all, we strive to encourage Learning to Learn skills so that our students become lifelong learners. We understand that teaching and learning is not restricted to the classroom but happens throughout the school day - in all contexts and situations - involves many different “teachers” (including parents, LSAs, midday supervisors, student guidance managers and others) and continues at home. Vision Early Draft What Skills?
    13. 13. Assessment & Reporting What Skills?
    14. 14. Transformation Team, SLT articulating strategic vision consulting stakeholders “visioning” among staff - especially middle leaders developing Learning & Teaching policy developing assessment framework & procedures student, parent and staff “buy in” What Next? What Skills?

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