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Vision for learning
- 1. Our Future Vision Reflectingon the future of learning in our family of schools Dr Neil Hopkin Executive Headteacher National Leader of Education
- 2. Our Future Vision Whatdoes learning look like? What can you contribute?
- 3. All our futures:the task ahead • We are the people we’ve been waiting for
- 4. 2002 Time for a new 2003 curriculum 2004 2005 2006 The state of the current national debates...2007 2008 2009 2010
- 5. The Rose Review Aims: Successful learners Confident individuals Responsible citizens
- 6. The Cambridge Review Aims: The individual Well being Engagement Empowerment Autonomy
- 7. The Cambridge Review Aims: The individual Well being Engagement Empowerment Autonomy
- 8. The Cambridge Review Aims: Self, others and the wider world Respect & reciprocity Interdependence & sustainability Local, national & global citizenship Culture & community
- 9. The Cambridge Review Aims: Learning, knowing and doing Exploring, knowing, understanding & making sense Fostering skill Exciting the imagination Enacting dialogue
- 10. 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
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- 12. School Improvement: Systemic Messages? In many schools... historical habits are frustrating genuine innovation surface change masks a deeper inertia
- 13. Systemic Messages? Sir Ken Robinson Transformation
- 14. The opportunity... ...the need
- 15. What should weconsider? Learning experiences Learning spaces Learning culture
- 16. What shall weimprove? • The pedagogy - how our children experience learning • The curriculum - what our children learn about • The environment - where our children learn
- 17. How could our childrenlearn? Australia Motivated
- 18. How could our childrenlearn? USA Inspired
- 19. Which means: KS2
- 20. Which means: KS1
- 21. What could our childrenlearn?
- 22. Understandings not justskills
- 23. What could ourchildren learn? Understandings not just skills Some teachers believesame thing? Specifically, what Do they all mean the their students should “really understand”, others desire their students to does a student do who “really understands” “internalize knowledge”, still others want their which he does not do when he does not students to grasp the core or essence”. understand?
- 24. What could ourchildren learn? Understandings not just skills “He knows a mean the same thing? Specifically, what Some teachers believe their students should “really Do they all lot of maths, but he doesn’t understand understand”, others desire their students to does a studentits principles...” understands” do who “really “She which he knowledge”, still others wantdoesn’t “internalize does not do when he does not knows the meaning of the words but their students to grasp the sentence...” understand understand? or essence”. core
- 25. What could ourchildren learn? Understandings not just skills “He knows a mean the same thing? Specifically, what Some teachers believe their students should “really Do they all lot of maths, but he doesn’t understand understand”, others desire their students to does a studentits principles...” understands” do who “really “She which he knowledge”, still others wantdoesn’t “internalize does not do when he does not knows the meaning of the words but their students to grasp the sentence...” understand understand? or essence”. core
- 26. What could ourchildren learn? Understandings not just skills Some teachers believesame thing? Specifically, what Do they all mean the their students should “really understand”, others desire their students to does a student do who “really understands” “internalize knowledge”, still others want their which he does not do when he does not students to grasp the core or essence”. understand? Benjamin Bloom, 1956 Taxonomy of Educational Objectives
- 27. What could ourchildren learn? Understandings not just skills Professor Linda Darling-Hammond Stanford University Professor Seymour Papert MIT
- 28. What could ourchildren learn? Understandings not just skills
- 29. What could ourchildren learn? Understandings not just skills
- 30. Where could our children learn? Everywhere
- 31. Where could our children learn?
- 32. The whole child 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
- 33. The whole ethos teachingwhich brings a paper curriculum to life Professor Dylan Wiliam professional, institutional IoE, University of London & policy conditions
- 34.
- 35. The whole child 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
- 36. More than justthe 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
- 37. More than justthe 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
- 38. More than justthe curriculum assessment Differences in CVA are mostly small Our children need a vibrant, diverse curriculum that equips them for the 21st century workplace structure, ages & stages
- 39. More than justthe curriculum Professor Stephen Heppell Anglia Ruskin University
- 40. More than justthe curriculum Our children need a vibrant, diverse curriculum that equips them for the 21st century workplace
- 41. The whole child 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
- 42. The whole child nature and needs of childhood 7% of grade variability is due to the school 93% is due to: poverty disadvantage risk discrimination environment in which children grow up
- 43. The whole child nature and needs of childhood environment in which children grow up
- 44. More than justthe 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
- 45. Our federation, ourschool What can you contribute?