governing 21 st century schools cogs mick waters 7 october 2009 young people, their learning, our...

Governing 21st Century Schools

COGS

Mick Waters 7 October 2009

Young people, their learning, our future

We weren’t born yesterday

In just a few years time….we could be:

voters

standing for council

married

jurors

A Changing Society…

technology

an ageing population

the gap between rich and poor

global culture and ethnicity

sustainability

changing maturity levels in schools

expanding knowledge of learning

a changing economy

Skills for life, learning and work…growing up

sensitivity tact diplomacy generosity

teamwork commitment procedural reliability

organisation honesty independent thought flexibility

determination customer awareness punctuality

reading writing mathematics speaking and listening

ruthlessness assertiveness fearless competitiveness

Skills mentioned in the national curriculum

critical understanding….exploring… expressing own views … analysing…investigating…collaboratively…. creative thinking….enjoy….participating in decision-making…fair and unfair…. express and explain own opinions…work with others…handling disagreements…plan and organise…judge… design thinking…innovate…competence…explore others’ ideas…using imagination…present information…persuasive techniques… debates…performing… show independence… communicate….solving problems creatively… judge value… discuss…make connections… different techniques… reason inductively… alternative solutions…engage with someone else’s reasoning…. deal with unexpected responses and unfamiliar situations… different ways of seeing the world… comparing experiences and perspectives… engage and analyse…explore how thoughts, feelings, emotions can be expressed… leadership skills… express and communicate ideas… make decisions…improve performance of others… solving problems… test ideas… independent enquiry… understand risk… choices… self-esteem… relationships… rights and responsibilities…value differences between people….managing risk…developing relationships… justify…independent values


COGS



• What can be done centrally?– expose issues– provoke debate , conjecture, and possibilities– create a blueprint– lay down a gauntlet– support schools in re-engineering

• What can schools do?– pick up the gauntlet– see the big picture of the curriculum– use design options– look through the eyes of the pupil– resist institutional and organisational habit questions

Re-engineering at 14-19…

• What can be done centrally?– expose issues– provoke debate , conjecture, and possibilities– create blueprints and models– lay down a gauntlet– support schools in re-engineering– influence accountability frameworks

• What can schools do?– pick up the gauntlet– see the big picture of the learning– use design options– influence accountability frameworks– look through the eyes of the pupil– resist institutional and organisational habit

Governors’ role in raising performance

prompt schools and settings towards a better offer to pupils

make sense of it; show how it could be

touch nerves in the system

contribute to raised performance of pupils

work in their communities to inform understanding

champion pupils’ learning

The White Paper…21st Century Schools …on the horizon

system reform…school quality, effectiveness and ownership

school report card

accredited leadership of more than one school

licensed teachers…role of governors

pupil and parent guarantees…and expectations

one to one tuition

new primary and secondary curriculum

qualification reform

focus on 14-19…EET…community service…WRL

Reports, reports, reports…

C21st White Paper

The Extra Mile

Unleashing Aspiration

Power of Cultural Learning

Rose Review

The Arts Manifesto

Family Learning

Manifesto for Learning Outside the Classroom

Musical Futures

The Children’s Plan, 2009


COGS



Highest Curriculum Factor

real audience and purpose

engaging and inclusive

pupils as ‘drivers’

standards and quality in harmony

staff involved in life of school

‘e’ aware

community links

employers play a part

Lowest Curriculum Denominator

getting through to the next pause…break, day, week, term

restrictive and stifling, or random and unrewarding

pupils as ‘passengers’

standards and quality fractured

staff work in departments

we always did it like this

The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes

Three key questions

3How well

are we achieving our aims?

Assessmentfit for purpose

Whole curriculum dimensions

Learning approaches

Components

Accountability measures

Every Child Matters outcomes

Focus for learning

Curriculum aims

Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing

Attitudes and attributeseg determined, adaptable, confident,

risk-taking, enterprising

Knowledge and understandingeg big ideas that shape the world

Skills eg literacy, numeracy, ICT, personal,

learning and thinking skills

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe, healthy and fulfilling lives

The curriculum aims to enable all young people to become

To make learning and teaching more effective so that learners understand quality and how to improve

Embraces peer- and self-

assessment

Uses tests and tasks appropriately

Links to national standards which are

consistently interpreted

Helps identify clear targets for

improvement

Gives helpful feedback for the learner and other

stakeholders

Maximises pupils’ progress

Promotes a broad and engaging curriculum

Draws on a wide range of evidence of pupils’

learning

Is integral to effective teaching

and learning

Informs future planning and

teaching

Statutory expectations

PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

Physical development

Personal, social and emotional development

Mathematical development

Knowledge and understanding of the world

Communication, language and literacy

Creative development

1What

are we trying to achieve?

2How do we

organise learning?

Attainment and improved standards

Behaviour and attendance

Further involvement in education, employment or training

Civic participation

Healthy lifestyle choices

To secure

Including all learners with opportunities

for learner choice and personalisation

Using a range of audience and purpose

Matching time to learning need eg deep, immersive and

regular frequent learning

In tune with human

development

A range of approaches eg enquiry, active learning,

practical and constructive

Building on learning beyond the school including community and business links

Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical

development

Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –

Technology and the media – Creativity and critical thinking.

Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment

A big picture of the curriculumWorking draft January 2008

Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)

A big picture of the curriculum

)

Civic Participation

Reduced NEETHealthy

Lifestyle Choices

Attainment and Achievement

Successful Learners

Confident Individuals

Responsible Citizens

Attitude and Engagement

the school/college curriculum

plus

the national curriculum

as part of

What is a curriculum?

The entire planned learning experience

The entire planned learning experience

lessons, events, routines, extended hours

beyond school• Clubs• Hobbies and pastimes• Local band• Charity work• Part-time job• Work experience

3How well





Civic participation


To secure

Qualifications


Three key questions

3How well




Curriculum Contexts

Components



Focus for learning

Curriculum aims





Skills eg Functional skills,





Examination Syllabuses

1What


2How do we

organise learning?


Civic participation


To secure


Qualifications

Personal Learning & Thinking Skills

GCE & GCSE syllabuses & other qualifications

DiplomaDiplomaDiplomaDiplomaDiploma Diploma

MaEn SCICT PE RECi PSHEPW EW+FCMuMFLHiGeD & TA & D

Entitlement areas: The arts- Design & technology - The humanities - MFL




Three key questions


Curriculum Contexts

Components


Focus for learning

Curriculum aims











1What


2How do we

organise learning?










Three key questions

3How well




Curriculum Contexts

Components



Focus for learning

Curriculum aims











1What


2How do we

organise learning?


Civic participation


To secure


Qualifications









COGS



Reports, reports, reports…

C21st White Paper

The Extra Mile

Unleashing Aspiration

Power of Cultural Learning

Rose Review

The Arts Manifesto

Family Learning

Manifesto for Learning Outside the Classroom

Musical Futures

The Children’s Plan, 2009

Improving their chances?...O, G, RW

read a newspaper, daily

compare a tabloid and a broadsheet editorial twice per week

select two documentaries to view per week

visit a gallery, museum, exhibition or park weekly

partake in debating groups

research computer of text references linked to studies

look at university websites linked to favourite subjects

Improving their chances?…O, G, more RW

join an association

read a periodical

start a conversation circle

take an active part in charity work

have a collection

learn to play an instrument

eat olives

How to work the room…

meeting, greeting and being welcomed

announcing oneself

holding drink and food

talking and eating

shaking hands

names

who’s who

coats and bags

getting stuck in one place

Giving your teacher a hard time

demand explanation of the application of knowledge, skills, processes and procedures

ask searching questions

ask the teacher to take you deeper

expect a response to work within three days

respond to responses

ask for texts and websites to study

ask for places to visit to see this in action

Build your teacher’s enthusiasm for helping you

Novel approaches

optional lessons

repeats, blockbusters and requests

no question about it lessons…guaranteed

new ways with homework…learning to go

plasma learning

lessons on the way in and out

being straight with teenagers

the point of education


COGS



Diplomas: Public Accounts Committee, 2009Diplomas: Public Accounts Committee, 2009

Academic and vocational integration commended

Complexity of qualifications questioned

Variability of consortia preparedness

Work experience vital: engage employers better

Rural and dispersed community access

Credible qualification? Much to be done

DIUS does not know the full costs

BSF and Diplomas need to be better co-ordinated

Good quality staff essential: skills audits lacking

Diplomas and Apprenticeships Parliamentary Diplomas and Apprenticeships Parliamentary statement: 2009statement: 2009

Young people’s views to be considered by all consortia

Update on the numbers engaged on diplomas (12000)

Russell and 1994 groups will consider applicants with diplomas

Diploma Employer Champions to number 80

…including household names

Wellington College to offer diploma from 2009

Criteria for funding of exemplar projects for high quality facilities

JCB Academy for 14-19 diploma students unveiled

Schools as learning brokersSchools as learning brokers

workshops, labs, fitness suites, cinemas

bowling alleys, computers suites, libraries

instruction rooms, debating chambers,

conflict resolution rooms

cookery rooms, restaurants, banks

vending machines, ICT, home visits

Role of employersRole of employers

• Leading role in compulsory education reform

– Diploma Development Partnerships

• Leading role in adult qualification reform

– Sector Qualification Strategies

– Sector Qualification Criteria


COGS



Making the curriculum real

link to adult life (aspiration)

cultural heritage and cohesion (pride)

doing things that matter (responsibility)

Growing the curriculum quickly

build proper experiential learning

share good practice

structures and partnerships… inside and out

new WOW

education is more than schooling

Seize the daySeize the day

target group(s); target placements moving key staff … HE, FE, schools, work using CLCs revision programmes ‘own patch’ revision letters on regular basis text messages motivation programmes

letters to parents

get up in the morning

Seizing the momentSeizing the moment

manipulated lists

previous students ‘telling it straight’

level with youngsters

meet them on their terms

deliberately build relationships

make people feel special

tell them you like them

What makes learning worth it?

does it make sense in my life?

can I get deeply engaged?

will what I am asked to do make a difference?

do I have the knowledge to learn skills and the skills to learn knowledge?

I am a maturing person; does it take account of that?

What do schools need to do?

help young people develop an appetite for learning

use the ingredients

to create a learning feast

recognising individual taste, considerations and needs

see a big picture for learning


COGS



To help me learn…I need…

invent, play, make, do and mend

meet a range of people

gather and articulate knowledge

use real purposes and audiences

talk about futures

contribute to school and community life

have a world view

value my education

be with teachers who like me

school garden

international visit

choirband school council

old people’s linksfieldwork

clubs and societies

school performance

residential visits

charity work

school team

school newspaper

work study

volunteering

orchestra

assembly

let’s pretend

retreats extreme sports

brownies and cubs

animal care

Subject programmes for learning

I was in the class of 1996. In post 16 I completed a

(BTEC National Diploma in Performing Arts)

As well as al this I’ve been in advertisements for

Staybright windows and Drayton Manor theme park.

Here some of our alumni outline how their lives have unfolded since venturing out. All are fine ambassadors

who provide our present cohort of students with an insight into possible career paths.

Once again Miss Norris, many thanks for your

encouragement and belief in Keisha. You may

remember her modesty – which did not affect her drive, determination and

focus.

Roy Rowe

Anglo-Saxon treasure hoard found in Staffordshire

Terry Herbert at Birmingham Museum, September 24th 2009, with a some of the 1,500 pieces which made up a Anglo-Saxon hoard found by Terry as he searched a field near his home with his metal detector. Pieces included

weapons, helmet decorations, coins and Christian crosses.

Jane Wernick

http://www.wernick.eu.com/institutional.html

http://www.wernick.eu.com/domestic.html

http://www.wernick.eu.com/cultural.html

http://www.wernick.eu.com/commercial.html

http://www.wernick.eu.com/bridges.html

http://www.wernick.eu.com/structure.html

To help me learn…I need…

invent, play, make, do and mend

meet a range of people

gather and articulate knowledge

use real purposes and audiences

talk about futures

contribute to school and community life

have a world view

value my education

be with teachers who like me


COGS



governing 21 st century schools cogs mick waters 7 october 2009 young people, their learning, our...

Documents

future slide

gauntlet support schools

performance prompt schools

organisational habit

young people

performance of pupils

big picture

leadership skills