Developing Ambitious Learners Preparing Learners for University and
Developing Ambitious Learners Preparing Learners for University and the World of Work
Jeff Cole Skills Curriculum Lead: from 2006 Curriculum Pioneer: Jan 2017 QI Pioneer: May 2019 CSC Humanities Network Lead: May 2019 National Humanities Network: June 2019 PL Pioneer (co-lead): Sept 2019 Engagement Events Summer 2019: • EAS • CSC • ERW • Gw. E • WAG British Council Accredited Trainer Supporting schools across South Wales St John the Baptist Ci. W
The Reality of Curriculum Design Teachers tend to want easy answers to problems. There are no easy solutions and fixes. It is through reflection and trying things out that answers to questions can be found. For this engagement to happen, teachers need to be given time by senior leaders, and there needs to be a culture shift at the school. Chris Brown, Professor of Education University of Durham St John the Baptist Ci. W
The Case for Change A research led reflection on our current educational system. Sir Ken Robinson Tom Sherrington
Time for a revolution! • Almost every country around the world is in the process of reforming it’s public education system • Reform = improve existing system which isn’t working • Revolution is needed • Revolution = transformation, sweep aside the old, replace with new
Why is a revolution needed? • Current system is failing • GCSEs, PISA • Western World: drop out rates • Disengagement • Home Schooling • Business + University feedback
Flawed System Design • We are wedded too closely to the past Abraham Lincoln 1862 “The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty and we must rise with the occasion. As our case is new, we must think anew and act anew. We must disenthrall ourselves, and then we shall save our country. ”
Flawed System Design • We are wedded too closely to the past • Industrial Model: - linear manufacturing process - ability: academic / non academic - conformity: uniforms prescribed code of conduct standard time slots delineated by bells segregation by age and gender separate subjects / division of labour standardised testing: industry standard at set deadline “sausage factory”
Agricultural Model • Education is about people • People aren’t mechanised • People are organic • Teachers know we can’t guarantee “the product” • Create the environment and conditions for children to flourish
Not dead – just dormant • Children want / need to grow: curious and creative • Education should awaken children to who they are and what they can do • Cultivate passions: engage, provoke, challenge • Divergent thinking – multiple possible solutions to problems 100% 98% 0% 4 yrs 32% 10% 2% 9 yrs 14 yrs 25+
Cultivate young minds • Nurture passions: engage, provoke, challenge • Embrace difference and diversity • Encourage collaboration and taking risks - it’s how humans thrive • Educate the whole child – “Character Education” at Eton and Beneden • Localise, appropriatise and personalise the curriculum
Curriculum for Wales 2022 Permission to localise, appropriatise and personalise the curriculum
What is a Curriculum? • • Intended Curriculum Enacted Curriculum Assessed Curriculum Learned Curriculum • 'What's the point of school’? What is your school’s Mission Statement? • Is the Mission Statement reflected in the Learned Curriculum? School’s vision / mission has to be reconsidered before embarking on curriculum change
The Four Purposes of Learning Ambitious, Capable Ethical, Informed Creative, Enterprising Healthy, Confident Learners Citizens Contributors Individuals What are the implications for: • a school's mission, • curriculum design, • the school's culture • lessons?
The Place of Subjects • Purpose driven, not subject focussed • Ao. LEs not subject silos • ONE holistic curriculum • Disciplinary lenses • Provider of essential knowledge and skills • Fulfiller of the Purposes of Learning
Designing a Purpose Led Curriculum School Level Which characteristic do our learners need to focus on developing first; and then what? Phase 2 Ambitious Goal setting, standards, reflection, refinement Phase 4 Ethical + Healthy Authentic, judgementbased, decision making On-going development of Informed and Capable Phase 1 Confident Tasks that give success Lots of celebration Phase 3 Creative Imagination, problem solving Phase 5 Enterprising Independently identifying problems (opportunities), thinking creatively to solve them
Designing a Purpose Led Curriculum School Level Which characteristic do our learners need to focus on developing first; and then what? Ao. LE Level How can our Ao. LE and its subjects contribute to developing that characteristic? What authentic contexts for learning can our subjects provide? Which skills can our subjects develop? School Level How do we rationalise the content taught across the Ao. LEs and across year groups?
Rethink the role of Subject The kids need to know about the Reformation Driven by specific content, not concepts to build life- long understanding. It’s vital for understanding Welsh History An ‘accepted’ view, but is it relevant to our learners? Why should they care? They’ll also know how religion impacts on society. The key concept for learning is relegated to an after thought.
Rethink the role of Subject Learners need to know how religion impacts on society Concept driven – can be easily applied to any context. The Reformation is a great example from Welsh History Selection of content to ensure authentic learning for Welsh students. They’ll also learn that religion has a range of impacts on society. Learning can be quickly developed beyond narrow single-issue topics. Capture the essence of learning.
Rethink the Planning of Learning Classroom Level Topic Activity What does the Spec / N. C. say the kids need to know? What cool stuff have I got that will engage them? 1 2 Skills What subject specific skills should they also learn? 3 4 Assessment How can I prove that they’ve made progress?
Purpose Led Planning Classroom Level Why does it Matter? How does it Matter? Did it Matter? Which Disposition / Element will it develop? Subject specific context and skills Assessment Gauge Impact Overarching Aim What problem / global issue should learners engage with? 1 2 3 4 5 6 What actually Matters? How do I make it Matter? What Matters now? Ao. LE WMs Pedagogy Resources Next Steps Purpose / subject
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