Building Schools for the Future

Transforming the Learning Landscape in Birmingham

A vision of education

A vision of education

Opening up

• access to global knowledge, information and communication. • growing up in a world surrounded by technology • regarding and using ICT as a natural part of their everyday life and environment

Children of the 21st century

• now entered our schools • will have the opportunities to learn vital skills and achieve their potential • develop as effective and responsible citizens • able to contribute positively to community and social development as well as their own.

Learning in the 21st century

• harness the power of new and emerging technology • learning can take place how, where and when it is most appropriate

Guiding principles

• Flexibility • Innovation • Partnership • Reliability • Security • Citizen participation in learning communities.

Our vision

• flexible and accessible learning environments • enable transformation of the learning process • liberate and facilitate learning rather than to confine and constrain • integrated approach, enabling the development of true e-mature communities of learners able to initiate and exploit learning opportunities anywhere and at any time

Our vision

• acknowledge the ever-changing ICT landscape • ensure that learners are always able to gain maximum benefit as new and emergent technologies are developed

Major impact on the curriculum

• enabling learning to become a personalised model • planned between learners and teachers • Teachers become enablers of learning, with the learning no longer constrained by “subject boundaries”

Shift of curriculum emphasis

• towards learning skills: – searching – analytical – interpretive – presentational • giving the learner a sense of independence and control

Shift of curriculum emphasis

• focus on learning skills and collaboration rather than subject content • reflects the changes and challenges learners will face in later life • enabling greater access and flexibility in curriculum delivery, particularly as requirements change.

Differentiated materials and expertise

• access facilitated by the learners’ use of ICT • greater range of learning pathways for individuals • enabling learners to move seamlessly between one learning environment and another • development of curriculum pathways supporting minority subjects by using learning communities, web and video conferencing.

Learning Space

• can work appropriately, whether independently or in large and small group learning experiences • may include distance learning or videoconferencing • range of learning and teaching styles • designed collaboratively by educational and architectural professionals along with the learners

Learning Space

• thinking innovatively about creating spaces and buildings • able to work and evolve in future years, enabling use to be made of emerging technologies • “ICT-rich” and facilitate access to equipment for generating, displaying, storing and interacting with learning technologies and content • use PPLD to connect to the school’s infrastructure and resources

Access

• Personal Portable Learning Device (PPLD) • Virtual Learning Environment (VLE) • ICT resources and communications • allow links to cultural homelands and communities • facilitate continued learning for learners making extended visits abroad.

Access

• help foster good communications in our local communities • break barriers of ignorance which create intolerance and fear • enable communities to maintain diverse family and cultural links

Transform working lives

• enabling the sharing of good practice • true community not constrained by location or time • conduct professional conversations with others • develop personal portfolios and access on-line mentoring • enhanced potential for professional development at times appropriate to the individual

Engagement

• with care and other professionals concerned with children’s development • give an emphasis on the “whole child” • systems interoperable and compatible with those of other agencies

Professional Development

• professional development is a high priority • development of pedagogy and raising standards. • CLCs engaged in innovative work in curriculum development and associated ICT training • CLCs as Centres of Innovation so that best practice can be developed for learners, teachers and support staff

How will we know?

• integral to improving learning and teaching across all subjects and ages, in and beyond educational settings; • improved access to learning for all with a diverse range of individual needs • used as a tool for whole-school improvement • ICT capability is developed and is valued as essential for participation in today’s global society and economy

How will we know?

• identify, promote and celebrate best practice where ICT enhances learning • appropriate ICT is available and used routinely and regularly • schools become hubs for community learning, communication and information