Transcript Sample title

Leading System-wide
Improvement….
At national, regional, local
and school level
© Crown copyright 2006
2006/07 and beyond
• Secondary education for 21st century
• National developments at Key Stage 3 & 14 - 19
• Making the difference at national, local, school and
classroom level
• Aspirations and expectations, hearts and minds
© Crown copyright 2006
What is secondary school
education for?
• Is the answer different if we ask –
what are secondary schools for?
• How might secondary schools and
education be different in 5, 10, 20
years?
© Crown copyright 2006
What does secondary
learning look like?
• “It has become clear that these children see school
almost entirely in terms of these day-to-day and
hour-to-hour tasks that we impose on them…. For
children the central business of school is not learning,
whatever this vague term means; it is getting these
daily tasks done, or at least out of the way, with a
minimum of effort and unpleasantness…. If they can
get it out of the way by doing it, they will do it; if
experience has taught them that this does not work
very well, they will turn to other means, that wholly
defeat whatever purpose the task-givers have had
in mind.” John Holt 1970
© Crown copyright 2006
What does secondary
education look like?
• “so the most effective learners will be
those who, as they pass from stage to
stage, have acquired some generic
capacities to reduce the time they
spend in dependence”
David Hargreaves 2005
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How might the learner be
placed at the centre?
• Creating a system where: “the student is the
most important unit of organisation”
• “In times of change, learners inherit the
earth, while the learned find themselves
beautifully equipped to deal with a world
that no longer exists” Eric Hofler
• Rhetoric, scale, manageability and phasing
as we move from 19th to 21st century
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Hearts and minds – layering
our perspective
• What? No blended learning. When is this
approach appropriate? Fit for purpose
presentation (means)
• “You can only learn if you have something
at stake” (commitment)
• Approaching Michelangelo’s David
(process)
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Moral purpose
“…a system where all young people
have opportunities to learn in ways
which motivate and stretch them
and through hard work qualify
themselves for success in life; one
where educational opportunity and
chances in life do not depend on an
accident of birth…”
© Crown copyright 2006
Starting Points(1)
• Schools and their staff are responsible for school
improvement and have increased autonomy
• The government has been driving a major systemwide reform programme in education
• National entitlement is and continues to be an
important concept in terms of equity and access
• One size fits all is not a model for the best
professional and student learning
• The “hearts and minds” agenda does not go away
for the workforce and a national change agenda
must convince practitioners of its moral purpose
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Starting Points (2)
• We need to recognise the changing
national policy context:
• The continuing drive to raise standards
• BSF and ICT rich learning environments
• Greater school autonomy and changing role
of LAs
• Every Child Matters and the Extended School
• New quality standards for the teaching
profession
• A 2020 vision for teaching and learning and
secondary education
© Crown copyright 2006
Starting Points (3)
The changing context for schools:
• New forms of “intelligent accountability”
• New forms of collaboration between schools, changing LA
role and greater school autonomy
• A new learning environment for workforce development – the
“blended learning” concept
• A challenge through the White Paper and BSF to develop
teaching and learning for the 21st Century and to
“personalise” the secondary education experience?
• A growing awareness of the need to promote
“sustainable leadership” and expert capacity
at all levels in the system
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The “opportunity” of the next
few years
• September 2008
• How do we contribute to a successful
transition?
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Key Stage 3 – the core
messages are aimed at….
• Explicit link between standards and ECM
• KS3 Review integral to broader secondary
reform – KS3 to be the platform from which
children launch into 14 -19
• Additional space to focus on English and
maths
• The principles of personalised learning to be
communicated and evident in practice
© Crown copyright 2006
Core Messages
• Raising standards to secure a strong foundation for
every child (especially in English and maths)
• Preparation for work and life
• Motivation, engagement & inspiration while
imparting knowledge, skills & attitudes to secure their
future
• Happy, healthy, safe, confident, responsible citizens
• Less prescription, more flexibility
• A curriculum which evolves and schools participate
in shaping
© Crown copyright 2006
Key Stage 3 – the next steps
• Sept/Oct 06 – second draft of PoS
• Dec 06 – advice to Ministers on curriculum
changes
• Jan 07 - NS Annual Plan 07/08 second draft
• Feb – Apr 07 – statutory consultation
• June 07 – final advice to Ministers
• Sept 07 – PoS available to schools
• Summer 07 – new curriculum guidance and
NS CPD programmes
• Sept 08 – first teaching of new KS3
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Issues and implications
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Curriculum models
Length of Key Stage
What flexibility means
Phasing of introduction
Evolution of teaching and learning
programmes
• First new tests in 2011
• Functional skills
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14 – 19 headlines (1)
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•
•
•
Better routes to success
Greater focus on the basics
Better curriculum choice
More “stretching” options and
activities
• New ways to tackle disengagement
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14 – 19 headlines (2)
• Introduction of functional skills
• Revision to GCSE syllabuses and
coursework requirements
• Development of 14 specialised
diplomas
• Introduction of new KS3 curriculum
• Revision to “A” level including the
move from 6 to 4 units
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New national entitlement
14 – 16 (1)
Every young person will study:
 English, mathematics, science
 ICT, citizenship, PE
 Work-related learning and enterprise
 RE
 Sex, drug, alcohol and tobacco
education and careers education
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New national entitlement
14 – 16 (2)
The choice available to young people
must include:
• All 14 specialised diplomas
and
• At least one course in each of the
following: the arts; D&T; humanities;
MFL
(Concept of “September Guarantee”)
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14 – 19: the challenges
• The standards agenda and the Every
Child Matters agenda
• School structures and curriculum
models
• Accreditation pathways and
preparation for work and life
• Credibility with employers and HE
• Regional variations & falling rolls
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Introduction of functional
skills
• From Sept 06 trialling phase focused on
assessment instruments and draft standards
• From Sept 07, pilot phase in all three
subjects
• From Sept 08, specialist diploma pilots begin
• From Sept 09, English and ICT rollout
• From Sept 10, maths rollout
• An initiative with major implications for
workforce development
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Workforce Reform
• If 40% of students are doing different
courses what are the implications for
teachers?
• Sharing staff across several schools
and colleges
• Greater use of expertise from
practitioners and businesses linked to
the diplomas
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What is our contribution?
• The secondary learning experience
desperately needs to evolve
• There is much that is positive in this
agenda
• It could go badly wrong with the
workforce’s current state of mind and
emotional well being
• Avoiding the tyranny of the helping
hand “striking” repeatedly
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Issues for reflection
Personalising the learning experience:
• Erhan
• Arzu
• Diari
© Crown copyright 2006
Key Messages
• The Secondary National Strategy is still very
much about raising standards in the core
subjects, now at KS4 as well as KS3
• Our role at secondary level is to ensure that
our work is based on:
• developing approaches to learning and
teaching which will raise standards and
personalise learning more effectively for all
• interventions at LA, school, subject team and
classroom level which will raise standards for
underachieving groups
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Orchestrating positive
change
• Understanding the rhythm of
transformation
• Means
• Commitment
• Process
• The “inside out” and “outside in”
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Some pointers to the future
• Assessment for learning (APP, MPP)
• Intervention materials and the
“waves” model
• Secondary intensifying support
• The breakthrough model of change
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What leads to system-wide
improvement?
• Targeting at local, school and classroom
level
• Why might a teacher want to change
his/her practice and why would she look to
the Strategies for guidance and support
• What works in terms of hearts and minds as
a means of helping practitioners to see that
things could be different
© Crown copyright 2006
What might this look like?
What will be distinctive?
• In a world where schools are responsible
and accountable for their own
improvement, the Strategies are known for:
• “our investment in sustainable solutions to current
problems”
• adding value to the work of schools and making
a difference
• modelling the national/personalised, tight/loose,
push/pull creative tension at the heart of every
effective learning setting for adults and young
people (in everything we do in our national
“offer”)
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Form, shape, constraints
Best practice needs form, shape and careful
planning….
• “My freedom will be so much the greater and more
meaningful the more narrowly I limit my field of
action and the more I surround myself with
obstacles. Whatever diminishes constraint diminishes
strength. The more constraints one imposes, the more
one frees one's self of the chains that shackle the
spirit.”
Igor Stravinsky, Poetics of Music
Russian composer in US (1882 - 1971)
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Power of the learning
exchange
Every student deserves the best teaching…..
• “It is not the method that is important but the
teacher who teaches – and then it is not the
teacher but the pupil who is most important
and how the pupil absorbs and transforms
information, how the pupil embodies and
transforms knowledge”
Eugenio Barba – Theatre Director
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Going beyond the rhetoric…
• “If you treat people as they are, you
will be instrumental in keeping them
as they are. If you treat them as they
could be, you will help them become
what they ought to be”
Goethe
© Crown copyright 2006
Leading System-wide
Improvement….
At national, regional, local
and school level
© Crown copyright 2006