Transcript Document 7212469

the new curriculum
FRAMEWORKS FOR WELL-BEING
to help you to…
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map how your work now stands;
take account of changing needs;
identify further options for action;
re-prioritise your work.
DVT
12
frameworks
uploaded 01/09/08
this PowerPoint
at:
www.hihohiho.com/
magazine/mkngtwork
/caffrmwrk.ppt
backstory
take account of global realities
enterprise, impact and learning:
economic
we are competing in global
markets
environmental
global expansion increases
our carbon footprint
cultural
global technology shapes beliefs,
values and expectations
the backstory
take account of culture
looking for what drives the people we seek to help:
beliefs - images,
images, impressions
impressions and
and stories
stories that they…
think are most real;
download for themselves and text to others;
talk about a lot with each other.
values - social,
social, commercial,
commercial, religious
religious and
and sporting
sporting commitments
commitments in their…
icons, tattoos and dress;
people they pay most attention to;
what they spend time, money and energy in getting.
expectations - possible identities in possible futures that they…
feel to be most likely;
are most comfortable with;
invest energy to make happen.
team development
make the QCA proposals work
well-being across the curriculum
education
for
citizenship
civil
well-being
personal, social, health
and economic education
personal
well-being
economic
well-being
religious
education
spiritual
well-being
physical
well-being
social
well-being
environmental
well-being
network development
cover the possibilities
long-slot partnerships for learning
occasional
/
systematic
/
progressive
community-linked activity
partners-coming-in / students-going-out / ‘real-life’ projects
individual learning plans & action plans
learning-outcomes
/
target-setting
/ outcomes-of-learning
subject-by-subject links
as-and-when
/
planned
/
monitored
personal, social, health and & economic lessons
tutor-time
/
carousels
/
specialist-time
personalised face-to-face work
expert help
/
mentoring
/
digital media
information and resource unit
display & loan
/
interactive
/
local & life-wide
making student-teachermentor partnerships with dedicated teams
across-the-board teams
engaging direct-andpersonal contact with
people, places & tasks
listing & narrating
‘what I know’ and ‘what
I can do about it’
applying mainstream
subjects to life
experience
learning what is so &
what to do about it - in
specific situations
engaging up-close-&personal help on
specific needs
gathering information &
impressions of
opportunity, role and
identity
network development
point to possibilities
key ideas
why they are
important
action I can
support
curriculum base
cultural change / well-being /
getting well-being relevance into academic
curriculum possibilities / transfer-of-learning
subjects
embedding learning, increased motivation policy-driven / research-based / enriching
credibility
pragmatic / in-touch with students
personal-learning / in subject /
probability - who’s taking how much risk of what cross-curricular / community / assessment
using diet & crime statistics, etc.
maths
your id
jane
date
1/11/08
scheme development
provide for process
students as partners in how to learn…
process
learning-tolearn
establishing
links
making
progress
transferring
learning
engagement
> get into a learning frame-of-mind
> find out / sort out / check out / work out
> probe what’s going on & what to do about it
> cross boundaries – find expertise & experience
> compare learning - from curriculum & community
> probe ideas - other people’s & their own
> move-on in a step-by-step progression
> enough to go on / points-of-view / causes-&-effects
> explain bases for action
> try-out how to use this learning in life
> establish clear reminders of how they will use it
> embed the learning as a resource for living
student role
narrator
researcher
theorist
social
civil
domestic
neighbourhood
religious
work
assessment
enable transfer-of-learning
why this learning is important to me
what I learned
why I remember it
how I will use it
something from…
because it was…
in my life…
a whole-group class
funny
at home
where I will be
a small group
interesting
how bad it is for
those
people
a class visit or visitor
an out-of-class project
personal learning
useful
surprising
couldn’t stop
thinking
about
upsetting
it
‘sweat-shop’ project
lesson/scheme/project
your id
talking with my
dad
who I will be with
about being a
clothes-shop
manager
what I will be taking on
reddy rachel
date
1/11/08
research
enquire and evaluate
questions and factors…
impact
questions
compliance
questions
diagnostic
questions
practice-based
questions
does it work
in any
useful way?
does it match
hopes &
expectations?
when and with
whom does it work
and not work?
why it works well
and how could it
work better?
‘labour
economy’
’quality
standards’
‘different
individuals
‘student
learning’
‘national
competitiveness’
‘performance
targets’
‘different social
groups’
‘team
roles’
‘student
employability’
‘learning
outcomes’
‘cultural
backgrounds’
‘team
credibility’
‘student
skills’
‘stakeholder
expectations’
‘underlying
stereotypes’
‘student’s own
narratives’
framework phrases…
underpinning ideas
take account of experience
developing well-being
what goes on
the facts, factors
& trends
managing well-being
people’s experience
their dilemmas, problems
& conflicts
learning for well-being
how we help
our face-to-face, curriculum
& informal work
requirements &
incentives
contacts &
pressures
being
beingflexible
flexible&
coping with stress
competition
& change
wants &
quality-of-life
doing
doing what
what is
is needed
needed
& work-life balance
demands &
skills
holding on &
letting go
living
living with
with others
others
& realising identity
opportunities &
access
hopes &
disappointments
making
makingchoices
choices&
seeing consequences
underpinning ideas
make it brain-friendly
curriculum workings
academic standards
separate mainstream subjects
assessed as performance indicators always central
vocational skills
art-and-craft, personal-learning &
functional skills
assessed as performance indicators often cross- or extra-curricular
personal-and-social well-being
taught as ‘personal and social
development’
assessment difficult & can be counterproductive - usually marginal
brain workings
semantic intelligence
knowing facts, factors and trends
remembered when significant and when
used
procedural skills
knowing how to perform, make, apply or
compete
internalised as unspoken living,
artistic and craft skills
episodic (biographic) consciousness
knowing the who, where and why of
experienced episodes
embedded long-term - especially when
there is significant feeling
underpinning ideas
look again at well-being
1. continuing:
unfolding from early life - in a continuing story;
2. social:
worked out with, for and in response to other people;
3. informal:
drawing on other-than-professional sources of influence –
especially in social networking and street-level chat;
4. pressurised:
with professional, commercial and cultural interests
shaping the way information and impressions are presented;
5. conflicted:
having to-and-fro stresses in reconciling changing feelings,
attachments and allegiances;
6. life-wide:
seeking life-work balance - for economic, personal, social,
spiritual, civil and environmental well-being;
7. life-long:
seeking shorter-term personal fulfilment - but needing to see
longer-term consequences for self and loved ones;
8. changing:
with accelerating economic and technological developments
speeding up all of these effects.
action priorities
unpack the aims
metaphors for well-being…
for positioning
‘in a race’
for travelling
‘on a journey’
skilled up
for performance
opened up
to surprise
matching
known demands
seeking
new horizons
calling on coaching
for looking good
calling on partnership
for looking wider
developing effective
habits-of-mind
considering possible
change-of-mind
for individual
achievement
made
now
for shared
well-being
carried
life-long
action priorities
work on the basic questions
for knowledge in the contemporary world…
asking
what’s
going
on?
who’s
in a position
to do what?
what
can I do
about it?
about what
CPI focus
> knowing both identity and opportunity
> which can be widely shared with others
> for what was never more needed or urgent
coverage:
what and who
your students
need to know
> working from how-I-see-&-feel things
> which is shared with some others
> for holding on and letting go
influences:
what & who your
students pay
attention to
> knowing how to find out & be sure
> which takes on feelings & pressure
> for managing change & gaining control
processes:
how and why your
students take
command
action priorities
sharpen your sense of direction
enabling contemporary well-being moves towards partnerships for learning:
1.
well-located in timetable:
a series of set-aside long-slots to accommodate a wellmanaged scheme of work;
2.
with time and space for sustainable learning:
enough room for student to examine, probe, recognise,
practice, adapt and revisit;
3.
making links to community expertise and experience:
authentic and useful contacts in the neighbourhood and
the wider world;
4.
maintaining both high standards and life-role relevance:
setting out credible knowledge which also enables
learning for student well-being;
5.
building tight teams:
drawing on a small teams of people each engaged for
their commitment and ability in a scheme of work.
any hope here?
in planning for…
map how things are now?
take account of contemporary needs?
identify new options for action?
re-prioritise your own work?
yes/no
yes/no
yes/no
yes/no
if ‘yes’ - glad it’s been useful
if ‘no’ - you could tell Bill why at www.hihohiho.com
get the handbook pdf… www.hihohiho.com/magazine/mkngtwork/caffrmwrk.pdf
get this ppt…
www.hihohiho.com/magazine/mkngtwork/caffrmwrk.ppt
help colleagues…
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