organising learning
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Organising learning. Transforming learning. Pete Bains 09/03/10. The session will cover. imperatives for change (where we’re at and where we want to go) examples of good practice from within Camden and elsewhere - PowerPoint PPT PresentationTRANSCRIPT
Transforming learning Every Child Matters
Organising learning
Transforming learning
Pete Bains
09/03/10
Transforming learning Every Child Matters
The session will cover
imperatives for change (where we’re at and where we want to go)examples of good practice from within Camden and elsewhere an opportunity to look at a couple of changes that you might want to make in more detail recommendations for the change management process and OfSTED’s view
Transforming learning Every Child Matters
Schools today
‘Today’s high schools were conceived
at the beginning of the 20th century to prepare students to work in an industrial economy that looked very different from the economy we have today’ Bill and Melinda Gates Foundation. ‘High Schools for the new Millennium’
Transforming learning Every Child Matters
Shift Happens
‘We are currently preparing students for jobs that don’t yet exist using technologies that haven’t been invented in order to solve problems that we don’t even know are problems yet’
Link to latest video on Youtube(http://www.youtube.com/watch?v=6ILQrUrEWe8)
Transforming learning Every Child Matters
What are we trying to achieve?
Curriculum aims, ECM outcomes, skills and
attributes Successful learners who
make progress and achieveConfident individuals
who lead safe and healthy lives
Responsible citizens who make a positive
contribution to society
Back
Transforming learning Every Child Matters
Camden’s Vision for Learning
We have a shared responsibility in ensuring that, whatever their need, all children and young people in Camden:
become confident individuals who are healthy, happy and safe become successful learners who enjoy learning, make good progress and achievebecome responsible citizens who make a positive contribution to the wider school community and beyond
We can best achieve this goal by working together.
Transforming learning Every Child Matters
Creating coherence in the 11-19 curriculum
A coherentcurriculum that:
makes senselearners can see the connectionbetween different subjects, skills,cross-curriculum dimensions,assessment and qualifications
is relevantthe whole planned learning experienceis meaningful to learners and activitieshave a clear purpose
fosters good learning relationshipsbetween teachers and learners, andlearners and their peers
better engagement
improved motivation
increased self-belief
raised aspirations
greater achievement
Transforming learning Every Child Matters
Teacher commands content and style of learning
Limited choice
Learning happens at the beginning of life
Learning happens in institutions
School buildings as ‘institutions’ delivering traditional learning
Education benefits some
Child adapts to the school system
Schools see other learning providers as a threat
Learning professionals seek the most appropriate combination of learning opportunities
Learners choose how, where, what and when they learn
Everyone learns all the time
Learning happens anytime, anywhere
Responsive, alert and flexible buildings able to accommodate change
Learning benefits all
System supports the learner
Learning providers collaborate with each other
Institutions for schooling Organisations for learning
Transforming learning Every Child Matters
Organising learning•Holistic view of the learning experience - beyond lessons•Approaches to learning /pedagogy •Cross –curricular themes •Statutory expectations – skills and knowledge
Transforming learning Every Child Matters
Typical innovations
organising the curriculum around themes
using curriculum time flexibly
providing alternative curriculum pathways
developing students’ learning skills.
Transforming learning Every Child Matters
1) Thematic curriculum
• focusing the Key Stage 3 curriculum on developing students’ generic skills and competencies.
• themes based on cross-subject or inter-disciplinary approaches.
Transforming learning Every Child Matters
2) Flexible use of curriculum time
• reorganising the school day• adjusting the school year• changing the time allocation for activities or
lessons
Transforming learning Every Child Matters
When do learners learn best?
The rhythm of the learning day – both in and out of school – has a powerful impact on how effectively young people learn.
Give learners greater ownership of
when they learn
how they use time
Be flexible with the timetable
Don’t timetable all subjects all of the time
Be flexible about the length of lessons
Introduce single-theme days and single-project weeks
Transforming learning Every Child Matters
When do learners learn best?
Don’t skimp on breaks and lunchtime
Think about when in the day your learners learn best
Make the most of time outside traditional school hours
Consider the whole school experience
Transforming learning Every Child Matters
3) Alternative curriculum pathways
• Flexible pathways• Greater variety of courses • Practical/vocational learning • Out of school learning• Enrichment activities
Stage not age - blurring of artificial divide between key stages
Transforming learning Every Child Matters
4) Developing learning skills
Competency curriculum• Learning to Learn• Open Minds / SEAL• Functional Skills• PLTS
Transforming learning Every Child Matters
Examples of changes
• Look at the cards – in groups of 4/5• What would the benefits of the change be for
your learners?• What might be the challenges in
implementing the change?
• Are there any changes that you want to explore further?
Transforming learning Every Child Matters
Finally…. The OfSTED view of innovationSchools considering significant change to the curriculum should:
be clear about why change is necessary and its intended benefits research widely to ensure changes are suitable, necessary and
appropriate to meet learners’ needs ensure that there is strong leadership at all levels to support innovation
and that everyone involved understands clearly the rationale for it control implementation and development costs tightly so that the
innovation gives good value for money provide high-quality professional development and support, matched
closely to the requirements of the innovation and the needs of staff undertake rigorous and regular evaluation, based on clear criteria,
focusing on the impact on pupils’ achievement, standards and personal development, and use the outcomes to adjust the new approaches.
OfSTED report on Curriculum Innovation Oct 08