Organising learning

1. Organising learning Transforming learning Pete Bains 09/03/10

2. 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

3. 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’

4. 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)

5. What are we trying to achieve? Successful learners who make progress and achieve Confident individuals who lead safe and healthy lives Curriculum aims, ECM outcomes, skills and attributes Responsible citizens who make a positive contribution to society Back

6. 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 achieve • become responsible citizens who make a positive contribution to the wider school community and beyond We can best achieve this goal by working together.

7. Creating coherence in the 11-19 curriculum A coherent curriculum that: makes sense learners can see the connection between different subjects, skills, cross-curriculum dimensions, assessment and qualifications is relevant the whole planned learning experience is meaningful to learners and activities have a clear purpose fosters good learning relationships between teachers and learners, and learners and their peers better engagement improved motivation increased self-belief raised aspirations greater achievement

8. 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 Organisations for learning Institutions for schooling • 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

9. Organising learning • Holistic view of the learning experience - beyond lessons • Approaches to learning /pedagogy • Cross –curricular themes • Statutory expectations – skills and knowledge

10. Typical innovations • organising the curriculum around themes • using curriculum time flexibly • providing alternative curriculum pathways • developing students’ learning skills.

11. 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.

12. 2) Flexible use of curriculum time • reorganising the school day • adjusting the school year • changing the time allocation for activities or lessons

13. 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

14. 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

15. 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

16. 4) Developing learning skills Competency curriculum • Learning to Learn • Open Minds / SEAL • Functional Skills • PLTS

17. 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?

18. Finally…. The OfSTED view of innovation Schools 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