to help you to… > map how your work now stands; > take account of changing needs; > identify further options

1. the new curriculumFRAMEWORKS FOR WELL-BEING to help you to… > 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

2. backstorytake account of global realities enterprise, impact and learning: we are competing in global markets economic global expansion increases our carbon footprint environmental global technology shapes beliefs, values and expectations cultural

3. the backstorytake account of culture looking for what drives the people we seek to help: beliefs - images, impressions and stories values - social, commercial, religious and sporting commitments expectations - possible identities in possible futures beliefs - images, impressions and stories that they… think are most real; download for themselves and text to others; talk about a lot with each other. values - social, commercial, religious and sporting 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.

4. well-being across the curriculum environmental well-being social well-being physical well-being team developmentmake the QCA proposals work personal, social, health and economic education education for citizenship religious education civil well-being personal well-being economic well-being spiritual well-being

5. making student-teacher-mentor partnerships - with dedicated teams across-the-board teams long-slot partnerships for learning occasional / systematic / progressive community-linked activity engaging direct-and-personal contact with people, places & tasks partners-coming-in / students-going-out / ‘real-life’ projects individual learning plans & action plans listing & narrating ‘what I know’ and ‘what I can do about it’ learning-outcomes / target-setting / outcomes-of-learning subject-by-subject links applying mainstream subjects to life experience as-and-when / planned / monitored personal, social, health and & economic lessons learning what is so & what to do about it - in specific situations tutor-time / carousels / specialist-time personalised face-to-face work engaging up-close-&-personal help on specific needs expert help / mentoring / digital media information and resource unit gathering information & impressions of opportunity, role and identity display & loan / interactive / local & life-wide network developmentcover the possibilities occasional / systematic / progressive partners-coming-in / students-going-out / ‘real-life’ projects learning-outcomes / target-setting / outcomes-of-learning as-and-when / planned / monitored tutor-time / carousels / specialist-time expert help / mentoring / digital media display & loan / interactive / local & life-wide

6. cultural change / well-being / curriculum possibilities / transfer-of-learning policy-driven / research-based / enriching pragmatic / in-touch with students personal-learning / in subject / cross-curricular / community / assessment network developmentpoint to possibilities cultural change / well-being / curriculum possibilities / transfer-of-learning getting well-being relevance into academic subjects key ideas embedding learning, increased motivation - credibility policy-driven / research-based / enriching pragmatic / in-touch with students why they are important personal-learning / in subject / cross-curricular / community / assessment action I can support probability - who’s taking how much risk of what - using diet & crime statistics, etc. maths jane 1/11/08 curriculum base your id date

7. scheme developmentprovide for process students as partners in how to learn… process engagement student role > 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 learning-to-learn narrator > cross boundaries – find expertise & experience > compare learning - from curriculum & community > probe ideas - other people’s & their own establishing links researcher > move-on in a step-by-step progression > enough to go on / points-of-view / causes-&-effects > explain bases for action making progress theorist social civil domestic neighbourhood religious work > 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 transferring learning

8. something from… because it was… in my life… a whole-group class a small group a class visit or visitor an out-of-class project personal learning funny interesting useful surprising upsetting where I will be who I will be with what I will be taking on reddy rachel lesson/scheme/project ‘sweat-shop’ project your id date 1/11/08 something from… because it was… in my life… a whole-group class a small group a class visit or visitor an out-of-class project personal learning funny interesting useful surprising upsetting where I will be who I will be with what I will be taking on lesson/scheme/project your id date assessmentenable transfer-of-learning why this learning is important to me what I learned why I remember it how I will use it at home talking with my dad about being a clothes-shop manager how bad it is for those people couldn’t stop thinking about it

9. researchenquire and evaluate questions and factors… impact questions does it work in any useful way? compliance questions does it match hopes & expectations? diagnostic questions when and with whom does it work and not work? practice-based questions why it works well and how could it work better? framework phrases… ‘labour economy’ ‘national competitiveness’ ‘student employability’ ‘student skills’ ’quality standards’ ‘performance targets’ ‘learning outcomes’ ‘stakeholder expectations’ ‘different individuals ‘different social groups’ ‘cultural backgrounds’ ‘underlying stereotypes’ ‘student learning’ ‘team roles’ ‘team credibility’ ‘student’s own narratives’

10. underpinning ideastake account of experience developing well-being what goes on the facts, factors & trends managing well-beingpeople’s experience their dilemmas, problems & conflicts learning for well-beinghow we helpourface-to-face, curriculum & informal work being flexible & coping with stress doing what is needed & work-life balance living with others & realising identity making choices & seeing consequences being flexible doing what is needed living with others making choices requirements & incentives competition& change demands & skillsopportunities & access contacts & pressures wants & quality-of-life holding on & letting go hopes & disappointments

11. underpinning ideasmake it brain-friendly curriculum workings brain workings academic standards semantic intelligence separate mainstream subjects knowing facts, factors and trends assessed as performance indicators - always central remembered when significant and when used vocational skills procedural skills art-and-craft, personal-learning & functional skills knowing how to perform, make, apply or compete assessed as performance indicators - often cross- or extra-curricular internalised as unspoken living, artistic and craft skills personal-and-social well-being episodic (biographic) consciousness taught as ‘personal and social development’ knowing the who, where and why of experienced episodes assessment difficult & can be counter-productive - usually marginal embedded long-term - especially when there is significant feeling

12. underpinning ideas look again at well-being continuing: social: informal: pressurised: conflicted: life-wide: life-long: changing: unfolding from early life - in a continuing story; worked out with, for and in response to other people; drawing on other-than-professional sources of influence – especially in social networking and street-level chat; with professional, commercial and cultural interests shaping the way information and impressions are presented; having to-and-fro stresses in reconciling changing feelings, attachments and allegiances; seeking life-work balance - for economic, personal, social, spiritual, civil and environmental well-being; seeking shorter-term personal fulfilment - but needing to see longer-term consequences for self and loved ones; with accelerating economic and technological developments speeding up all of these effects.

13. action prioritiesunpack the aims metaphors for well-being… for positioning ‘in a race’ for travelling ‘on a journey’ • skilled up • for performance • opened up • to surprise • seeking • new horizons • matching • known demands • 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 • for shared • well-being • made • now • carried • life-long

14. action prioritieswork on the basic questions for knowledge in the contemporary world… asking about what CPI focus coverage: what and who your students need to know what’s going on? > knowing both identity and opportunity > which can be widely shared with others > for what was never more needed or urgent who’s in a position to do what? influences: what & who your students pay attention to > working from how-I-see-&-feel things > which is shared with some others > for holding on and letting go processes: how and why your students take command what can I do about it? > knowing how to find out & be sure > which takes on feelings & pressure > for managing change & gaining control

15. action prioritiessharpen 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 well- managed 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.

16. any hope here? in planning for… yes/noyes/noyes/noyes/no map how things are now? take account of contemporary needs? identify new options for action? re-prioritise your own work? if ‘yes’ - glad it’s been usefulif ‘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… copy-and-paste urls into an e-mail