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Building Schools for the Future. Transforming the Learning Landscape in Birmingham. A vision of education. A vision of education. Opening up. access to global knowledge, information and communication. growing up in a world surrounded by technology

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Building schools for the future

Building Schools for the Future

Transforming the Learning Landscape in Birmingham

Opening up
Opening up

  • access to global knowledge, information and communication.

  • growing up in a world surrounded by technology

  • regarding and using ICT as a natural part of their everyday life and environment

Children of the 21st century
Children of the 21st century

  • now entered our schools

  • will have the opportunities to learn vital skills and achieve their potential

  • develop as effective and responsible citizens

  • able to contribute positively to community and social development as well as their own.

Learning in the 21st century
Learning in the 21st century

  • harness the power of new and emerging technology

  • learning can take place how, where and when it is most appropriate

Guiding principles
Guiding principles

  • Flexibility

  • Innovation

  • Partnership

  • Reliability

  • Security

  • Citizen participation in learning communities.

Our vision
Our vision

  • flexible and accessible learning environments

  • enable transformation of the learning process

  • liberate and facilitate learning rather than to confine and constrain

  • integrated approach, enabling the development of true e-mature communities of learners able to initiate and exploit learning opportunities anywhere and at any time

Our vision1
Our vision

  • acknowledge the ever-changing ICT landscape

  • ensure that learners are always able to gain maximum benefit as new and emergent technologies are developed

Major impact on the curriculum
Major impact on the curriculum

  • enabling learning to become a personalised model

  • planned between learners and teachers

  • Teachers become enablers of learning, with the learning no longer constrained by “subject boundaries”

Shift of curriculum emphasis
Shift of curriculum emphasis

  • towards learning skills:

    • searching

    • analytical

    • interpretive

    • presentational

  • giving the learner a sense of independence and control

Shift of curriculum emphasis1
Shift of curriculum emphasis

  • focus on learning skills and collaboration rather than subject content

  • reflects the changes and challenges learners will face in later life

  • enabling greater access and flexibility in curriculum delivery, particularly as requirements change.

Differentiated materials and expertise
Differentiated materials and expertise

  • access facilitated by the learners’ use of ICT

  • greater range of learning pathways for individuals

  • enabling learners to move seamlessly between one learning environment and another

  • development of curriculum pathways supporting minority subjects by using learning communities, web and video conferencing.

Learning space
Learning Space

  • can work appropriately, whether independently or in large and small group learning experiences

  • may include distance learning or videoconferencing

  • range of learning and teaching styles

  • designed collaboratively by educational and architectural professionals along with the learners

Learning space1
Learning Space

  • thinking innovatively about creating spaces and buildings

  • able to work and evolve in future years, enabling use to be made of emerging technologies

  • “ICT-rich” and facilitate access to equipment for generating, displaying, storing and interacting with learning technologies and content

  • use PPLD to connect to the school’s infrastructure and resources


  • Personal Portable Learning Device (PPLD)

  • Virtual Learning Environment (VLE)

  • ICT resources and communications

  • allow links to cultural homelands and communities

  • facilitate continued learning for learners making extended visits abroad.


  • help foster good communications in our local communities

  • break barriers of ignorance which create intolerance and fear

  • enable communities to maintain diverse family and cultural links

Transform working lives
Transform working lives

  • enabling the sharing of good practice

  • true community not constrained by location or time

  • conduct professional conversations with others

  • develop personal portfolios and access on-line mentoring

  • enhanced potential for professional development at times appropriate to the individual


  • with care and other professionals concerned with children’s development

  • give an emphasis on the “whole child”

  • systems interoperable and compatible with those of other agencies

Professional development
Professional Development

  • professional development is a high priority

  • development of pedagogy and raising standards.

  • CLCs engaged in innovative work in curriculum development and associated ICT training

  • CLCs as Centres of Innovation so that best practice can be developed for learners, teachers and support staff

How will we know
How will we know?

  • integral to improving learning and teaching across all subjects and ages, in and beyond educational settings;

  • improved access to learning for all with a diverse range of individual needs

  • used as a tool for whole-school improvement

  • ICT capability is developed and is valued as essential for participation in today’s global society and economy

How will we know1
How will we know?

  • identify, promote and celebrate best practice where ICT enhances learning

  • appropriate ICT is available and used routinely and regularly

  • schools become hubs for community learning, communication and information