organising learning

Transforming learning Every Child Matters

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 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


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’


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)


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


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.


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


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


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


Typical innovations

organising the curriculum around themes

using curriculum time flexibly

providing alternative curriculum pathways

developing students’ learning skills.


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.


2) Flexible use of curriculum time

• reorganising the school day• adjusting the school year• changing the time allocation for activities or

lessons


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


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


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


4) Developing learning skills

Competency curriculum• Learning to Learn• Open Minds / SEAL• Functional Skills• PLTS


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?


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

organising learning

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