Our Future VisionReflecting on the future of learning in our family of schools

Dr Neil Hopkin

Executive HeadteacherNational Leader of Education

Our Future Vision

What does learning look like?What can you contribute?

All our futures: the task ahead

• We are the people we’ve been waiting for

Time for a new curriculum

The state of the current national debates...

200020012002200320042005200620072008200920102011

The Rose Review

Aims:

Successful learnersConfident individualsResponsible citizens

The Cambridge Review

Aims:The individual

Well beingEngagement

EmpowermentAutonomy

The Cambridge Review

Aims:The individual

Well beingEngagementEmpowermentAutonomy

The Cambridge Review

Aims:Self, others and the wider world

Respect & reciprocityInterdependence & sustainabilityLocal, national & global citizenshipCulture & community

The Cambridge Review

Aims:Learning, knowing

and doing

Exploring, knowing, understanding & making sense

Fostering skillExciting the imaginationEnacting dialogue

No ‘core’ subjects: Just12 aims in 8 domains

Arts & Creativity

Citizenship & Ethics

Language, Oracy & Literacy

Physical & Emotional Health

Science & Technology

Faith & Belief

Mathematics

Place & Time

Too complex?

School Improvement:Systemic Messages?

In many schools...

historical habits are frustrating genuine innovation

surface change masks a deeper inertia

Systemic Messages?

Transformation

Sir Ken Robinson

...the need

The opportunity...

What should we consider?

Learning culture

Learning experiences Learning spaces

What shall we improve?

• The pedagogy - how our children experience learning

• The curriculum - what our children learn about

• The environment - where our children learn

How could our children learn?

MotivatedAustralia

How could our children learn?

InspiredUSA

Which means:

KS2

Which means:

KS1

What could our children learn?

Understandings not just skills

Understandings not just skills

Some teachers believe their students should “really understand”, others desire their students to

“internalize knowledge”, still others want their students to grasp the core or essence”.

Do they all mean the same thing? Specifically, what does a student do who “really understands”

which he does not do when he does not understand?

What could our children learn?

Understandings not just skills

Some teachers believe their students should “really understand”, others desire their students to

“internalize knowledge”, still others want their students to grasp the core or essence”.

Do they all mean the same thing? Specifically, what does a student do who “really understands”

which he does not do when he does not understand?

“He knows a lot of maths, but he doesn’t understandits principles...”

“She knows the meaning of the words but doesn’tunderstand the sentence...”

What could our children learn?

Understandings not just skills

Some teachers believe their students should “really understand”, others desire their students to

“internalize knowledge”, still others want their students to grasp the core or essence”.

Do they all mean the same thing? Specifically, what does a student do who “really understands”

which he does not do when he does not understand?

“He knows a lot of maths, but he doesn’t understandits principles...”

“She knows the meaning of the words but doesn’tunderstand the sentence...”

What could our children learn?

Understandings not just skills

Some teachers believe their students should “really understand”, others desire their students to

“internalize knowledge”, still others want their students to grasp the core or essence”.

Do they all mean the same thing? Specifically, what does a student do who “really understands”

which he does not do when he does not understand?

Benjamin Bloom, 1956Taxonomy of Educational Objectives

What could our children learn?

Understandings not just skillsWhat could our children learn?

Professor Linda Darling-HammondStanford University

Professor Seymour PapertMIT

Understandings not just skillsWhat could our children learn?

Understandings not just skillsWhat could our children learn?

Where could our children learn?

Everywhere

Where could our children learn?

The whole child

nature and needs of childhood

environment in whichchildren grow up

teaching which brings a paper curriculum to life

professional, institutional & policy conditions

assessment

structure, ages & stages

The whole ethosteaching which brings a paper curriculum to life

professional, institutional & policy conditions

Professor Dylan WiliamIoE, University of London

Which means:

The whole child

nature and needs of childhood

environment in whichchildren grow up

teaching which brings a paper curriculum to life

professional, institutional & policy conditions

assessment

structure, ages & stages

More than just the curriculum

assessment

7% of variability in test grades is due to the school93% of the variability in grades are nothing to do with the school

Institute of Education, London

Differences in CVA are mostly insignificant

structure, ages & stages

More than just the curriculum

assessment

7% of variability in test grades is due to the school93% of the variability in grades are nothing to do with the school

Institute of Education, London

Differences in CVA are mostly transient

structure, ages & stages

More than just the curriculum

assessment

structure, ages & stages

Our children need a vibrant, diverse curriculum that equips

them for the 21st century workplace

Differences in CVA are mostly small

More than just the curriculum

Professor Stephen HeppellAnglia Ruskin University

More than just the curriculum

Our children need a vibrant, diverse curriculum that equips

them for the 21st century workplace

The whole child

nature and needs of childhood

environment in whichchildren grow up

teaching which brings a paper curriculum to life

professional, institutional & policy conditions

assessment

structure, ages & stages

The whole child

nature and needs of childhood

environment in whichchildren grow up

7% of grade variability is due to the school93% is due to:

povertydisadvantage

riskdiscrimination

The whole child

nature and needs of childhood

environment in whichchildren grow up

More than just the curriculum

nature and needs of childhood

environment in whichchildren grow up

teaching which brings a paper curriculum to life

professional, institutional & policy conditions

assessment

structure, ages & stages

Our federation, our school

What can

you

contribute?