“The UK’s Experience in Developing the New Skills” Keynote Presentation to the Sixth Knowledge Economy Forum ‘Technology Acquisition and Knowledge Networks on Responsive Education System and Skills for the Knowledge Economy’ University of Cambridge, Tuesday 17th April 2007 Professor David Hopkins HSBC Chair of International Leadership Institute of Education, University of London

High Excellence High Equity – Raising the Bar and Narrowing the Gap 560 High excellence Low equity High excellence High equity Finland 540 U.K. Canada 520 Japan Korea U.S. Belgium 500 Switzerland Spain Mean performance in reading literacy Germany 480 Poland 460 Low excellence Low equity Low excellence High equity 440 420 60 80 100 120 140 200 – Variance (variance OECD as a whole = 100) Source: OECD (2001) Knowledge and Skills for Life

Brief History of Standards in Primary Schools 11 plus dominated Professional control Standards and "Formal" "Informal" accountability NLNS 2004 1950 1960 1970 1980 1990 2000 2010

This map shows in red those LEAs where three quarters of their children were achieving the expected level in English in 1998. This provided the clearest possible justification for the introduction of the National Literacy Strategy, and the position in numeracy was very similar.

This map showed the transformation that we had achieved by 2002 This map showed the transformation that we had achieved by 2002. And this year we have gone even further…..

4 This map showed the transformation that has now been achieved

Distribution of Reading Achievement in 9-10 year olds in 2001 575 550 525 500 475 450 425 400 375 350 325 300 The recent international PIRLS report on reading standards confirmed that we are right to describe our performance as world class. The study showed: Ten year olds in England are the third most able readers in the world, behind Sweden and the Netherlands England is the most successful English-speaking country. There has been a marked increase in our international performance since the mid-1990s. An NFER report in 1996 said that our performance would have put us close to the international average in 1991 The study also exploded a number of common myths Teachers say that the literacy strategy has introduced pupils to a wider range of texts Schools in England use more real books and more longer books than those in other countries. The high performance of our children is related to the broad reading curriculum that they follow Italy Israel Sweden England Bulgaria Latvia France Greece Cyprus Turkey Kuwait Belize Lithuania Hungary Germany Scotland Iceland Norway Singapore Romania Slovenia Colombia Argentina Morocco Netherlands United States New Zealand Czech Republic Hong Kong SAR Slovak Republic International Avg. Moldova, Rep of Russian Federation Macedonia, Rep of Iran, Islamic Rep of Canada (Ontario,Quebec) Source: PIRLS 2001 International Report: IEA’s Study of Reading Literacy Achievement in Primary Schools

The High Challenge High Support Framework Intervention in inverse proportion to success Ambitious Standards High Challenge High Support Devolved responsibility Accountability Access to best practice and quality professional development Good data and clear targets

Percentage of pupils achieving level 4 or above in Key Stage 2 tests 1998-2003 English Maths 80 75 70 Percentage 65 60 55 50 1998 1999 2000 2001 2002 2003 Test changes in 2003 Major changes to writing test/markscheme Significant changes to maths papers

The Key Question - how do we get there? Most agree that in England: standards were too low and too varied in the 1970’s & 80’s some form of direct state intervention was necessary the impact of this top-down approach was to raise standards (particularly in primary schools). But now: progress has plateaued - while a bit more might be squeezed out nationally, and perhaps a lot in underperforming schools, must question whether this is still the recipe for sustained reform there is a growing recognition that to ensure that every student reaches their potential, schools need to lead the next phase of reform. The 64k dollar question is how do we get there?

Towards system wide sustainable reform Prescription Building Capacity Professionalism National Prescription Every School a Great School The real challenge we all face is to move the system from National Prescription  Schools Leading Reform. As the Minister says, to move from a situation where Government delivers policy  to one that builds capacity. This is not a chronological shift, it takes time and it is always a blend, but we want to shift the balance. The aim is to go from a)  through b)  c). When at c) = High Excellence High Equity Schools Leading Reform System Leadership

4 drivers mould to context through system leadership Personalised Learning Professional Teaching SYSTEM LEADERSHIP Networks & Collaboration Intelligent Accountability

System Leadership: A Proposition ‘System leaders’ care about and work for the success of other schools as well as their own. They measure their success in terms of improving student learning and increasing achievement, and strive to both raise the bar and narrow the gap(s). Crucially they are willing to shoulder system leadership roles in the belief that in order to change the larger system you have to engage with it in a meaningful way.’

System leaders share five striking characteristics, they: measure their success in terms of improving student learning and strive to both raise the bar and narrow the gap(s). are fundamentally committed to the improvement of teaching and learning. develop their schools as personal and professional learning communities. strive for equity and inclusion through acting on context and culture. understand that in order to change the larger system you have to engage with it in a meaningful way.

“What does it mean to be educated?” Being educated at any particular age has four central elements: a breadth of knowledge gained from a curricula entitlement; a range of skills on a developmental continuum that reflects increasing depth at ages 7, 11, 14,16, and in many cases, 18; a range of learning experiences; a set of key products, projects or artefacts. It also means that students are able to… Sustain employability through basic skills Apply their knowledge and skills in different contexts Choose from and learn in range of post-14 study (assuming an entitlement curriculum up until then) Draw on wider experiences to inform further learning and choice

Personalised Learning is … An educational approach that focuses on every individual achieving their potential and enhancing their learning skills About designing teaching, curriculum and the school organisation to address the needs of the student both individually and collectively A system that is more accessible, open to customisation and involves the learner in their own learning A learning offer to all children that extends beyond the school context into the local community and beyond Customising the curriculum offer so that it balances breadth with personal relevance, and unifies the curriculum offer across sectors and age groupings. Its foundations are the curriculum subjects that fire students’ imagination and provide the basis for enquiry. Deep learning and teaching that builds on the learner’s experience, knowledge and multiple intelligences, and develops their confidence and competence. These strategies provide the focus for the teacher’s professional development, especially the use of ICT as a way to enhance creativity, extend learning opportunities and accommodate differing paces of learning. Assessment for learning engages pupils fully in their learning through shared objectives and feedback, the use of individual learning profiles and self directed learning projects, whilst enhancing their social skills. The focus on standards of achievement and learning provides the basis for unifying provision beyond the classroom and school to embrace the role of the family and community. Organising the school for personalised learning stresses the importance of leadership, enhances the role of the learning mentor and involves establishing a system of transferable learning profiles and credits. Networks and collaboration are an important enabler for personalised learning, both in providing choice and developing professional learning communities with access to a range of teaching strategies. They also enable the use of disciplined innovation, as a means for harnessing diversity to generate excellent outcomes under widely varying circumstances. 16

Barriers to Personalised Learning Curriculum congestion Expected levels Poor catch- up provision or progression for low attaining pupils Inadequate embedding of core skills Lack of clarity for students on the common learning skills Insufficient stretch for the most able Staffing problems

Realising Personalised Learning Focus on core study Contested statutory curriculum in non-core subjects combined with an optional entitlement Flexibility of an optional entitlement Clarity on common learning skills Champion effective pedagogy

Powerful Learning … Integrate prior and new knowledge Is the ability of learners to respond successfully to the tasks they are set, as well as the task they set themselves In particular, to: Integrate prior and new knowledge Acquire and use a range of learning skills Solve problems individually and in groups Think carefully about their successes and failures Accept that learning involves uncertainty and difficulty All this has been termed “meta-cognition” – it is the learners’ ability to take control over their own learning processes. 19

Learning Skills Functional skills Thinking and Learning skills: Literacy Numeracy ICT Thinking and Learning skills: Enquiry Creative thinking Information processes Reasoning Evaluation Personal skills: Communication (and personal presentation) Diligence, reliability, and capability to improve Working with others (social skills and teamwork) Moral and ethical awareness

OECD (2005) Definition and Selection of Competences Project 1. Use tools interactively (both physical and socio-cultural ones) a. Use language, symbols and texts interactively b. Use knowledge and information interactively c. Use technology interactively 2. Interacting in Heterogeneous Groups and specifically to: a. Relate well to others b. Co-operate, work in teams c. Manage and resolve conflicts 3. Acting Autonomously a. Act within the big picture b. Form and conduct life plans and personal projects c. Defend and assert rights, interests, limits and needs

Ensuring students gain mastery in these skills But to ensure students gain mastery of these skills there needs to be agreement on how the skills should be: embedded in teaching and learning, especially since in most systems these skills are not well taught in all schools and consequently students’ skill development is patchy developed coherently across the curriculum especially as again in most systems these skills are not specified or developed in a systematic way and progression is assumed rather explicit.

The Dialectic between Curriculum, Learning and Teaching Group Investigation Role Playing Synectics Curriculum Development Evaluation Concept Attainment Curriculum Development Synthesis Simulations Inductive Thinking Concept Attainment Analysis Models of Learning – Tools for Teaching Inductive Thinking Concept Attainment Application Comprehension Inductive Thinking Mnemonic Knowledge Mnemonic Inductive thinking Simulations

Principles for System Transformation Teaching and Learning School Improvement System Leadership System Wide Reform

Core Principles – Learning and Teaching Establish what learners already know and build on it Set high expectations, show commitment to learner’s success and structure and pace the learning experience to make it challenging and enjoyable Consistently develop learning skills and personal qualities Ensure curriculum entitlement and balance it with curriculum choice Inspire learning through passion for the subject Make individuals active partners in their learning through ‘assessment for learning’ strategies

Core Principles – School Improvement Focus systematically on teaching and learning Base improvement activity on qualitative and quantitative evidence Create time for collective enquiry and modelling across the curriculum Build ownership and develop leadership Embed improvement in the organisation’s systems and practices Engage in collaboration and the sharing and development of ‘practice’

Core Principles – System Wide Reform Establish a ‘Guiding Coalition’ with reform based on clear values – a commitment to the success of every learner Develop a system that is coherent for learners at every level Establish an intelligent accountability framework Built front-line capacity by devolving funding and autonomy to the local level Strengthen diversity, collaboration and innovation Develop local and regional capacity and structures for agency, professional support and challenge

The Logic of School Improvement Learning Potential of all Students Student Repertoire of Learning Skills Teacher Repertoire - Models of Teaching Embedded in Curriculum Context and Schemes of Work Whole School Emphasis on High Expectations and Pedagogic Consistency Sharing Schemes of Work and Curriculum Across and Between Schools, Clusters, Districts, LEAs and Nationally

Professor David Hopkins HSBC Chair in International Leadership David Hopkins was recently appointed to the inaugural HSBC Chair in International Leadership, where he supports the work of iNet, the International arm of the Specialist Schools Trust and the Leadership Centre at the Institute of Education, University of London. He has also just been appointed a Professorial Fellow at the Faculty of Education, University of Melbourne. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Professor of Education, Head of the School, and Dean of the Faculty of Education at the University of Nottingham. Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. Before becoming a civil servant he outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, London: Routledge / Falmer. His new book Every School a Great School has just been published by The Open University Press.