Designing schools, curriculum and assessment for the 21st Century Martin Ripley with interpretation by Dr Muhammed Shoukany Tuesday 26 th January 2010 yom al thalaatha 11 safar 1431 A.H Lecture to the King Abdullah Project for Educational Development

 Awareness of customer and societal needs  Good communication skills  High ethical standards  An ability to think creatively and critically  Flexibility – self confidence to adapt  Curiosity and a desire to learn  A profound understanding of the importance of teamwork Boeing’s Desired Attributes of an Engineer

Today, the world’s 25 largest economies, services either account for more than 50% of the GNP or they are the largest sector in the economy 1960s2000 Manufacturing sector 54% of GPDLess than 30% of GPD Information services 36% of GPD54% of GPD

Innovation and efficiency in businesses: – use of IT – self-managed teams – decentralised decision-making – use of computers by front-line workers

Common classroom activities 52% 29% 25% 22% 17% 16% 10% 9% 8% 7% 4% 3% Copy from the board or a book Listen to a teacher talking for a long time Have a class discussion Take notes while my teacher talks Work in small groups to solve a problem Have a drink of water when I need it Work on a computer Listen to background music Have some activities that allow me to move around Create pictures or maps to help me remember Have a change of activity to help focus Spend time thinking quietly on my own Talk about my work with a teacher Learn things that relate to the real world Teach my classmates about something Base:All pupils (2,417)Source: Ipsos MORI Have people from outside to help me learn Learn outside in my school’s grounds 33%

55% 39% 35% 31% 21% 19% 16% 14% 12% 9% 8% 5% 6% 3% 1% In groups By doing practical things With friends By using computers Alone From friends With your parents By practising By copying By thinking for yourself Other From others From teachers By seeing things done In silence At a museum or library Base:All pupils (2,417)Source: Ipsos MORI Most preferred ways to learn

The curriculum AssessmentPedagogy

1 WHAT are schools trying to achieve? Responsible citizens... who make a positive contribution to society Confident individuals... who are able to lead safe, healthy and fulfilling lives Successful learners... who enjoy learning, make progress and achieve Curriculum Aims Attitudes and attributes eg, inquiring, risk-taking, creative, enterprising, confident, open- minded Skills eg, thinking skills, personal, self-reflection, debate, communication Knowledge & understanding eg, subject-specific advanced skills, knowledge of big ideas and influential people Focus for learning LessonsLocationEventsRoutinesOut-of-hoursOut-of-school Components Maths Subjects ScienceICT Islamic Studies Arabic Studies Social Studies SportsThe Arts Annual tests To compare progress made between schools and to ensure students are on track Periodic Assessment at the end of a term of end of module, to identify progress made and effectiveness of teaching Short-term Day-to-day assessment: diagnostic, informing learning and next steps. Assessment System level Evaluation of effectiveness of investments and programmes; international comparisons Schools What teaching approaches are working? Which teachers need support? Are we developing students’ to their full potential? Students Am I on track and making good progress? What are my strengths and interests? What should I improve? Wider performance measures 3 KEY QUESTIONS THE CURRICULUM ENABLES STUDENTS TO BECOME … Assessment is fit for purpose to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual & physical development In tune with human development Learning Approaches Varied styles eg enquiry, instruction, active, practical, theoretical 2 HOW is learning organised ? 3 HOW will schools be judged on how well they are achieving?

Ways of Thinking Creativity and innovation Critical thinking, problem solving, decision making Learning to learn, metacognition Ways of Working Communication Collaboration (teamwork) Tools for Working Information literacy (includes research on sources, evidence, biases, etc.) ICT literacy Living in the World Citizenship – local and global Life and career Personal & social responsibility – including cultural awareness and competence

Ways of Thinking Creativity and innovation Critical thinking, problem solving, decision making Learning to learn, metacognition Ways of Working Communication Collaboration (teamwork) Tools for Working Information literacy (includes research on sources, evidence, biases, etc.) ICT literacy Living in the World Citizenship – local and global Life and career Personal & social responsibility – including cultural awareness and competence

Ways of Thinking Creativity and innovation Critical thinking, problem solving, decision making Learning to learn, metacognition Ways of Working Communication Collaboration (teamwork) Tools for Working Information literacy (includes research on sources, evidence, biases, etc.) ICT literacy Living in the World Citizenship – local and global Life and career Personal & social responsibility – including cultural awareness and competence

Ways of Thinking Creativity and innovation Critical thinking, problem solving, decision making Learning to learn, metacognition Ways of Working Communication Collaboration (teamwork) Tools for Working Information literacy (includes research on sources, evidence, biases, etc.) ICT literacy Living in the World Citizenship – local and global Life and career Personal & social responsibility – including cultural awareness and competence

Find the sum of the angles p + q + r + s

Paper-based assessment Traditional assessment Innovative assessment Technology rich assessment Traditional, paper- based assessment; low level of innovation Technology delivers business process improvements (eg. lower cost, when ready testing) Technology delivers innovative assessments, designed to affect curriculum and learning Transformational strategy Migratory strategy