Developing and leading an audacious and vivid vision for children in school now. Children who will be 22nd century citizens. Pete Hall Jones

What were you going to do as a headteacher? Discuss

Victim or culprit

Blown off course?

What pressures are your responding to? Discuss

Sell it to me

Irresistible

Keeping all the balls in the air?

Which way do you ping?

What have we allowed ourselves to get used to?

I guess that’s just the way it is?

In or out?

What have we allowed ourselves to get used to?

What might we allow ourselves to get used to?

The future…but how?

Reticular Activating System , 000,000 NTD

How do we do it at now? How do we organise the learning factory?

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Assessment Uses error positively Includes individual target setting Includes testing Includes peer- and self- evaluation Includes peer- and self- assessment Gives advice on what and how to improve Celebrates success against agreed criteria Has understood, shared and negotiated success criteria Has clear learning intentions shared with pupils Builds a more open relationship between teacher and learner Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Dimensions spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Learning approaches National curriculum A & DMaCiD & TEnGeHiICTSc PSHE PEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims?

joint – bilateral or trilateral mutually beneficial shared outcomes shared programme of activities clear, realistic, achievable embedded in the curriculum continuously evaluated What do we have to do to produce success … at the bottom line?

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? To secure Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices A big picture of the curriculum

joint – bilateral or trilateral mutually beneficial shared outcomes shared programme of activities clear, realistic, achievable embedded in the curriculum continuously evaluated What are our school/ countries aims… what are we trying to build? What are we trying to build, what are our school aims? Discuss

Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Safety Enjoying and achieving Health Contributing positively Achieving economic wellbeing Every child matters A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Curriculum aims Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Focus for learning Attitudes and attributes e.g. determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Curriculum aims Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Lessons Out of school Extended hours RoutinesEvents Locations Environment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Learning approaches Including enquiry, active learning, practical and constructive Community and business links Using a range of audiences and purposes In tune with human development Including all learners Building on learning beyond the school Matching time to learning need, e.g, deep, immersive and regular frequent learning Taking risks Opportunities for learner choice and personalisation A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become A big picture of the curriculum Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Dimensions spiritual – moral social – cultural cultural diversity, identity and belonging global dimension and sustainability active citizenship and community action personal development, health and well- being enterprise and entrepreneurs technology and the media A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Dimensions spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability National curriculum A & DMaCiD & TEnGeHiICTSc PSHE PEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical developmentCreative development The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become A big picture of the curriculum Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Builds a more open relationship between teacher and learner Has clear learning intentions shared with pupils Has understood, shared and negotiated success criteria Celebrates success against agreed criteria Includes peer- and self-assessment Gives advice on what and how to improve Includes peer- and self- evaluation Includes testing Includes individual target setting Uses error positively A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Assessment Uses error positively Includes individual target setting Includes testing Includes peer- and self- evaluation Includes peer- and self- assessment Gives advice on what and how to improve Celebrates success against agreed criteria Has understood, shared and negotiated success criteria Has clear learning intentions shared with pupils Builds a more open relationship between teacher and learner Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Dimensions spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Learning approaches National curriculum A & DMaCiD & TEnGeHiICTSc PSHE PEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become A big picture of the curriculum

What would the big curriculum picture look like in your school? Discuss

Irresistible?

Scratch the itch SPINSPIN ituation roblem mplication eed

Do your challenges cause sufficient itch to ‘buy? the cream?

Your features are only of benefit to me when I have a need How to sell

I can manage with you

T.G.I.F.

How would you?

Ignorance is bliss?

Leading, managing and orchestrating teachers, community and life long learning.

Thumbs up for change?

Are we there yet?

Just pedal faster Discuss Are you leading or managing… just?

There really is more than one way to do it

Accentuate the positive

Orchestrating the talents

School of the future

All ages, customer focussed

Hungry consumers of education and learning

Achievement focussed

Personalised

Flashmob curriculum

Whose knowledge?

Personalised as and when needed

World class learning for global citizens and the international context

Where have you been recently?

Whose children?

Singapore 4 Desired Outcomes 3 Principles5 Social and Emotional Competencies 21 st Century Competencies Confident person Self-directed learner Active contributor Concerned citizen Flexibility and diversity Broad based holistic education Teach less – learn more Self- awareness Self- management Social awareness Relationship management Responsible decision making Civic literacy, global awareness and cross-curricular skills Critical and media skills Information and communication skills

New Zealand PrinciplesValuesKey Competencies High expectations Treaty of Waitangi Cultural diversity Inclusion Learning to learn Community engagement Coherence Future focus Excellence Innovation, inquiry and curiosity Diversity Equity Community participation Ecological sustainability Integrity Respect Thinking Using languages, symbols and texts Managing self Relating to others

Queensland PrinciplesValues (aims) Quality curriculum maximises each student’s educational potential Learning experiences connect with existing knowledge and skills Learning experiences are equitable and inclusive Teaching, learning and assessment are aligned Learning experiences promote depth of understanding and are connected, purposeful and challenging Pursuit of knowledge and a commitment to achievement of potential Self acceptance and respect of self Respect and concern for the rights of others Social and civic responsibility Environmental responsibility

How do these ‘World Class Models … from top performing countries compare to your curriculum/ teaching model? Discuss

What does a global citizen look like exactly?

creative Is globally aware Questioning communicates well confident takes risks social justice thirst for knowledge tolerance curious generates ideas flexible perseveres listens and reflects critical self-editing skill humanity shaper literate willing to have a go thinks for themselves shows initiative gets on well with others makes a difference acts with integrity morality self-esteem patriotism ‘can do’ attitude national identity learns from mistakes independent With thanks to QCDA

Which skills?

The whole curriculum as experienced

Magnetism

Magnetism

Roots Independent enquirers Effective participants Reflective learners Team workers Self managers Creative thinkers

English Maths Science History Geography Art Music Citizenship

Independent enquirers Effective participants Reflective learners Team workers Self managers Creative thinkers English Maths Science History Geography Art Music Citizenship

Effective participants Reflective learners Team workers Self managers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers

Effective participants Reflective learners Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers

Effective participants Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Reflective learners

Effective participants Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Reflective learners

Effective participants Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Reflective learners Global citizenship International Cultural diversity

Effective participants Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Reflective learners

Lessons Themes Field study Pupil responsibility: routines Subject- focused lessons Working with artistResidential Visit Local studySchool garden Newspaper Coaching Expertise of staff After school activities Community projects Museum Visits Assemblies

History: Victorians How did our town change during the Victorian period? (L4) And Why (L5) ICT: present to people and audiences within and beyond the school Work collaboratively towards common goals Work in groups to make a PowerPoint or video presentation illustrating how our town changed research changes and reasons use maps and pictures animate presentation add commentary add music refine presentation 1 week school and museum film technicians? Music Art - photos

Make one change …

History: Victorians How did our town change during the Victorian period? (L4) And Why (L5) Literacy: write and present with an awareness of different audiences Work collaboratively towards common goals Children are asked to persuade some Victorian members of parliament to change the law to improve the conditions of children employed in factories. research conditions and laws agree line of argument set out arguments persuasively meet with MPs one week school and museum meeting with local MP? citizenship health and wellbeing drama

Accountable, brave, passionate and inspirational learning and leading in Taiwan

Who or what will I see or hear where That makes me go… YES!

Every day take the next right decision effectiveness efficiencyefficiency Die slowlyThrive Die quicklySurvive

Hands up for change

Focus on the point

Good foundations, nice roof

Legacy?

educere Pete Hall Jones The Spiral Partnership The Curriculum Foundation

Newton’s law

Equal and opposite?

Fit for purpose? skills values attitudes knowledge