1. What can we learn from ‘top performing’ education systems? Reflections from Lucy Crehan www.insideclassrooms.com www.facebook.com/insideclassrooms www.unbound.co.uk/books/cleverlands @lucy_crehan

2. What did I do? Approached schools ‘under the radar’. Lived with teachers. Taught with them where possible. Spent -3-4 weeks in each country -2-3 weeks inside schools -At least 1 week in the same school Interviewed teachers, students, parents and policy makers. Identified themes and commonalities from these conversations, my own observations, other research, and TALIS and PISA data.

3. Learning from other systems should not be like Physics

4. It should be more like biology 5 approaches of high performing and equitable systems

5. Realistic academic expectations In the countries I visited, children start school at aged six (Canada, Japan) or seven (Shanghai, Singapore, Finland). Later starting children catch up, and in some studies overtake their earlier starting peers. Some studies find they also have better comprehension, suffer from less anxiety, less inattention/hyperactivity and have more motivation. The curriculum in England is more demanding and academically orientated than Japan’s, Finland’s or Korea’s at age 6.

6. Playful learning in pre-school. Most children in Finland, Japan, Shanghai and Canada (and many in Singapore) attend pre- school or kindergarten for at least the year before that – this significantly affects later scores. Not all pre-school is equal. Finland is the exemplar here – qualified professionals, small student:staff ratio, play-based activities but with both an educational and social focus. When children are then required to demonstrate more specific academic skills, they are (nearly) all ready for it, which means there is less variance.

7. Get children ready for formal learning. 5 approaches of high quality and high equity systems

8. All of the countries I visited have national or provincial curricula. This helps with mobility and equity. Features of good curricula: These curricula apply the same to all children of the same age unless they’ve been specifically dis-applied due to learning disabilities. National curriculum is: minimal, high- level, ordered. Minimal – Focus on fewer topics, but in greater depth. High-level – Be clear what concepts are required, but don’t prescribe context or pedagogy. Ordered – Arrange concepts in a logical order, based on research into how children learn.

9. Textbooks used as effective resource All of the countries I visited use textbooks as a basis for lessons more than we do. % of teachers using textbooks as basis for instruction in primary Maths: England – 10% Finland – 95% Japan – 92% Singapore – 70% Canadian provinces – 36% 49% 55%

10. Get children ready for formal learning. Design curricula concepts for mastery (and context for motivation). 5 approaches of high quality and high equity systems

11. . Nearly all children take on the same challenges... In Finland, Japan, Canada and Shanghai, children aren’t tracked into different schools until they are 15/16. This contributes to having a high equity system (and has no overall effect on performance internationally). In those same countries, children are also not set into different classes by ability until they are 14/15/16. They are all expected to cover the whole curriculum.

12. Setting and streaming - evidence “Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases educational inequality. While less clear, there is also a tendency for early tracking to reduce mean performance.” Hanushek & Wößmann (2005) “Overall, setting or streaming appears to benefit higher attaining pupils and be detrimental to the learning of mid- range and lower attaining learners.” EEF Toolkit

13. . Nearly all children take on the same challenges... In Finland, Japan, Canada and Shanghai, children aren’t tracked into different schools until they are 15/16. This contributes to having a high equity system (and has no overall effect on performance internationally). In those same countries, children are also not set into different classes by ability until they are 14/15/16. They are all expected to cover the whole curriculum. Even within lessons, there is little differentiation by activity: England (63%), Alberta (47%), average (44%), Finland (37%), Japan (22%), Singapore (21%), Korea (20%), Netherlands (20%). (TALIS 2013)

15. This is already made easier by the previous two principles. But students are also supported, based on one of two models. How do they all keep up? Finland and Canada – additional qualified teachers are employed to support students in small (flexible) pull-out groups during and after class. Japan, Shanghai, Singapore – sometimes extra support from the class teacher during class. Most support between and after classes, from the class teacher. Then parental and tutor support where necessary.

16. Get children ready for formal learning. Design curricula concepts for mastery (and context for motivation). Support children to take on challenges, rather than making concessions. 5 approaches of high quality and high equity systems Treat teachers as professionals: select, train and trust. Combine school accountability with support rather than sanctions.

17. Any questions? Email me at lucy.crehan@gmail.comlucy.crehan@gmail.com Tweet me at @lucy_crehan Cleverlands is out on 1 st December! Pre- order it here to receive a special edition a month before the release date. www.unbound.com/books/cleverlands www.unbound.com/books/cleverlands