1. Creating the Climate for Change in Central South Consortium
Pedagogy
Creating the Climate for Change in
Central South Consortium
This presentation is designed to encourage schools and practitioners to develop pedagogy in readiness for the curriculum reforms.
It seeks to allow schools and practitioners to refine their policy and practice in a meaningful way that secures the best outcomes for learners.
It is designed to promote and facilitate professional dialogue, not to prescribe or model pedagogy. Through engaging in the presentation schools should be able to begin talking about pedagogy in their setting and developing a shared language.

2. Our National Mission
The new curriculum driven by the 4 purposes is at the centre of all reform
A high quality education profession will deliver this
Led by inspirational leaders
Ensuring excellence, equity and wellbeing
Through meaningful and manageable assessment evaluation and accountability
The core essence of the national mission is outlined in this slide.
It gives the opportunity to reflect upon the fact that although the change can feel overwhelming, the rationale behind it is what all educators would want for their system.
The importance of good teaching in this cannot be underestimated. The high quality education profession should be engaging with developing pedagogy.

3. A good education is something that is experienced by young people; it is not delivered. Delivery implies that education is a product, rather than a process. It implies transmission, rather than experiential learning. (Priestley, 2012)
The quote here captures some of the essence of the new curriculum.
The curriculum for Wales is being written in such a way as to support this and thus allow pupils to realise the 4 purposes. This has implications for the pedagogy used, this could be a useful discussion for practitioners to engage with.

4. Pedagogy (Chapter 5 Successful Futures)
Pedagogy is about more than ‘teaching’ in the narrow sense of methods used in the classroom. It represents the considered selection of those methods in light of the purposes of the curriculum and the needs and developmental stage of the children and young people. It combines theoretical and practical knowledge and skills with fine judgement about what is required to promote effective learning in particular contexts. It lies at the heart of what it means to be an excellent teacher.
The elements of good teaching include in various ways: subject and methodological expertise; sound classroom craft skills; an understanding of the social and psychological factors that influence learning; and the ability to excite and inspire children to want to learn and to be able to learn independently. There is a risk that changes to curriculum structures can be interpreted as implying particular pedagogical approaches.
To be clear, the recommendations of this Review do not imply an emphasis on any particular teaching approaches: decisions about teaching and learning are very context and purpose specific, and are best taken by teachers themselves. It would, therefore, not be appropriate for this Review to offer detailed prescriptions on teaching methods.
The text here is taken from Successful Futures. The messages in here are as important to consider as the pedagogical principles themselves. There is no simple recipe for good teaching. The best teachers adapt their pedagogy as often as needed and critically reflect on their practice. This is reinforced by the messages here.

5. 12 Pedagogical Principles
Good teaching and learning maintains a consistent focus on the overall purposes of the curriculum
Good teaching and learning challenges all learners by encouraging them to recognise the importance of sustained effort in meeting expectations that are high but achievable for them
Good teaching and learning means employing a blend of approaches including direct teaching
Good teaching and learning means employing a blend of approaches including those that promote problem solving, creative and critical thinking
These are the pedagogical principles from successful futures. There is more of an explanation of these in the Successful Futures review. It is important that all practitioners consider these and discuss what they mean in their setting.

6. 12 Pedagogical Principles
Good teaching and learning sets tasks and selects resources that build on previous knowledge and experience and engage interest
Good teaching and learning creates authentic contexts for learning
Good teaching and learning means employing assessment for learning principles
Good teaching and learning ranges within and across Areas of Learning and Experience
Good teaching and learning regularly reinforces cross curricular responsibilities, including literacy, numeracy and digital competence, and provides opportunities to practice them
These are the pedagogical principles from successful futures. There is more of an explanation of these in the Successful Futures review. It is important that all practitioners consider these and discuss what they mean in their setting.

7. 12 Pedagogical Principles
Good teaching and learning encourages children and young people to take increasing responsibility for their own learning
Good teaching and learning supports social and emotional development and positive relationships
Good teaching and learning encourages collaboration
These are the pedagogical principles from successful futures. There is more of an explanation of these in the Successful Futures review. It is important that all practitioners consider these and discuss what they mean in their setting.

8. 12 Pedagogical Principles
Some are pedagogy relating to the 4 purposes
Supports the development of teaching
Not an exhaustive list of pedagogy
Not a tick list
Never ‘done’
It is important that they pedagogical principles do not become a burden to practitioners. They are designed to be a developmental tool promoting good teaching and a shared language.

9. Professional Standards
The new professional standards for teaching and leadership also focus on pedagogy, with the recognition that it is paramount. This means that all practitioners should be engaging with pedagogy and considering this as part of their professional learning.

10. Professional Standards
The emphasis on pedagogy in the professional standards cannot be overestimated. All other aspects are linked to this.

11. Professional Standards
Refining teaching:
Managing the learning environment
Assessment
Differentiation
Recording and reporting
Involving all partners in learning
Advancing learning:
Four purposes for all learners
Exploiting subject disciplines in areas of learning
Blended learning experiences
Real life, authentic contexts
Progression in learning
Cross-curricular themes
Influencing learning:
Challenge and expectations
Listening to learners
Learners leading learning
Sustained effort and resilience in learners
Reflection on learning
Learning outcomes and well-being
Pedagogy has been split into the sections on the slide.
It would be useful at this point for practitioners to look at these in more detail and consider what it might mean for their own professional learning.

12. Professional Standards
The professional standards are seeking to exploit the links between all areas. It is important to recognise that all of these focus on their impact on pedagogy.

13. Professional Standards
Pedagogy development as a career long journey
Pedagogy at the heart of all the standards
Shouldn’t be used in isolation
Not a tick list
Never ‘done’
It is important that the professional standards are used with the integrity that they were written and do not get used as a tick list that teachers must do.

14. https://beta.gov.wales/schools-learning-organisations
Schools as Learning Organisations (SLOs)
Schools as learning organisations is another key aspect of reform that considers pedagogy and the leadership conditions that promote professional learning.
The full document and web page are available on this link. There are a number of case studies of schools that are developing as learning organisations.

15. 7 Dimensions of SLO
Developing a shared vision centred on the learning of all learners
Creating and supporting continuous learning opportunities for all staff
 Promoting team learning and collaboration among all staff
 Establishing a culture of enquiry, innovation and exploration
 Embedding systems for collecting and exchanging knowledge for learning
  Learning with and from the external environment and wider learning system
 Modelling and growing learning leadership
It is made up of seven dimensions that are listed on this slide. Each of these dimensions has a number of aspects that give more detail to the title.
In its simplest form it is when hearts and minds meet systems and processes. In schools that are learning organisations a strong vision permeates all work, it is far more than a slogan. This is coupled with robust systems and processes for evaluation and professional learning.
It should not be seen as a tick box but as a developmental tool that will support schools to improve.

16. A school that is a learning organisation has the culture and climate that allows practitioners to develop their pedagogy.

17. Schools as Learning Organisations
SLOs vision is a motivating force for sustained action
SLOs staff are responsible for their own professional learning
Collaborative learning and collective learning are central to the SLO
SLO uses enquiry to establish change and innovation in educational practice
SLOs ensure that they are “information-rich” or, more appropriately, “knowledge rich”
SLOs exchange information and collaborate with the wider learning system
Leadership is the essential ingredient connection the seven SLO dimensions
Schools as learning organisations should not be a bolt on to reform and developing pedagogy, it should be at the core. Ensuring leaders create the climate for practitioners to engage effectively with professional learning.
Shouldn’t be used in isolation
Not a tick list
Never ‘done’

18. Questions to Consider in Developing Pedagogy
Teaching and learning…
What implications do you see for teachers’ approaches to planning of lessons, specific selection of pedagogic approaches to lessons and the setting of work outside of lessons?
What are the skills that teachers will need to develop?
What are the professional learning implications of these?
How can this be facilitated?
Discuss the questions. Use them to consider what they ways forward should be.

19. Questions to Consider in Developing Pedagogy
Leadership…
What implications do you see for the organisation of the school? Consider the school’s organisations structure, and practical questions such as timetabling, resourcing and management of groups.
Do you see any implications for the organisation of classroom and any other learning spaces in school?
How do you think people other than teachers can contribute to the changes? Consider TAs, parents and the local community
Discuss the questions. Use them to consider what they ways forward should be.

20. Questions to Consider in Developing Pedagogy
Making Professional Learning available:
How do you intend to make professional learning available within your school?
How do you intend to approach teachers and leaders who are least engaged with the development of pedagogy?
How do you think your region should support professional learning in pedagogy? What do you need CSC to provide?
Discuss the questions. Use them to consider what they ways forward should be.

21. Support and Information
Use the readiness tool to consider the reform journey
Engage with SIG and cluster networks
Support the capacity building of leadership of learning
Communicate with CSC any training and development needs
Engage with the WG blogs and animations on curriculum reform
School needs
Hub Programmes
SIG working
Cluster working
Pioneer schools
Partner schools
Bespoke training
The national mission and the self-improving system in CSC recognise that there is no one correct way to bring about improvement. Each school, staff body and cohort of pupils will have different needs at different times.
It is important that all schools access the support that is best suited to them. The needs of the school should dictate which professional learning activities they engage with to develop.
CSC provide a menu of improvement activities that aims to ensure all needs can be met. Consider as a school what you are engaged with and whether this best meets your needs. Consider also how agency might support this.