1. to help you to… >map how your work now stands; >take account of changing needs; >identify further options for action; >re-prioritise your work. the new curriculum FRAMEWORKS FOR WELL-BEING DVT 12 frameworks uploaded 01/09/08 this PowerPoint at: www.hihohiho.com/ magazine/mkngtwork /caffrmwrk.ppt

2. we are competing in global markets enterprise, impact and learning: backstory take account of global realities global expansion increases our carbon footprint global technology shapes beliefs, values and expectations economic environmental cultural

3. looking for what drives the people we seek to help: beliefs - images, impressions and stories values - social, commercial, religious and sporting commitments expectations - possible identities in possible futures beliefs - images, impressions and stories that they… think are most real; download for themselves and text to others; talk about a lot with each other. values - social, commercial, religious and sporting commitments in their… icons, tattoos and dress; people they pay most attention to; what they spend time, money and energy in getting. expectations - possible identities in possible futures that they… feel to be most likely; are most comfortable with; invest energy to make happen. the backstory take account of culture

4. education for citizenship spiritual well-being personal, social, health and economic education personal well- being economic well-being civil well-being religious education team development make the QCA proposals work physical well-being social well-being environmental well-being well-being across the curriculum

5. network development cover the possibilities partners-coming-in / students-going-out / ‘real-life’ projects community-linked activity engaging direct-and-personal contact with people, places & tasks learning-outcomes / target-setting / outcomes-of-learning individual learning plans & action plans listing & narrating ‘what I know’ and ‘what I can do about it’ tutor-time / carousels / specialist-time personal, social, health and & economic lessons learning what is so & what to do about it - in specific situations expert help / mentoring / digital media personalised face-to-face work engaging up-close-&-personal help on specific needs display & loan / interactive / local & life-wide information and resource unit gathering information & impressions of opportunity, role and identity occasional / systematic / progressive long-slot partnerships for learning making student-teacher-mentor partnerships - with dedicated teams across-the-board teams as-and-when / planned / monitored subject-by-subject links applying mainstream subjects to life experience partners-coming-in / students-going-out / ‘real-life’ projects learning-outcomes / target-setting / outcomes-of-learning tutor-time / carousels / specialist-time expert help / mentoring / digital media display & loan / interactive / local & life-wide occasional / systematic / progressive as-and-when / planned / monitored

6. key ideas network development point to possibilities why they are important action I can support curriculum base your id date cultural change / well-being / curriculum possibilities / transfer-of-learning policy-driven / research-based / enriching pragmatic / in-touch with students personal-learning / in subject / cross-curricular / community / assessment getting well-being relevance into academic subjects embedding learning, increased motivation - credibility probability - who’s taking how much risk of what - using diet & crime statistics, etc. mathsjane 1/11/08 cultural change / well-being / curriculum possibilities / transfer-of-learning policy-driven / research-based / enriching pragmatic / in-touch with students personal-learning / in subject / cross-curricular / community / assessment

7. scheme development provide for process learning-to- learn establishing links making progress transferring learning > get into a learning frame-of-mind > find out / sort out / check out / work out > probe what’s going on & what to do about it > cross boundaries – find expertise & experience > compare learning - from curriculum & community > probe ideas - other people’s & their own > move-on in a step-by-step progression > enough to go on / points-of-view / causes-&-effects > explain bases for action > try-out how to use this learning in life > establish clear reminders of how they will use it > embed the learning as a resource for living researcher narrator theorist social civil domestic neighbourhood religious work processengagement student role students as partners in how to learn…

8. why this learning is important to me something from… a whole-group class a small group a class visit or visitor an out-of-class project personal learning in my life… where I will be who I will be with what I will be taking on because it was… funny interesting useful surprising upsetting how bad it is for those people couldn’t stop thinking about it at home talking with my dad about being a clothes-shop manager lesson/scheme/project your id date reddy rachel ‘sweat-shop’ project 1/11/08 assessment enable transfer-of-learning what I learnedwhy I remember ithow I will use it something from… a whole-group class a small group a class visit or visitor an out-of-class project personal learning in my life… where I will be who I will be with what I will be taking on because it was… funny interesting useful surprising upsetting lesson/scheme/project your id date

9. research enquire and evaluate impact questions does it work in any useful way? compliance questions does it match hopes & expectations? diagnostic questions when and with whom does it work and not work? practice-based questions why it works well and how could it work better? ‘labour economy’ ‘national competitiveness’ ‘student employability’ ‘student skills’ ’quality standards’ ‘performance targets’ ‘learning outcomes’ ‘stakeholder expectations’ ‘different individuals ‘different social groups’ ‘cultural backgrounds’ ‘underlying stereotypes’ ‘student learning’ ‘team roles’ ‘team credibility’ ‘student’s own narratives’ questions and factors… framework phrases…

10. requirements & incentives competition & change demands & skills opportunities & access being flexible doing what is needed living with others making choices contacts & pressures wants & quality-of-life holding on & letting go hopes & disappointments being flexible & coping with stress doing what is needed & work-life balance living with others & realising identity making choices & seeing consequences developing well-being what goes on the facts, factors & trends managing well-being people’s experience their dilemmas, problems & conflicts learning for well-being how we help our face-to-face, curriculum & informal work underpinning ideas take account of experience

11. underpinning ideas make it brain-friendly brain workingscurriculum workings semantic intelligence knowing facts, factors and trendsseparate mainstream subjects remembered when significant and when usedassessed as performance indicators - always central procedural skills knowing how to perform, make, apply or competeart-and-craft, personal-learning & functional skills internalised as unspoken living, artistic and craft skills assessed as performance indicators - often cross- or extra-curricular episodic (biographic) consciousness knowing the who, where and why of experienced episodes taught as ‘personal and social development’ embedded long-term - especially when there is significant feeling assessment difficult & can be counter-productive - usually marginal academic standards vocational skills personal-and-social well-being

12. 1.continuing: 2.social: 3.informal: 4.pressurised: 5.conflicted: 6.life-wide: 7.life-long: 8.changing: underpinning ideas look again at well-being drawing on other-than-professional sources of influence – especially in social networking and street-level chat; unfolding from early life - in a continuing story; worked out with, for and in response to other people; with professional, commercial and cultural interests shaping the way information and impressions are presented; seeking life-work balance - for economic, personal, social, spiritual, civil and environmental well-being; seeking shorter-term personal fulfilment - but needing to see longer-term consequences for self and loved ones; with accelerating economic and technological developments speeding up all of these effects. having to-and-fro stresses in reconciling changing feelings, attachments and allegiances;

13. opened up to surprise for positioning ‘in a race’ for travelling ‘on a journey’ action priorities unpack the aims seeking new horizons calling on partnership for looking wider considering possible change-of-mind skilled up for performance matching known demands calling on coaching for looking good developing effective habits-of-mind metaphors for well-being… for shared well-being carried life-long for individual achievement made now

14. action priorities work on the basic questions askingabout whatCPI focus who’s in a position to do what? what can I do about it? > knowing both identity and opportunity > which can be widely shared with others > for what was never more needed or urgent > working from how-I-see-&-feel things > which is shared with some others > for holding on and letting go > knowing how to find out & be sure > which takes on feelings & pressure > for managing change & gaining control coverage: what and who your students need to know influences: what & who your students pay attention to processes: how and why your students take command for knowledge in the contemporary world… what’s going on?

15. action priorities sharpen your sense of direction 1.well-located in timetable: a series of set-aside long-slots to accommodate a well-managed scheme of work; 2.with time and space for sustainable learning: enough room for student to examine, probe, recognise, practice, adapt and revisit; 3. making links to community expertise and experience: authentic and useful contacts in the neighbourhood and the wider world; 4.maintaining both high standards and life-role relevance: setting out credible knowledge which also enables learning for student well- being; 5.building tight teams: drawing on a small teams of people each engaged for their commitment and ability in a scheme of work. enabling contemporary well-being moves towards partnerships for learning:

16. any hope here? get the handbook pdf… www.hihohiho.com/magazine/mkngtwork/caffrmwrk.pdf get this ppt…www.hihohiho.com/magazine/mkngtwork/caffrmwrk.ppt help colleagues… copy-and-paste urls into an e-mail in planning for… if ‘yes’ - glad it’s been useful if ‘no’ - you could tell Bill why at www.hihohiho.com yes/no yes/no map how things are now? take account of contemporary needs? identify new options for action? re-prioritise your own work?