I wanted to build a curriculum on the foundations of pedagogical values not legislation

1. How can value-led education ensure the design, development, and implementation of a curriculum all staff are proud of support learners to become ‘good’ citizens in their future life?

2. I wanted to build a curriculum on the foundations of pedagogical values not legislation • 10 years work in education management where a perceived divide between those delivering pedagogy and those managing pedagogy is becoming increasingly wide (what was the impact of Incorporation and what lessons will be learnt for things like the Academy/UTC/Studio School/Free School model) • A tsunami of reforms all claiming to create ‘greater freedom and flexibilities’ across government legislation, which has only served to accentuate the above (GLH Vs Study Programmes) • Survey results on the amount of funding spent on teaching and learning activities (Coffield et al) • The reaction of the recent reforms to education compared to those of other sectors (more than pensions) • Changes to the direction of the ‘professionalization’ of the sector (Lingfield)

3. How do humans behave? • ‘Darling we are doing the Lion King’ (and other adventures in the Serengeti) • The human brain makes connections (Corrie) • Enrich and Haidt confirm that we are ‘groupish’ • Tabloid in nature – what do the international league tables really say for example. How valuable are your BTECs? How valuable is your value added? • Focused on austerity! (thus a natural propensity to be sceptical and negative – see Ashton, Lauder and Brown)

4. What do we consider the purposes of education? • Action research: The move away from learning outcomes (otherwise entitled ‘I don’t care what is was designed to do I care what it can do’) • Perspectives on what education should be (e.g. West Burham – what role does ‘entitlement’ play / where should Post-16 education sit) • (short term) Perspectives on how that should be assessed • Research being discussed now – what is the purposes of apprenticeship growth? • What did Tomlinson offer? What convictions drive legislation?

5. Using the values to move research forwards… • Do we have to explore what the relationship between behaviours, qualifications, and employment are (Biesta) • Communities of Practice: creating time and space for all to learn from each other – a College wide response • We equip ALL staff with the ability to join the dots between social science and purer economic research so that they have a chance to plan a curriculum which can move away from learning outcomes or teaching to a test (see Alexandar etc) • Staff now focusing in on 3 individual projects across 4 institutions which have been identified as the next steps for development (critical thinking, ILT, Assessment) • Bridging the conceptual divide with Primary Education practice (e.g. Clarke)

6. Recommendations • We use new funding methodologies (based on GLH or otherwise) to find space for Joint Practice Development (see Fielding) • We ask ALL staff in learning organisations to undertake (and publish?) academic work based on practice each year (the Semmelweiss effect) • We join up industry research (what is the role of SQSs and what is the relationship between managers, teachers and UKCES) to explore who all the collaborative partners are in curriculum development • Everyone takes a more forceful approach with government so that we can take a ‘yard stick’ of the impact of current reforms – this is about so much more than pensions! • Thus get a Professional Body that does not place ’30 hours CPD’ as its most heard message (humans group around what they know)