Thai – Lessons from the UK Building Schools for the Future programme

1. Thai – Lessons from the UK Building Schools for the Future programme Dan.Buckley@camb-ed.com www.camb-ed.net

2. BSF – a journey not an event What is your destination ?

3. BSF Continuum of creativity & innovation Change Management Readiness to deliver Strategy for change Collective Partnership Targets and KPIs OBC Long term vision – Never reachable? Current outstanding practice Procurement LEP Future focussed projects Educationally led design : immersive, leading edge technology.

4. A whole school culture of innovation Context Stakeholders Senior team planning for innovation Identify key stakeholders and begin to prepare representation of these National Policy, Social context, history, research, current capacity Workshops Deliverables ‘BEST’ Vision Envisioning Plan Ideas Sorter Case studies Debate Sign off of ideas phase ‘Learner Vision Do Innovation delivery Teams Innovation teams ‘3 Ideas posters Implementation Resources and Priorities Review Evaluation Evaluation of first 6 months

5. Stakeholder landscape Add and/or subtract stakeholder groups required for consultation in your community.

6. Inclusion practices

7. Envisioning What is your destination ?

8. Some Possible Routes

9. Knowledge Knowledge Content Creation Content Creation Teacher Training Teacher Training GuidedResources Resources Teacher Teacher User selected content Teacher selected content ? Delivery model   The T-route Model Knowledge Teacher Training Teacher Delivery model 

10. The P-route Model Teacher Input stimulus, guidance, direction, opportunities Research outcomes, analysis, conclusion Continuous improvement LearningEnvironment Knowledge Knowledge         User generated content

11. Pulling in the same direction Incremental changes in the right direction are ‘Transformational’

12. Envisioning Task • Decide which of the three categories you would like to work on. • Imagine it is the year 2030 and you are giving an international presentation about the most outstanding practice in your country • What would this success look like? • You can base it on the outcomes shown here or create your own. • Add your ideas to post-its and stick on the flip charts provided.

13. Whole school / group vision

14. Size of the Building How big will your new school be ?

15. Likely floor areaTaken from BB98 (building bulletin 98)

16. Typical human space allowances • Standard teaching space = 1.8 square metres per child • Practical or lab space = 2.5 square metres per child • Total teaching space requirement (including timetable redundancy ) = 3.3 square metres per child. • Circulation space = 25% - 30% of net

17. Key Decisions Dictating form and function

18. Task 2 - Justify from your vision

19. Room 13 (Scotland) Self-directed room for children who finish their work early

20. Ingenium (London, UK) Children decide the rules: Teachers have to follow them in one high quality classroom. Teachers book in to the room if they choose. Children review the rules each 6 weeks.

21. Micro-Society (Japan & USA) Children manage real jobs – running the school, including radio station

22. Broadclyst (UK) All work is electronic through teacher presentation and lecture

23. Kunskapsskolan (Sweden) Children agree goals with their tutor at the start of the week and then negotiate the timetable required to achieve them

24. Eggbuckland (UK) Children receive teacher training and deliver the curriculum to each other Also Washington Project ( International – less ICT)

25. High Tech High (USA) Every Learner has a hot-desk facility and office environment to work in. Most learning by allocated assignment. Learner finds resources.

26. Hole in the Wall ( India ) ICT is simply made available to learners in their social and recreation times. Tasks begin to refer to information found this way

27. Pudsey Grangefield ( UK ) Dynamic timetable, all rooms are different. Students look at airport-style LCD screens to find out the location of their next classroom. Child as professional learner

28. Knowledge Park ( Singapore ) Students take up a learning podule, the higher up the harder the content.

29. Task 2 - Justify from your vision

30. Innovation Teams Teachers will drive the changes needed.

31. Conditions for success Self-Managers • All P-route systems are based on 21st Century Skills and competencies • In order to innovate, teachers must be able to measure baselines and improvements in these competencies. • Teacher action research and reflection provide the conditions for success Effective Participators Creative Thinkers Reflective Learners Independent Enquirers Team Workers

32. The PbyP framework KS3-5

33. Marked work joins the learner’s e-portfolio and can be seen by all users to inspire them What to use for goals? Lifelong competencies Arranged in Skills Ladders Clear progression up a ladder Can be understood and evidenced by the learner Learner chooses how to evidence Often use evidence from home or out of school activities as well as lessons. Teachers can make links clearer Work submitted to the web 2.0 community Evidence of their achievement is uploaded by the learner Work is peer assessed …by another learner who already has achieved this goal  Presenting to an audience : Level 1 Do a “show and tell” in front of your class. Presenting to an audience : Level 9 Do an international presentation to 1000 of your peers and be evaluated as good or better by at least half Reliable peer assessment

34. The P-route Model Teacher Input stimulus, guidance, direction, opportunities Research outcomes, analysis, conclusion Continuous improvement LearningEnvironment Knowledge Knowledge         User generated content

35. Making the vision happen Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Project Innovation Team 1 Innovation Team 2 Innovation Team 3 Innovation Team 4 Innovation Team 5 Innovation Team 6 ‘Learner BEST outcome 1 ‘Learner BEST outcome 2 ‘Learner BEST outcome 3 TRANSFORMATION :Whole school progression toward the long term vision with the involvement of all its staff, students and other key stakeholders.

36. Managing Risk People have understood the vision and it is widely shared – initiatives have kicked in and are achieving change You crack eggs ! Your initiatives have yet to bear fruit. People complain it was better before – and it was! When you took over the leadership You are reaching the Good phase. Most things are in place Results begin to plateau Wide Support and good will Identify new project while energy is high Innovation and Risk Taking referring to the new vision for direction Stop doing some things to make space for the new – don’t be afraid to let go. Success Time

37. Task • From your vision statements we took key decisions for the structure of the school • Now we must identify key areas in which we wish to drive innovation today to set up the conditions for change required • Which innovations currently taking place in your school are in line with your vision and likely to scale. If there are none can you identify one you will start and who would be the innovation team ?

38. Adjacencies How will the school operate?

39. Example adjacency model Student Swipe card zone Public Zone Indoor Sports facilities House 1 Catering Central Resource Area House 2 Kitchens House 3 Theatre Entrance

40. Technical General Teaching Media Arts Example adjacency model Faculty based model is shown With generic overlay it appears that the social areas of dining and peer performance are not at the heart of the building

42. Fundamental Principles of learning. Learning should be… • Fuelled by inspiration, personal choice and personal needs. Recognising that the value of a community is in the diversity, creativity, relationships and peer respect. • Supported by a range of advisors, mentors and teachers:The learner is at the centre. They are empowered by choices and the advice of many others. • Research led, open, collaborative, safe to fail and experiment :Learning research informs us and is an active human process in which new knowledge occurs through individuals sharing and developing ideas and concepts with others • Success understood by the learner. Evidenced, shared and praised :If learners drive the process, assessment and objectives are owned and If learning is driven by inspiration and developed in communities then sharing is as essential as the recognition of progression. • Fuelled by inspiration, personal choice and personal needs. • Supported by a range of advisors, mentors and teachers: • Research led, open, collaborative, safe to fail and experiment : • Success understood by the learner. Evidenced, shared and praised :

43. We require spaces where… ‘It is a fabulous school to be in. A buzzy place but it feels quiet because you can see everywhere. It feels open and has that atmosphere of learning, ‘In Science we have mini break-out suites for students to do extended work, but these are in transparent areas so I can still monitor them through the glass walls. It is really promoting their independent learning skills. • Research led, open, collaborative, safe to fail and experiment :

44. Sharing Learning • Research led, open, collaborative, safe to fail and experiment : • Success understood by the learner. Evidenced, shared and praised :

45. Sharing Learning ‘We take our laptops out into the flexible spaces to work in groups and come back together to make multi-media presentations of our findings to the rest of the class’ • The street is full of children’s art work and the art classes have walkabout lessons doing critiques of the work on display. The students are responding really positively to the new environment; it’s very refreshing! • Success understood by the learner. Evidenced, shared and praised :

46. Spaces to inspire learning. • Fuelled by inspiration, personal choice and personal needs. • Success understood by the learner. Evidenced, shared and praised :

47. Spaces to inspire learning Bremer :‘We are moving out of the classrooms into both indoor and outdoor space. The playground, which used to be just a mucking about zone, is now a learning space with a work map, timeline, river course and chessboard. I took a class out there and we enacted the growth of the British Empire on the map, checking events against the timeline. Forest Hill: in art we have produced huge canvasses recording the building under construction, the staircases are analysed in terms of engineering… • Fuelled by inspiration, personal choice and personal needs.

48. Teacher Pupil relationship • Supported by a range of advisors, mentors and teachers: • Fuelled by inspiration, personal choice and personal needs.

49. Teacher Pupil relationship • Supported by a range of advisors, mentors and teachers: ‘ Bremer: The LRC has a series of breakout rooms, too where we can teach specific groups or encourage group work: these spaces are helping us personalize education for the children. As a teacher I have become much more of a facilitator and guide’ Kelmscott: Openness of the building has built trust between adults and students. Students own the social spaces and use them unsupervised in a mature way

50. Community Focus Kelmscott School New Entrance Old Entrance Kelmscott: ‘Community engagement has improved significantly. The community is coming in. We are sharing our new Performing Arts facilities with the community and with other schools. Bremer: As part of our strategy for improving outcomes for children and families and workforce reform we have created Student Services which occupies an entire wing of the school.