Developing and leading an audacious and vivid vision for children in school now.

1. Developing and leading an audacious and vivid vision for children in school now. Children who will be 22nd century citizens. Pete Hall Jones

2. Discuss What were you going to do as a headteacher?

3. Victim or culprit

4. Blown off course?

5. Discuss What pressures are your responding to?

6. Sell it to me

7. Irresistible

8. Keeping all the balls in the air?

9. Which way do you ping?

10. What have we allowed ourselves to get used to?

11. I guess that’s just the way it is?

12. In or out?

13. What have we allowed ourselves to get used to?

14. What might we allow ourselves to get used to?

15. The future…but how?

16. 400 000, 000,000 NTD Reticular Activating System

17. How do we organise the learning factory? How do we do it at now?

18. A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Curriculum aims Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg, big ideas that shape the world Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Focus for learning The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Lessons Locations Environment Events Routines Extended hours Out of school Components 2 HOW do we organise learning? Learning approaches A range of approaches, including enquiry, active learning, practical and constructive Including all learners In tune with human development Building on learning beyond the school Community and business links Matching time to learning need, eg, deep, immersive and regular frequent learning Taking risks Using a range of audiences and purposes Opportunities for learner choice and personalisation spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Dimensions Communication, language and literacy Creative development Knowledge and understanding of the world Mathematical development Personal, social and emotional development Physical development 3-5 National curriculum A & D CEG Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE RE Sc 5-16 Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve 3 HOW WELL are we achieving our aims? Builds a more open relationship between teacher and learner Has clear learning intentions shared with pupils Has understood, shared and negotiated success criteria Gives advice on what and how to improve Includes peer- and self-assessment Includes peer- and self- evaluation Includes testing Includes individual target setting Uses error positively Celebrates success against agreed criteria Assessment Securing Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Accountability measures

19. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims?

20. joint – bilateral or trilateral mutually beneficial shared outcomes shared programme of activities clear, realistic, achievable embedded in the curriculum continuously evaluated What do we have to do to produce success … at the bottom line?

21. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? To secure Accountability measures Attainment and improved standards Behaviour and attendance 2 HOW do we organise learning? Further involvement in education, employment or training Civic participation Healthy lifestyle choices 3 HOW WELL are we achieving our aims?

22. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Further involvement in education, employment or training Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices

23. joint – bilateral or trilateral mutually beneficial shared outcomes shared programme of activities clear, realistic, achievable embedded in the curriculum continuously evaluated Discuss What are we trying to build, what are our school aims? What are our school/ countries aims… what are we trying to build?

24. A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Successful learners who enjoy learning, make progress and achieve 2 HOW do we organise learning? Every child matters Enjoying and achieving Contributing positively Health 3 HOW WELL are we achieving our aims? Safety Achieving economic wellbeing

25. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Further involvement in education, employment or training Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices The curriculum aims to enable all young people to become Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Curriculum aims Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing

26. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? Focus for learning Attitudes and attributes e.g. determined, adaptable, confident, risk-taking, enterprising Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills 2 HOW do we organise learning? Knowledge and understanding eg, big ideas that shape the world 3 HOW WELL are we achieving our aims?

27. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Further involvement in education, employment or training Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices The curriculum aims to enable all young people to become Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Curriculum aims Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg, big ideas that shape the world Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Focus for learning

28. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? Lessons Events Routines 2 HOW do we organise learning? Locations Out of school Environment Extended hours 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components

29. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? Including enquiry, active learning, practical and constructive Including all learners In tune with human development 2 HOW do we organise learning? Building on learning beyond the school Community and business links Matching time to learning need, e.g, deep, immersive and regular frequent learning Using a range of audiences and purposes Taking risks Opportunities for learner choice and personalisation 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Learning approaches

30. A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Curriculum aims Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg, big ideas that shape the world Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Focus for learning The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Lessons Locations Environment Events Routines Extended hours Out of school Components 2 HOW do we organise learning? Learning approaches A range of approaches, including enquiry, active learning, practical and constructive A range of approaches, including enquiry, active learning, practical and constructive Including all learners Including all learners In tune with human development In tune with human development Building on learning beyond the school Building on learning beyond the school Community and business links Community and business links Matching time to learning need, eg, deep, immersive and regular frequent learning Matching time to learning need, eg, deep, immersive and regular frequent learning Taking risks Taking risks Using a range of audiences and purposes Using a range of audiences and purposes Opportunities for learner choice and personalisation Opportunities for learner choice and personalisation 3 HOW WELL are we achieving our aims? Securing Further involvement in education, employment or training Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices

31. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Dimensions personal development, health and well-being spiritual – moral social – cultural active citizenship and community action enterprise and entrepreneurs global dimension and sustainability technology and the media cultural diversity, identity and belonging

32. A big picture of the curriculum Communication, language and literacy Creative development Knowledge and understanding of the world Mathematical development Personal, social and emotional development Physical development 3-5 National curriculum A & D CEG Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE RE Sc 5-16 Three key questions The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Curriculum aims Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg, big ideas that shape the world Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Focus for learning The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Lessons Locations Environment Events Routines Extended hours Out of school Components 2 HOW do we organise learning? Learning approaches A range of approaches, including enquiry, active learning, practical and constructive Including all learners In tune with human development Building on learning beyond the school Community and business links Matching time to learning need, eg, deep, immersive and regular frequent learning Taking risks Using a range of audiences and purposes Opportunities for learner choice and personalisation spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Dimensions 3 HOW WELL are we achieving our aims? Securing Further involvement in education, employment or training Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices

33. A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Builds a more open relationship between teacher and learner Has clear learning intentions shared with pupils Gives advice on what and how to improve Has understood, shared and negotiated success criteria Celebrates success against agreed criteria Includes peer- and self- evaluation Includes peer- and self-assessment Includes testing Includes individual target setting Uses error positively

34. A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Curriculum aims Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg, big ideas that shape the world Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Focus for learning The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Lessons Locations Environment Events Routines Extended hours Out of school Components 2 HOW do we organise learning? Learning approaches A range of approaches, including enquiry, active learning, practical and constructive Including all learners In tune with human development Building on learning beyond the school Community and business links Matching time to learning need, eg, deep, immersive and regular frequent learning Taking risks Using a range of audiences and purposes Opportunities for learner choice and personalisation spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Dimensions Communication, language and literacy Creative development Knowledge and understanding of the world Mathematical development Personal, social and emotional development Physical development 3-5 National curriculum A & D CEG Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE RE Sc 5-16 Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve 3 HOW WELL are we achieving our aims? Builds a more open relationship between teacher and learner Has clear learning intentions shared with pupils Has understood, shared and negotiated success criteria Gives advice on what and how to improve Includes peer- and self-assessment Includes peer- and self- evaluation Includes testing Includes individual target setting Uses error positively Celebrates success against agreed criteria Assessment Securing Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Accountability measures

35. What would the big curriculum picture look like in your school? Discuss

36. Irresistible?

37. S P I N ituation roblem mplication eed Scratch the itch

38. Do your challenges cause sufficient itch to ‘buy? the cream?

39. Your features are only of benefit to me when I have a need How to sell

40. I can manage with you

41. T.G.I.F.

42. How would you?

43. Ignorance is bliss?

44. Leading, managing and orchestrating teachers, community and life long learning.

45. Thumbs up for change?

46. Are we there yet?

47. Are you leading or managing… just? Discuss Just pedal faster

48. There really is more than one way to do it

49. Accentuate the positive

50. Orchestrating the talents