to help you to

1
the new curriculumFRAMEWORKS FOR WELL-BEING

• to help you to
• map how your work now stands
• take account of changing needs
• identify further options for action
• re-prioritise your work.

DVT 12 frameworks uploaded 01/09/08
this PowerPoint at www.hihohiho.com/magazine/
mkngtwork/caffrmwrk.ppt
2
backstorytake account of global realities
enterprise, impact and learning
we are competing in global markets
economic
global expansion increases our carbon footprint
environmental
global technology shapes beliefs, values and
expectations
cultural
3
the backstorytake account of culture

• 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.
4
team developmentmake the QCA proposals work
personal, social, health and economic education
education for citizenship
religious education
spiritual well-being
personal well-being
economic well-being
civil well-being
5
network developmentcover the possibilities
occasional / systematic /
progressive
partners-coming-in / students-going-out /
real-life projects
learning-outcomes / target-setting /
outcomes-of-learning
as-and-when / planned /
monitored
tutor-time / carousels /
specialist-time
expert help / mentoring /
digital media
display loan / interactive / local
life-wide
6
network developmentpoint to possibilities
cultural change / well-being / curriculum
possibilities / transfer-of-learning
getting well-being relevance into academic
subjects
key ideas
embedding learning, increased motivation -
credibility
policy-driven / research-based / enriching
pragmatic / in-touch with students
why they are important
personal-learning / in subject /
cross-curricular / community / assessment
action I can support
probability - whos taking how much risk of what
- using diet crime statistics, etc.
maths
jane
1/11/08
curriculum base
your id
date
7
scheme developmentprovide for process
students as partners in how to learn
process
engagement
student role
get into a learning frame-of-mind find out /
sort out / check out / work out probe whats
going on what to do about it
learning-to-learn
narrator
cross boundaries find expertise
experience compare learning - from curriculum
community probe ideas - other peoples their
own
establishing links
researcher
making progress
move-on in a step-by-step progression enough
to go on / points-of-view / causes--effects
explain bases for action
theorist
social civil domestic neighbourhood religious
work
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
transferring learning
8
assessmentenable transfer-of-learning
why this learning is important to me
what I learned
why I remember it
how I will use it
at home talking with my dad about being a
clothes-shop manager
how bad it is for those people
couldnt stop thinking about it
9
researchenquire and evaluate
questions and factors
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?
framework phrases
labour economy national competitiveness st
udent employability student skills
quality standards performance
targets learning outcomes stakeholder
expectations
different individuals different social
groups cultural backgrounds underlying stere
otypes
student learning team roles team
credibility students own narratives
10
underpinning ideastake account of experience
developing well-being what goes on the facts,
factors trends
managing well-beingpeoples experience their
dilemmas, problems conflicts
learning for well-beinghow we helpour
face-to-face, curriculum informal work
being flexible doing what is needed living
with others making choices
being flexible coping with stress doing what
is needed work-life balance living with
others realising identity making choices
seeing consequences
requirements incentives competition
change demands skillsopportunities access
contacts pressures wants quality-of-life h
olding on letting go hopes disappointments
11
underpinning ideasmake it brain-friendly
brain workings
curriculum workings
semantic intelligence
academic standards
knowing facts, factors and trends
separate mainstream subjects
remembered when significant and when used
assessed as performance indicators - always
central
procedural skills
vocational skills
knowing how to perform, make, apply or compete
art-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
personal-and-social well-being
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
12
underpinning ideas look again at well-being

• continuing
• social
• informal
• pressurised
• conflicted
• life-wide
• life-long
• changing

unfolding from early life - in a continuing story
worked out with, for and in response to other
people
drawing on other-than-professional sources of
influence especially in social networking and
street-level chat
with professional, commercial and cultural
interests shaping the way information and
impressions are presented
having to-and-fro stresses in reconciling
changing feelings, attachments and allegiances
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.
13
action prioritiesunpack the aims
metaphors for well-being
for positioning in a race
for travelling on a journey
opened up to surprise
skilled up for performance
seeking new horizons
matching known demands
calling on partnership for looking wider
calling on coaching for looking good
considering possible change-of-mind
developing effective habits-of-mind
for shared well-being
for individual achievement
carried life-long
made now
14
action prioritieswork on the basic questions
for knowledge in the contemporary world
asking
about what
CPI focus
coverage what and who your students need to know
whats going on?
knowing both identity and opportunity which
can be widely shared with others for what was
never more needed or urgent
whos in a position to do what?
influences what who your students pay
attention to
working from how-I-see--feel things which is
shared with some others for holding on and
letting go
processes how and why your students take command
what can I do about it?
knowing how to find out be sure which takes
on feelings pressure for managing change
gaining control
15
action prioritiessharpen your sense of direction
enabling contemporary well-being moves towards
partnerships for learning
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.
16
any hope here?
in planning for
yes/noyes/noyes/noyes/no
map how things are now? take account of
contemporary needs? identify new options for
action? re-prioritise your own work?
if yes - glad its been usefulif no - you
could tell Bill why at www.hihohiho.com
get the handbook pdf www.hihohiho.com/magazine/m
kngtwork/caffrmwrk.pdf get this
ppt www.hihohiho.com/magazine/mkngtwork/caffrmwr
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