Building Schools for the Future

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Building Schools for the Future

• Transforming the Learning Landscape in Birmingham

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A vision of education
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A vision of education
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Opening up

• access to global knowledge, information and
  communication.
• growing up in a world surrounded by technology
• regarding and using ICT as a natural part of
  their everyday life and environment

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Children of the 21st century

• now entered our schools
• will have the opportunities to learn vital skills
  and achieve their potential
• develop as effective and responsible citizens
• able to contribute positively to community and
  social development as well as their own.

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Learning in the 21st century

• harness the power of new and emerging technology
• learning can take place how, where and when it is
  most appropriate

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Guiding principles

• Flexibility
• Innovation
• Partnership
• Reliability
• Security
• Citizen participation in learning communities.

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Our vision

• flexible and accessible learning environments
• enable transformation of the learning process
• liberate and facilitate learning rather than to
  confine and constrain
• integrated approach, enabling the development of
  true e-mature communities of learners able to
  initiate and exploit learning opportunities
  anywhere and at any time

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Our vision

• acknowledge the ever-changing ICT landscape
• ensure that learners are always able to gain
  maximum benefit as new and emergent technologies
  are developed

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Major impact on the curriculum

• enabling learning to become a personalised model
• planned between learners and teachers
• Teachers become enablers of learning, with the
  learning no longer constrained by subject
  boundaries

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Shift of curriculum emphasis

• towards learning skills
• searching
• analytical
• interpretive
• presentational
• giving the learner a sense of independence and
  control

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Shift of curriculum emphasis

• focus on learning skills and collaboration rather
  than subject content
• reflects the changes and challenges learners will
  face in later life
• enabling greater access and flexibility in
  curriculum delivery, particularly as requirements
  change.

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Differentiated materials and expertise

• access facilitated by the learners use of ICT
• greater range of learning pathways for
  individuals
• enabling learners to move seamlessly between one
  learning environment and another
• development of curriculum pathways supporting
  minority subjects by using learning communities,
  web and video conferencing.

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Learning Space

• can work appropriately, whether independently or
  in large and small group learning experiences
• may include distance learning or
  videoconferencing
• range of learning and teaching styles
• designed collaboratively by educational and
  architectural professionals along with the
  learners

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Learning Space

• thinking innovatively about creating spaces and
  buildings
• able to work and evolve in future years, enabling
  use to be made of emerging technologies
• ICT-rich and facilitate access to equipment for
  generating, displaying, storing and interacting
  with learning technologies and content
• use PPLD to connect to the schools
  infrastructure and resources

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Access

• Personal Portable Learning Device (PPLD)
• Virtual Learning Environment (VLE)
• ICT resources and communications
• allow links to cultural homelands and communities
• facilitate continued learning for learners making
  extended visits abroad.

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Access

• help foster good communications in our local
  communities
• break barriers of ignorance which create
  intolerance and fear
• enable communities to maintain diverse family and
  cultural links

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Transform working lives

• enabling the sharing of good practice
• true community not constrained by location or
  time
• conduct professional conversations with others
• develop personal portfolios and access on-line
  mentoring
• enhanced potential for professional development
  at times appropriate to the individual

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Engagement

• with care and other professionals concerned with
  childrens development
• give an emphasis on the whole child
• systems interoperable and compatible with those
  of other agencies

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Professional Development

• professional development is a high priority
• development of pedagogy and raising standards.
  
• CLCs engaged in innovative work in curriculum
  development and associated ICT training
• CLCs as Centres of Innovation so that best
  practice can be developed for learners, teachers
  and support staff

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How will we know?

• integral to improving learning and teaching
  across all subjects and ages, in and beyond
  educational settings
• improved access to learning for all with a
  diverse range of individual needs
• used as a tool for whole-school improvement
• ICT capability is developed and is valued as
  essential for participation in todays global
  society and economy

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How will we know?

• identify, promote and celebrate best practice
  where ICT enhances learning
• appropriate ICT is available and used routinely
  and regularly
• schools become hubs for community learning,
  communication and information