Current Thinking and Alternative Futures

1
Vision Captured in Strategy for Change
Current Thinking and Alternative Futures
Big Ideas for Transformation
The Implementation Challenges
Implications and Anticipated Outcomes
Leading and Managing Change
2
The Purpose of BSF

• Building Schools for the Future (BSF) is an
  education programme that gives you the
  opportunity to create 21st century learning
  environments which inspire and engage teachers
  and help every young person achieve their very
  best.
• To achieve this BSF projects should be ambitious,
  visionary and transformational.
• Schools in the future must be able to help
  children and young people to
• learn in a range of different ways, in a variety
  of environments and at times that respond to
  their individual needs
• experience learning that will prepare them for
  their future life and work
• develop confidence and feel safe and secure in
  and around their places of learning
• use technology to inspire and support their
  learning
• extend their learning and leisure beyond the
  school day/term
• make good progress, resulting in high levels of
  achievement.

3
Strategy for Change Purpose

• The SfC is an organic document for the school to
  use to manage its transformation journey it
  must be wholly owned by all staff and demonstrate
  their commitment to the policy areas covered
  within it.
• It is a document that demonstrates to
  Partnerships for Schools how the BSF funding will
  add value to what the school wants to achieve and
  enable the school to make a step change.
• It is a document which sets out a clear vision
  for education that can be transformed into an
  educational design brief
• It is a document that will inform the options
  appraisals for each school.
• It is part of the documentation that is handed to
  contractors to respond to during the procurement
  process for a Local Education Partner.

4
Visioning Step 1 Materials Tools
Local and National Context for Learning
Online / E- portfolios
Anywhere/ Anytime Learning
PLTS, Functional Skills
Community Learning
New Diploma pathways
E-learning
Extended Schools
5 19 skills based Curriculum (New Primary
and Secondary Curriculum Diplomas etc)
Vision
Multi-agency engagement
New Partnerships between providers
ECM
Personalisation And Progress
Assessment for Learning
Personalised Pathways (choice over learning)
House System
SEAL
Project Based Learning
Life-long learning
5
Visioning Step 1 Output
The Newham Learner Diagram
6
Visioning Step 2 Materials and Tools
School Vision / SfC
7
Big Ideas Framework
Visioning Step 3 Materials and Tools
8
Leigh Academy
Learning
Curriculum
Staffing
Leadership
Pastoral
Organisation
Community
Human Scale Learning Communities
Everyone a learner Everyone a Teacher
Student Centred
Self Directed Self Pacing
Modular Curriculum
Vertical Tutor Groups
School within a School
Vocational Courses
Accessible Technology
9
Designing Step 3 Materials Tools
Pedagogy of Space
Pedagogy Changes
Implications for Design
Curriculum Implications
10
Activity 1 - Hexagons
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5 19 skills based Curriculum (New Primary
and Secondary Curriculum Diplomas etc)
Vision
??
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11
Activity 1

• In your groups decide on a national strategy for
  change either from those we have identified or
  others
• Build up a hexagon map (squares map) using
  hexagons identifying how the national strategy
  are being implements / the impacts they are
  having on the way we need to work

12
Activity 2 Big Ideas

• Organisation of curriculum
• Organisation of Learners
• Support for Learning
• Social and Informal Learning
• Organisation of school day
• Organisation of school
• School specialism
• Staff research and development
• Collaboration and partnership
• Community Learning and Services

13
Activity 2 Big Ideas

• What are you doing now that would have been a big
  idea 5 years ago?
• In your groups schools identify 1-3 of your
  schools Big Ideas for Change
• LA officers become coaches
• Work as a team to develop ideas that you believe
  will motivate schools to transform (more than
  just incremental improvement)