BSF: Transformation

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BSF Transformation

• Some thoughts on the direction of our
• new schools

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KS4 the Specialised DiplomaCollaboration between
schools

• Specialised Diplomas will offer an alternative to
  traditional learning styles through a combination
  of general education and applied learning. These
  qualifications will provide an exciting and
  relevant programme of learning to young people of
  all backgrounds and abilities.
• From September 2008, the 14 areas of learning
  will cover all sectors of the economy at three
  different learning levels

• September 2008
• IT
• Health and social care
• Engineering
• Creative and media
• Construction and the built environment
• September 2009
• Land-based and environmental
• Manufacturing
• Health and beauty
• Business administration and finance
• Hospitality and catering
• September 2010
• Public services
• Sport and leisure
• Retail
• Travel and tourism

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14-19 Achievements to date

• Three joint school-college collaborative Sixth
  Forms have been established with shared
  governance arrangements in place
• Two Post-16 vocational centres to which all Sixth
  Forms have access
• Two 14-16 vocational centres to which all schools
  have access
• Pooled funding and Capital Grant from Gateway 1
• Agreed timetabling across 17 schools
• A positive and developing relationship with our
  Training Providers
• 14-19 Collaborative Curriculum Planning
• Sunderland Model Q.A. and Protocols for Off-site
  delivery
• Pilot for Partnership Staff Development through
  the TDA
• Model for Diploma Delivery agreed through DDNGs.

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Development of Skills Centres (14-16)

• Economies of scale
• Focus on high capital cost facilities
• (construction, engineering, catering etc)
• Jointly funded by all 17 schools
• Centres of Excellence with significant employer
  support
• CPD centres for Diploma Delivery
• Both operational from September 2007
• Post 16 provision planned for 2009
• Diplomas delivered through specialist schools
• (sports, creative and media etc)
• ICT delivered through the two City Learning
  Centres (EiC)

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Diplomas Entitlement for all 14-19 students by
2013
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Funding secured through collaborative arrangements
EiC funding - provision of 2 City Learning
Centres (CLCs) (funding secured until 2012 and
alignment with 14-19)
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Sustainability

• DSG Personalised 14-16 personalised learning
  funding has been pooled and used to support fixed
  costs and some transport costs
• A standard cost per pupil per session has been
  jointly agreed by the secondary heads and will
  come into effect from September 2007
• Subsidised Cost - 600 per pupil based on 1 day
  per week for a year
• Consultation document suggests Diplomas will be
  funded at 1,200 per day

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Academies The Sunderland Model

• Partnership between lead sponsors and LA as
  co-sponsors
• Common agreements on
• Admissions
• Exclusions
• Inclusion
• 14-19
• SEN

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The main thing is to keep the main thing the main
thing
Learning
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Moving on
ICT
Personalisation
KS4 Diplomas
Student voice
VISION
KS3 Review
Learning Power
4 Deeps
9 Gateways
PQV
Washington
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The Curriculum

• A way by which young people start to find
  themselves, begin the process of discovering
  their potential, strive for ethical awareness and
  learn to cope with the enormously complex and
  rapidly changing world in which they live
• John West Burnham 2005

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Social Justice
B
Standards And Performance
Individual Growth And Learning
A
Cultural transmission
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The big picture of the curriculum
Working draft (October 06)
Succ
Whole
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QCA - aims of the curriculumTo create successful
learners who

• have the essential learning skills of literacy,
  numeracy and information and communication
  technology
• are creative, resourceful and able to solve
  problems
• have enquiring minds and think for themselves to
  process information, reason, question and
  evaluate
• communicate well in a range of ways
• understand how they learn and learn from their
  mistakes
• are able to learn independently and with others
• know about big ideas and events that shape our
  world
• enjoy learning and are motivated to achieve the
  best they can now and in the future.ho

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To create confident individuals who

• have a sense of self-worth and believe in
  themselves
• relate well to others and form good relationships
• are self-aware and deal well with their emotions
• have secure values and beliefs, and are able to
  distinguish right from wrong
• become increasingly independent, are able to take
  the initiative and organise themselves
• make healthy lifestyle choices
• are physically competent and confident
• take managed risks and stay safe
• recognise their talents and have ambitions
• are willing to try new things and make the most
  of opportunities
• are open to the excitement and inspiration
  offered by the natural world and human
  achievements.
• are well prepared for life and work
• are enterprising
• are able to work cooperatively with others

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9 gateways to personalised learning
Design and Organisation
Workforce Reform
Advice and Guidance
Mentoring and Coaching
Learning to Learn
Assessment for Learning
New Technologies
Curriculum
Student Voice
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The Four Deeps
DEEP LEADERSHIP
DESIGN ORGANISATION
WORKFORCE REFORM
MENTORING COACHING
NEW TECHNOLOGIES
DEEP SUPPORT
DEEP EXPERIENCE
ADVICE GUIDANCE
CURRICULUM
DEEP LEARNING
ASSESSMENT FOR LEARNING
STUDENTVOICE
LEARNINGTO LEARN
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Deep approach Intention to understand yourself
Surface approach Intention to cope with the
course

• Relating idea to previous knowledge and
  experience
• Looking for patterns and underlying principles
• Checking evidence and relating it to conclusions
• Examining logic and argument cautiously and
  critically
• Becoming actively interested in course content

• Studying without reflecting on purpose and
  strategy
• Treating the course as unrelated bits of
  knowledge
• Memorising facts and procedures routinely
• Finding difficulty in making sense of new ideas
  presented
• Feeling undue pressure and worry about work

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Beware Deep Learning Lite

• Learning to learn stand alone courses hints and
  tips learning styles neurobabble
• Student voice vending machines and toilets
• AfL wait time and three stars and a wish
• New technologies jazzed-up on-line textbooks
• Curriculum bland and boring choices
• Advice and guidance PSHE lessons on self-esteem
• Mentoring and coaching traditional teaching by
  another name
• Workforce development content-focused CPD
• Design and organisation Faddism and
  window-dressing

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• The Capacity for Risk Taking?
• Building the Culture a No Blame but Reflective
  Accountability culture?

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So deep learning is the very heart and soul of
personalisation

• Expanding the capacity and propensity to learn,
  in preparation for a learning life
• Discovering possible selves and passions the
  tap roots of learning

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Deep Learning attends to the layers of learning
below the line

• knowledge
• ideas
• skills
• ----------------------------
• habits of mind
• interests
• values
• beliefs
• identity

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Deep Learning means cultivating the habits of the
learning mind

• Our goal is an articulate, autonomous but
  collaborative learner with high metacognitive
  control and the generic skills of learning
  (Hargreaves)
• In everyday language,
• Curious and questioning
• Bold and persistent
• Learning from mistakes and redrafting
• Independent and convivial
• Imaginative and playful
• Thoughtful and careful

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Transition and Informed Choice

• Shared construction of the curriculum Y5-8
• All students have a personal learning plan
• Social and emotional learning
• Learning rather than content is the key
• Learning Power
• L2L
• Two year KS3?
• Blurring of KS3/4
• Personalised progression

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Introducing the 5 Rs
The Successful Learner is
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• Resilient
• Resilient means sticking at it especially when
  things get difficult -
• The Resilient learner sticks at it, has a
  positive attitude, finds interest in what they
  are doing, sets targets and practises
• sticks at it
• has a positive attitude
• finds interest in what they are doing
• sets targets and practises

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• Resourceful
• Resourceful means knowing what to do and where
  to go when you get stuck -
• The resourceful learner uses imagination, learns
  in different ways, asks good questions and takes
  risks
• uses imagination
• learns in different ways
• asks good questions
• takes risks

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• Responsible
• Responsible means looking after yourself and
  others -
• The responsible learner knows right and wrong,
  gets on with it, plans ahead and helps others
• knows right and wrong
• gets on with it
• plans ahead
• works effectively as part
• of a team

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• Reasoning
• Reasoning means making careful decisions
• The reasoning learner can say which is better and
  why, gathers all the evidence, chooses the best
  method and takes time
• can say which is better
• and why
• gathers all the evidence
• chooses the best method
• takes time

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• Reflective
• Reflective means learning from experience
• The reflective learner asks why?, stays calm,
  listens to different opinions and learns from
  mistakes
• asks why?
• stays calm
• listens to different
• opinions
• learns from
• mistakes

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So the challenge of personalisation is

• To place this deep intention at the centre of
  everything the school does, so that
• deep experience, deep support, and deep
  leadership
• the 9 gateways
• i.e. every aspect of school life
• all embody and further the development of these
  learning qualities,
• and create rich and varied opportunities for
  young people to find out what they love to learn
  about

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21st century learning
and ICT
Where is embedded?
Empower Pupils take control of learning Use ICT
to research and manage own learning
??
Evaluation
Extend Significantly alter the way that teaching
and learning takes place using ICT
Synthesis
Enhance Deeper learning though the use of ICT
based teaching and learning resources
Analysis
Enrich whiteboards used interactively and with
wider range of teaching resources and
methodologies
Exchange Exchange OHPs for data projectors,
using whiteboards as projection screens
Application
Comprehension
M-learning? My space and peer 2 peer? Computer
games?
Knowledge
Personalised/active
learner engagement
Passive
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Uses technology creatively, with ease, in life
outside formal learning
Has a wide range of generic technology skills
Uses technology to learn away from the institution
Is able to learn new skills as needed
The confident learner in the 21st century.
Is prepared to explore and experiment in their
use of technology
Has high level of information literacy
Can select appropriate tool for the task
Can talk about the way technology can enhance
their learning
Knows when technology can assist their learning
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Contract Management
Managing the Managed Service
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Agreed approaches to CPD
History of partnership and collaboration
Agreed principles of transformation
Agreed ICT strategy