1

1 March 2013

Sue WilliamsonChief Executive

State of the nationWest Sussex Deputies Network

2

English Education System

Structural changes• Academisation• Development of chains/federations/teaching school alliances• Free Schools• UTCs• Studio Schools• Demise of local authorities (removal of middle tier)

3

English Education System

Changes to qualifications and national curriculum• Wolf report - vocational education• Introduction of EBac – not statutory• National Curriculum review• Proposed demise of GCSEs – and introduction of EBac certificates

4

U turn?

5

Thursday 7 February 2013• A bridge too far• KS4 qualifications reform – consultation response• Accountability proposals – consultation launched• National Curriculum content – consultation launched• KS5 qualifications reform – no consultation

6

KS4 qualifications reform: the original proposals

‘Reformed, more rigorous qualifications’ • End the race to the bottom (schools and boards) • One subject, one board • EBCs or a Statement of Achievement • P16 funding depends on English and maths • Restrict as far as possible controlled assessment, coursework etc • Remove opportunities to teach to the test (limit past papers, mark

schemes, examiner reports etc) • ‘Vigorously discourage’ exam aids (eg calculator, periodic tables,

source material)

7

English Baccalaureate Certificates• EBCs aim to identify student’s

- literacy and numeracy levels - Understanding of subject - Readiness to move on to further study

• E,M,S: start 2015; exam2017 • H,G,MFL: dates depend on consultation • Computer science • Aligned to the best international standards • ‘Almost universal’ qualification • Tiering will be stopped ‘to increase motivation & attainment’ • 90% pass rate? • New grade scales• Remove internal assessment from all EB subjects

8

KS4 qualifications reform: the revised proposals (1)

• Climbing down or listening? • One subject, one board: a bridge too far • No EBCs, but reformed GCSEs and an EB • May 13: AOs publish proposed content for

English language English literature Maths Science(B, Ph, Ch, Double award) History Geography

• Start teaching 2015; first exams 2017 • Other subjects to follow asap; in place from 2016

9

KS4 qualifications reform: the revised proposals (2)

• Universal exams accessible to same proportion as currently sit GCSE

• No tiering • A common core, with possible extension papers for higher grades

(tiering?!) • Extended writing; fewer bite-sized questions • Internal assessment and use of exam aids kept to a minimum • Controlled assessments kept to a minimum • Focus on knowledge based curriculum • Pass level set higher (more challenging content + more rigorous

assessment) – proper preparation for AL

10

KS5 qualifications reform; no consultation

“restore the reputation” of A levels (SoS)

• A levels will be fully linear, with end-of-course assessment covering knowledge and understanding across the whole course.

• AS will be retained, but re-established as a standalone qualification, as intellectually demanding as an A level but covering half the content and delivered over one or two years.

• A Level advisory body to Ofqual; will also be involved in an annual post-exam review.

• All these revised qualifications in place by Sep 2014, for first teaching in 2015.

• A-level review will result in changes to the syllabuses of some subjects, eg more maths added to physics A-level, and more literature to MFL.

• More exam questions requiring extended answers, fewer short-answer questions.

11

ABacc • A league table measure of those achieving AAB in three "facilitating

subject" A Levels. • Facilitating subjects: English, maths, sciences, foreign languages,

history and geography (cf EB). • But . . . leading universities do not require three of these subjects: • Informed Choices (booklet by Russell Group): recommends at least

two "facilitating" A-level subjects – & only if student wants to keep options open

• Universities want specialised expertise . . . Art, music etc

12

The new AS • No 'stepping-stone' AS-levels - all existing A-levels and AS-levels will

have to be rewritten • AS will be 'the same standard as the full A-level but with half the

content'. • A new name will have to be found for AS to avoid confusion with

current exam.. • schools may not offer new AS unless universities start to include them

in their offers. [Universities would rather keep the AS as part of the A level; they are a good predictor of A level success]

• The numbers opting for individual A and AS subjects will change, with consequences for both staffing and the construction of option blocks.

• The new AS can be taught over one year or two; a one year course may be more feasible in some subjects (eg history, geography) than others (French, art).

• AS and AL classes in same subject could be taught together if exam bodies enable

13

Accountability • Consultation closes on 1 May 2013 • Proposed reforms to Primary assessment and accountability soon • No more 5+A*-CEM • The old EB measure continues • New Best 8 league table measure • A points-based system, so could relieve focus on C/D borderline at the

expense of the most and least able • Emphasis on value added measures: progress from KS2 to KS4 (less

focus on most able? impact on grammars? Primary/ secondary agenda?) • Good news for arts, technologies, sports etc • Incentivise schools to:

a. offer broad and balanced curriculum, inc EB b. Ensure high quality teaching in wide range of subjects c. Focus on all pupils across the ability range

14

Two new measures

1. Threshold attainment measure, showing % passing En and Ma

2. A progress measure based on average scores across a suite of 8 qualifications from:

• English• Maths• 3 further baccalaureate subjects • 3 other high value qualifications (Ebacc, other academic, arts or

voc)

15

Two new measures cont…• no compulsory need for a science, a language or a humanity to achieve a

points score on the new measure: “not in the spirit”; “breadth & balance?” • science will remain a compulsory part of the national curriculum – but

academies?! • new Pisa-style sampling tests for key stage 4 pupils as a way of tracking

national standards in education –rising GCSE results no longer a measure of the success of education policies

• no CVA – but “I think one of the most important things we can do is ensure in any successor league table system the performance of students, based both on prior attainment and on their socio-economic background, is a feature.” (SoS).

• However, schools’ achievements with particularly disadvantaged pupils will be published.

16

Accountability consultation Q’s 1. Do you agree with the proposals for the headline accountability measures? 2. Is there any further information we should provide about the performance of

disadvantaged pupils? 3. Should we look to use a relative measure as the floor standard in the first year of

the new exams? 4. Are there any other measures we should consider publishing? 5. Do you think we should collect and publish test data from internal assessments

through the Data Warehouse? 6. What other data could be published to create the right incentives for schools,

including special schools, to ensure the best progress and attainment for all of their pupils?

7. Do you agree that the Department should stop the collection of Key Stage 3 teacher assessment results?

8. How should we ensure that achievement beyond formal qualifications is recognised?

9. How can national sample tests best be introduced?

17

National Curriculum • Knowledge-based content (cf the Core Knowledge Sequence – ED

Hirsch) • Level descriptors removed • Programmes of Study to be slim, allowing schools and teachers greater

freedom to develop their own curricula • Changes to the PoS and attainment targets for all subjects and key

stages except KS4 En, Ma, Sc . . . . • KS4 En, Ma, Sc outside scope of consultation until May to allow their

content to be considered alongside new GCSEs • ICT to be replaced by Computing • Limited disapplication of existing NC to help preparation of new NC

18

Other challenges

• The new Ofsted framework• Rising floor target• Convergence funding• FE provision for 14+• Raising of participation age• Economic climate

19

Education Select Committee • DfE is trying to do too much, too fast and before other key reforms – the new

National Curriculum and the changes to the accountability system – have been fully set out.

• DfE needs to state clearly what it sees as the essential purposes of qualifications and assessment at 16.

• GCSEs need improving, but many of the problems link to perverse incentives eg performance tables and exam board competition; no evidence that they are so discredited that a new qualification is required; and strong concerns about the impact of EBCs on other subjects.

• It is not obvious how raising the bar on qualifications will help young people to achieve higher standards, particularly for the 40% who currently fail to get good grades at GCSE including English and maths.

• The concept of single board franchising could result in unintended consequences and a highly complex tendering process.

• The timetable is so tight that it could not only jeopardise the quality of any new qualifications and the franchising process, but could threaten the stability of the wider exam system, including A levels.

20

Part 2

21

The call for change

22

23

1950s 1980s today

24

A challenge

“……most people have entered the teaching profession because it promises a high degree of order, security, and stability.”

……..most educators are risk averse.

25

Craft ‘Expertise’

“………education has also been a “craftsman’s” trade….attracting people who enjoy working alone and take great pride in developing a degree of expertise and in perfecting “handcrafted products.”

26

Autonomy and isolation

“Educators are, first, isolated from the fast-changing world of globalisation and business innovation. Most do not understand the fundamental changes that have taken place in the world of work….changes that require that, to be successful students will have to have very different skills from those needed a quarter century ago. Lacking daily exposure in their own workplace to these fundamental economic changes, most educators do not understand the urgency of many business and political leaders.”

27

The ‘egg crate’

Educators – who spend most of their workday with children – are also largely isolated from contact with other adults. The ‘egg crate’ organisation of work in most schools reinforces autonomy rather than collaboration. With few opportunities to work with other adults during their workday, many educators have not developed the skills of teamwork.

28

Do you agree with this analysis?

29

CBI – First Steps A new approach for our schools

• Better education could add £8trn to GDP over the lifetime of a child born today

• …underperformance is driven by narrow definitions of achievement that encourage a focus on the average – a kind of cult of relativism that says it is OK for a certain percentage of young people to fail. This must be challenged. A broader, bolder approach has the potential to be transformational.

• …defining a new performance standard based on the whole person we want to develop, and a rigorous and demanding accountability regime that assesses schools’ performance on a wider basis than the narrow measure of exams.

30

Part 3

31

Why Redesigning Schooling?

32

http://www.wearethepeoplemovie.com

/ 2009 Edge Foundation

33

Tomorrow’s Edge, A 2020 Vision“It’s becoming obvious that no one knows what the world is going to be like when the time comes for the younger to live in it, so perhaps the kindest thing we can do is to try not to burden them with the quaint details of today’s beliefs and customs, but just attempt to get across a few principles of how things interact, what is basic in human life, and to acquaint them with as thorough a cross-section as possible of persons, places, and things as they now stand. After this we can only give them a pat on the shoulder and wish them well.”Clark Gesner, 1968

“The best way to predict the future is to invent it”.Alan Kay, 1968

34

Redesigning Schooling• Change is needed

• Has to be led by education profession in partnership with other stakeholders

35

What is the students’ experience?

36

37

38

39

40

The “Net” Generation

• Accustomed to instant gratification and “always – on” connection• Use the web for:

- extending friendships- interest – driven, self-directed learning- as a tool for self expression

• Constantly connected, creating, and multi-tasking in a multi-media world – everywhere except in school

• Less fear and respect for authority – learn from peers; want coaching, but only from adults who don’t “talk down” to them

• Want to make a difference and do interesting/worthwhile work

41

The “Net” Generation are your students – do you understand what motivates them?

Do you take this into account when planning your teaching?

42

The seven survival skills for 21st century students – Tony Wagner

1. Critical thinking and problem solving2. Collaboration across networks and leading by influence3. Agility and adaptability 4. Initiative and entrepreneurialism 5. Effective oral and written communication6. Accessing and analysing information7. Curiosity and imagination

43

Key Challenge

EngagementHigh Low

Learning

DeepWellbeing:Engaged learning

Reluctant learning under

pressure

Shallow Lots of Fun Switch off

44

Part 4

45

The journey to redesigning schooling

46

The meaning of ‘personalisation’

Personalising learning means meeting

• More of the education needs

• More of the students

• More fully than ever before

47

Curriculum

Design&Organisation

New technologies

Assessment for Learning

Workforce reform

Student voice

Learning to learn

Advice&guidance

Mentoring&Coaching

The nine gateways to personalising learning

48

Clustering the gateways to PL: the ‘deeps’

DEEP LEARNING

Mentoring and Coaching

Advice and guidance

DEEP SUPPORT DEEP EXPERIENCE

New technologies

Curriculum

DEEP EXPERIENCE

Design and organisation Workforce reform

Learning to LearnStudent VoiceAssessment for Learning

49

System Redesign – Institutional reconfigurations

1. From single to multiple institutions2. Merging of phases – primary/secondary/special/further/higher3. Flexible and permeable age cohorts4. School day, term and year5. Flexible time schedules6. Design of buildings and learning spaces7. Competence-based, trans-disciplinary curriculum8. Academic/pastoral division9. Smaller units within schools10. School and workplace

50

System Redesign – Role reconfigurations

1. Co-construction between stakeholders2. Governance3. Widespread, school-based innovation4. Initial teacher training and continuing professional development5. Partners as teachers

51

System Redesign – Leadership reconfigurations

1. Flatter, less hierarchical staff structures2. Distributed leadership3. Student leadership4. Leadership development and succession5. Decision-making methods

52

Redesigning Schooling

• Idea to start turning generally agreed principles into a coherent teacher-led charter for education.

• School leaders, academics, employers, parents and students develop the collective understanding of the demands children will face as adults.

• Review, amplify and test a set of appropriate principles for schooling.• Profession will be asked to think through the serious research,

communication and management needed to apply to give principles the weight and authority they deserve.

53

National Conference 2012 Innovating Learning

How do we prepare our students for a world we can’t begin to imagine? “love the ones you have.” 

Is education just the transmittal of information? ..apply your knowledge into a new situation = real learning. Assessment is the silent killer of innovation.

Redesigning Schooling campaign launched

54

Redesigning Schooling Symposia

• What kind of teaching for what kind of learning? Guy Claxton & Bill Lucas

• Principled curriculum design: Tools for schools – Dylan Wiliam & Tim Oates

• Professional Capital and global lessons of successful change – Andy Hargreaves

• Accountability and intelligent inspection – Christine Gilbert

55

Eight Principles of Expansive Teaching and Learning in Schools

1. Schools are the foundation for a lifetime of learning2. There are a set of wider life and learning skills which need to be

deliberately cultivated in the context of the curriculum and beyond3. What learners believe about themselves matters and a ‘growth

mindset’ is both a powerful motivator and a predictor of success4. Parents and the wider community have a significant role to play in

pupil’s learning at school

56

Eight Principles of Expansive Teaching and Learning in Schools

5. When teachers actively continue their own learning and model this in their classrooms learners achieve more

6. Learning works well when it builds on pupils’ prior experiences, is authentic, has clear and stretching goals and is undertaken in an environment full of formative feedback with many opportunities for reflection

7. Learning requires opportunities to develop emotionally, socially and practically as well as intellectually, individually and with appropriate theoretical grounding and understanding

8. Learning is learnable and improves when learners have a set of metacognitive strategies which they are able to use confidently in a range of contexts.

Professors Guy Claxton & Bill Lucas

57

Principled curriculum design: Tools for schools

• What are the eight principles of curriculum design?• What do teachers need to know in order to develop curriculum

effectively? How do we equip teachers with the knowledge they need in order to develop the curriculum effectively?

• How do we align assessment and curriculum?• How do we persist with curriculum principles while at the same time

meeting the requirement of external assessments?

58

Redesigning Schooling – our partners

ASCLASDANCBIFederation of Small BusinessesThe Baker-Dearing TrustEdge FoundationInternational Baccalaureate OrganisationGatsby Foundation

59

Annual Lecture

• John Cridland, Director-general, CBI – 23 May 2013• First steps A new approach for our schools• Panel discussion

60

Redesigning Schooling Website

www.redesigningschooling.org.uk