The Future of Schools Keith Whiddon Head of BSF and ICT Innovation VT Education and Skills [email_address]
The Future of Learning <ul><li>Does BSF and ICT make learning location independent? </li></ul>
1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims...
All learners have access on-demand to media rich learning resources and collaboration tools, anytime/anywhere, through ind...
What this means for schools?
Digital Natives <ul><li>The “wrap-around technology” generation </li></ul><ul><li>Multi-task as a way of life </li></ul><u...
Ubiquitous Technologies and Tools for Learning? <ul><li>Universal Access </li></ul><ul><li>Personal ownership of devices <...
 
The Future of Schools <ul><li>If the future learning can be independent of location – what does that mean for the future o...
 
Barriers to Change? <ul><li>National Curriculum </li></ul><ul><li>Examination system </li></ul><ul><li>Accountability </...
Evolution or Revolution? <ul><li>Automation through technology - changes around an existing practice for efficiency </li>...
 
London Challenge - Good To Outstanding?
Good To Outstanding? <ul><li>“ Despite the high level of social deprivation, value added measures show that pupils in all ...
All-through Schools <ul><li>“ Our two all-through schools in the south of the Borough will: </li></ul><ul><li>strengthen t...
The Future of Schools Keith Whiddon Head of BSF and ICT Innovation, VT Education & Skills [email_address]
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Naace BSF Think Tank The Future of Schools

A personal view of what future schools might be like based on work assisting London Boroughs to develop their vision, provoke thinking about how schools can be different.
Published on: Mar 3, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - Naace BSF Think Tank The Future of Schools

  • 1. The Future of Schools Keith Whiddon Head of BSF and ICT Innovation VT Education and Skills [email_address]
  • 2. The Future of Learning <ul><li>Does BSF and ICT make learning location independent? </li></ul>
  • 3. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose Assessment Uses error positively Includes individual target setting Includes testing Includes peer- and self- evaluation Includes peer- and self-assessment Gives advice on what and how to improve Celebrates success against agreed criteria Has understood, shared and negotiated success criteria Has clear learning intentions shared with pupils Builds a more open relationship between teacher and learner Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Areas of Learning spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Learning approaches National curriculum A & D Ma Ci D & T En Ge Hi ICT Sc PSHE PE Mu MFL RE CEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development 3-5 5-16 Components Lessons Out of school Locations Securing Accountability & measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices ECM 5 outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Focus for learning (Attitudes and attributes) eg, determined, adaptable, confident, risk-taking, enterprising (Knowledge and understanding) eg, big ideas that shape the world (Skills ) eg, literacy, numeracy, ICT, personal, learning and thinking skills Curriculum aims Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become Developing individuals To be: To do: To know and understand: Learning outcomes Attributes for Learning Skills for Learning Knowledge Experience (Competencies for 21 st Century) The curriculum as an entire planned learning experience Environment Events Routines Extended hours Working draft January 2007 A big picture of the curriculum
  • 4. All learners have access on-demand to media rich learning resources and collaboration tools, anytime/anywhere, through industry-strength solutions Children and information about children are safeguarded by leading edge computer security Seamless real-time student data is available across schools and the LA for attendance, assessment and goal setting ICT enables community exposure to wider services attracted by school based resources All students and staff have true open access to an appropriate ICT device, to facilitate both class based and personalised learning A Learning Platform integrates student performance information with appropriate learning resources Extensive specialist ICT is available for specific curriculum areas Students are able to access their personal learning space when and wherever they are Wireless technologies enable true mobility of access across the school An industry strength ICT managed service means that ICT is highly reliable and teaching staff are not involved in maintaining equipment or software BSF ICT
  • 5. What this means for schools?
  • 6. Digital Natives <ul><li>The “wrap-around technology” generation </li></ul><ul><li>Multi-task as a way of life </li></ul><ul><li>Gadgets are ubiquitous </li></ul><ul><li>Learn with others where appropriate </li></ul><ul><li>Are empowered by technology </li></ul><ul><li>Are responsible for their own learning </li></ul><ul><li>Choose what to learn </li></ul><ul><li>“ Believe that ICT skills will be an important factor for personal and professional success in the future, regardless of career choice” - WF 14-19 education and youth support plan </li></ul>
  • 7. Ubiquitous Technologies and Tools for Learning? <ul><li>Universal Access </li></ul><ul><li>Personal ownership of devices </li></ul><ul><li>The tools increasingly online </li></ul><ul><li>Virtual worlds / reality </li></ul><ul><li>Out of hours / school learning </li></ul>
  • 9. The Future of Schools <ul><li>If the future learning can be independent of location – what does that mean for the future of schools? </li></ul>
  • 11. Barriers to Change? <ul><li>National Curriculum </li></ul><ul><li>Examination system </li></ul><ul><li>Accountability </li></ul><ul><li>Employers expectations </li></ul><ul><li>Parents and the community </li></ul><ul><li>Funding </li></ul>
  • 12. Evolution or Revolution? <ul><li>Automation through technology - changes around an existing practice for efficiency </li></ul><ul><li>Transformation - ‘re-plumbing' starting from the delivery of the service </li></ul><ul><li>Change management </li></ul>
  • 14. London Challenge - Good To Outstanding?
  • 15. Good To Outstanding? <ul><li>“ Despite the high level of social deprivation, value added measures show that pupils in all key stages have made above average progress.” London Borough of Waltham Forest </li></ul><ul><li>“ Educational performance is improving, from a low base, at a faster rate than the national average.” London Borough Greenwich </li></ul><ul><li>WF “Good to Outstanding Project” </li></ul><ul><ul><ul><li>create the energy needed for curriculum innovation </li></ul></ul></ul><ul><ul><ul><li>school based action research </li></ul></ul></ul><ul><ul><ul><li>leadership of change management </li></ul></ul></ul><ul><ul><ul><li>online learning community </li></ul></ul></ul>
  • 16. All-through Schools <ul><li>“ Our two all-through schools in the south of the Borough will: </li></ul><ul><li>strengthen transition </li></ul><ul><li>develop innovate approaches to learning </li></ul><ul><li>secure rapid improvement in outcomes </li></ul><ul><li>strengthen institutional governance </li></ul><ul><li>ensure sustainability </li></ul><ul><li>create shared leadership in place-shaping local communities” London Borough of Waltham Forest </li></ul>
  • 17. The Future of Schools Keith Whiddon Head of BSF and ICT Innovation, VT Education & Skills [email_address]