Selective in shaping response. In keeping with Hayward's focus

1
E.S.R.C 14 to 19 Agenda.

• Selective in shaping response. In keeping with
  Hayward's focus not considered the 5 A to C
  groups. Questions
• Early progression into the labour market
  work/life 14 to 16 year olds in some sectors
  work new teachers/overseas attitudes and the
  past.
• Real issues are motivational and cognitive.
• Delayed and deferred goals ?

2
E.S.R.C 14 to 19 Agenda.
Address the end point of the Nuffield Review
(116) Achieve inclusion What conspires
against. A view about our own place in the world
in terms of assessed outcomes? Sedition, dissent
knowledge and subversion. Preoccupation with the
attainment and assessment.
3
Comprehensive Market Values
Values
4
E.S.R.C 14 to 19 Agenda.
Not everything that can be counted counts, and
not everything that counts can be counted.
Einstein.
5
E.S.R.C 14 to 19 Agenda.
I used to think that this school cared about how
well I was doing. Now I just think the only thing
it cares about is how well it is doing.
Year 11 student.
6
E.S.R.C 14 to 19 Agenda.
7
E.S.R.C 14 to 19 Agenda.
8
E.S.R.C 14 to 19 Agenda.
9
E.S.R.C 14 to 19 Agenda.
10
E.S.R.C 14 to 19 Agenda.
11
E.S.R.C 14 to 19 Agenda.
12
E.S.R.C 14 to 19 Agenda.
The (learning and skills) sector must ensure that
14-19 learners have greater choice and higher
standards, with a wide range of academic and
vocational programmes providing clear
opportunities to progress to higher education and
skilled employment. Secretary of States foreword
to Success for All. The key to higher achievement
is to put the needs of students at the centre of
14-19 provision. They need a coherent and
motivating curriculum, delivered in a wide range
of institutions, recognised by a coherent
qualifications system. We owe it to our young
people to put this in place. Secretary of States
foreword to 14-19 Opportunity and Excellence
13
E.S.R.C 14 to 19 Agenda.

• SHORT-TERM APPROACHES - 2004/5
• Flexibility in terms of age
• Individual learning plans and EMAs
• New GCSEs - 8 voc subjects and hybrid GCSEs
• 6-unit G.N.V.Q retained until suitable
  alternatives are available
• Centrality of local collaboration particularly
  with employers

14
E.S.R.C 14 to 19 Agenda.

• Traditions Englishness, and building on system
  strengths and teacher bottom-up innovation.
• English unified reform tradition - TVEI and
  process-based learning, BTEC National, British
  Bac and 30 proposals for reform, modularisation
  and the best of C.2000.

15
E.S.R.C 14 to 19 Agenda.
Oxon 14 to 19 Strategy. A framework for planning
and funding and response to Tomlinson and Skills
White Paper. Aimed to raise aspirations,
participation performance young people. Bottom
up by partnership schools. Issue about previous
vocational funded opportunities. Optimistic about
partnerships conditions. Increased Flexibility
owned by FE not schools.
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Motivation.
17
E.S.R.C 14 to 19 Agenda.

• Inclusion
• Participation
• Coherence.
• Status
• Motivation

18
E.S.R.C 14 to 19 Agenda.
When you consider motivation as separate from
learning, it becomes difficult to motivate
people, and you have to rely on external
incentives and gimmicks. However, what motivates
people is their innate desire to belong. People
are automatically motivated to learn whatever
they need to learn in order to become a member of
the community to which they want to belong.
The Institute for Research into Learning. Palo
Alto, California
19
E.S.R.C 14 to 19 Agenda.
The school system valued achievement narrowly
defined .. for the most part it did not
encourage the emancipation of pupils through
knowledge. Lawrence Stenhouse.
20
E.S.R.C 14 to 19 Agenda.

• Resilience (Van Leer).
• count on family
• has a role model
• optimistic
• does endearing things
• believes in a power greater than seen
• willing to try new things
• likes to achieve
• believes they have an effect on the outcome
• likes him/herself
• can focus and persevere at a task
• makes plans to do things

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Learning and the Curriculum.
22
E.S.R.C 14 to 19 Agenda.
Deep Learning.
attainment strategic learning understanding
learning styles information processes
emotion and intuition values and beliefs self
23
E.S.R.C 14 to 19 Agenda.

• Personalised Learning.
• Teaching, curriculum and school organisation to
  address the needs of the individual pupil.
• An approach to teaching and learning that
  focuses on an individuals potential and learning
  skills
• A system that is more accessible and open to
  customisation.

24
E.S.R.C 14 to 19 Agenda.

• What children want from Personalised Learning
  (Hopkins).
• To feel that they are learning and to derive
  satisfaction from this. To have some ownership
  of their education and their own learning and to
  understand why they are learning.
• Choice in what they learn.
• Interesting, varied, often active lessons
• A relationship with the teacher, who they feel
  knows them
• Not to get left behind
• To be understood and supported as a whole child,
  including an understanding of their life and
  needs outside of school

25
E.S.R.C 14 to 19 Agenda.

• OVERCOMING SYSTEM PROBLEMS
• GCSE barrier - 50 feel a failure - multi-level
  system needed to promote progression.
• Curriculum 2000 reforms did not to promote
  breadth.
• Advantage of the BTEC approach.
• Lack of emphasis on quality of learning and
  learning skills - need to create learning space
• Framework for curriculum entitlement 14-19 to
  avoid new divisions.
• Voluntarism - nothing binds stakeholders together
  - need a system of trust
• Designing the architecture of the new system
  involving all stakeholders.

26
E.S.R.C 14 to 19 Agenda.
The test of a successful education is not the
amount of knowledge that a pupil takes away from
school, but his appetite to know and his capacity
to learn. If the school sends out children with
the desire for knowledge and some idea how to
acquire and use it, it will have done its work.
Too many leave school with the appetite killed
and the mind loaded with undigested lumps of
information. The good schoolteacher is known by
the number of valuable subjects which he declines
to teach. Richard Livingstone