Building Schools for the Future

1. Building Schools for the Future Transforming the Learning Landscape in Birmingham

2. A vision of education

3. A vision of education

4. Opening up • access to global knowledge, information and communication. • growing up in a world surrounded by technology • regarding and using ICT as a natural part of their everyday life and environment

5. Children of the 21st century • now entered our schools • will have the opportunities to learn vital skills and achieve their potential • develop as effective and responsible citizens • able to contribute positively to community and social development as well as their own.

6. Learning in the 21st century • harness the power of new and emerging technology • learning can take place how, where and when it is most appropriate

7. Guiding principles • Flexibility • Innovation • Partnership • Reliability • Security • Citizen participation in learning communities.

8. Our vision • flexible and accessible learning environments • enable transformation of the learning process • liberate and facilitate learning rather than to confine and constrain • integrated approach, enabling the development of true e-mature communities of learners able to initiate and exploit learning opportunities anywhere and at any time

9. Our vision • acknowledge the ever-changing ICT landscape • ensure that learners are always able to gain maximum benefit as new and emergent technologies are developed

10. Major impact on the curriculum • enabling learning to become a personalised model • planned between learners and teachers • Teachers become enablers of learning, with the learning no longer constrained by “subject boundaries”

11. Shift of curriculum emphasis • towards learning skills: • searching • analytical • interpretive • presentational • giving the learner a sense of independence and control

12. Shift of curriculum emphasis • focus on learning skills and collaboration rather than subject content • reflects the changes and challenges learners will face in later life • enabling greater access and flexibility in curriculum delivery, particularly as requirements change.

13. Differentiated materials and expertise • access facilitated by the learners’ use of ICT • greater range of learning pathways for individuals • enabling learners to move seamlessly between one learning environment and another • development of curriculum pathways supporting minority subjects by using learning communities, web and video conferencing.

14. Learning Space • can work appropriately, whether independently or in large and small group learning experiences • may include distance learning or videoconferencing • range of learning and teaching styles • designed collaboratively by educational and architectural professionals along with the learners

15. Learning Space • thinking innovatively about creating spaces and buildings • able to work and evolve in future years, enabling use to be made of emerging technologies • “ICT-rich” and facilitate access to equipment for generating, displaying, storing and interacting with learning technologies and content • use PPLD to connect to the school’s infrastructure and resources

16. Access • Personal Portable Learning Device (PPLD) • Virtual Learning Environment (VLE) • ICT resources and communications • allow links to cultural homelands and communities • facilitate continued learning for learners making extended visits abroad.

17. Access • help foster good communications in our local communities • break barriers of ignorance which create intolerance and fear • enable communities to maintain diverse family and cultural links

18. Transform working lives • enabling the sharing of good practice • true community not constrained by location or time • conduct professional conversations with others • develop personal portfolios and access on-line mentoring • enhanced potential for professional development at times appropriate to the individual

19. Engagement • with care and other professionals concerned with children’s development • give an emphasis on the “whole child” • systems interoperable and compatible with those of other agencies

20. Professional Development • professional development is a high priority • development of pedagogy and raising standards. • CLCs engaged in innovative work in curriculum development and associated ICT training • CLCs as Centres of Innovation so that best practice can be developed for learners, teachers and support staff

21. How will we know? • integral to improving learning and teaching across all subjects and ages, in and beyond educational settings; • improved access to learning for all with a diverse range of individual needs • used as a tool for whole-school improvement • ICT capability is developed and is valued as essential for participation in today’s global society and economy

22. How will we know? • identify, promote and celebrate best practice where ICT enhances learning • appropriate ICT is available and used routinely and regularly • schools become hubs for community learning, communication and information