1 / 12

Hampshire National Curriculum Conference 21 September 2012

Hampshire National Curriculum Conference 21 September 2012. “ We are concerned by the ways in which England’s current assessment system encourages….the award of “levels” to the extent that pupils come to label themselves in these terms” “ We are therefore of the opinion that Attainment

xanthus-telma
Download Presentation

Hampshire National Curriculum Conference 21 September 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Hampshire National Curriculum Conference 21 September 2012

  2. “We are concerned by the ways in which England’s current assessment system encourages….the award of “levels” to the extent that pupils come to label themselves in these terms” “ We are therefore of the opinion that Attainment Targets in the presently established level descriptor form should not be retained.” “We believe strongly that…. the structures for assessing and reporting achievement on the national curriculum should foster the possibility of high achievement for all, rather than constrain it”

  3. What are the potential implications of this for: • The curriculum? • Teaching?

  4. It depends on your mindset……

  5. The culture of expectations • Ideas of intelligence being predetermined are now being superseded by the importance of social interaction and the learning environment/process. Heritability remains an important factor, but not the most important. Nuture is therefore more important than nature. • Talk of a child fulfilling his or her potential, therefore, only perpetuates the notion of fixed intelligence – with “potential” being a euphemism for “maximum”

  6. A culture of high expectations for all is predicated on: • A belief that all can improve • Valuing resilience, effort, practice and concentration • That intelligence is not fixed

  7. International Comparisons….. Where is our profession on the nature/nuture continuum?

  8. Implications for the curriculum • How will you best use the flexibility of a less prescriptive National Curriculum? • How will you develop all children? • To what degree is your curriculum based upon “theories” of both learning and engagement?

  9. Theories of learning? • Right brain/left brain? VAK? • Cambridge Review: frequency and continuity are more important • Imitation/analogy/explanation, with repetition to secure, application

  10. And the there’s the Sutton Trust…. • Resilience • Self-regulation • metacognition

  11. Implications for teaching: • The mindset • Understanding the difference between learning, busy activities and engagement • Timely constructive feedback • Micro teaching • Teacher clarity

More Related