ASPIRE TO HEADSHIP
Date: 8th Feb 2018 – 9:30am to 4:15pm
Venue: The Rowley Mile Conference Centre, Newmarket, CB8 0TF
A conference for aspiring primary, secondary and special school leaders. Free to attend with a £200 bursary towards travel and supply costs for delegates from small schools (100 pupils or fewer). Open to all schools in Cambridgeshire, Norfolk, Peterborough, and Suffolk.
This programme will focus on what ‘working at great depth’ in Year 6 could look like for writing in the classroom. Using statements from the NEW Teacher Assessment Framework in conjunction with the published writing exemplars, participants will explore each statement in turn and will be provided with detailed guidance on the sorts of evidence that would support a judgement at this standard.
Session 1 – Monday 4th December 2017 9:00-16:00
A full day to explore writing content domains and associated subject knowledge and pedagogy for securing the best possible outcomes against the new KS2 Assessment Framework. High quality texts, dialogue, instruction and deliberate practice will be core features of the approaches to be shared.
Session 2 – Monday 19th March 2018 13:00-16:00
A half day to share outcomes from the learning embedded during session one and review progress towards statutory expectations in the KS2 2017-2018 Assessment Framework. Work samples and the associated discussion will be used to formulate plans for the next interval. There will an opportunity for the group and individuals to seek advice on targets, next steps, text types and units that best match pupil needs.
Session 3 – Monday 4th June 2018 13:00-16:00
The final half day is final get together to consolidate and reflect on the strategies employed and outcomes achieved since the course began. It will also be an opportunity to peer review the collated work samples.
About the Facilitator, Martin Galway:
Martin is an experienced teacher, leading teacher and English subject leader, Martin draws upon over a decade of experience as a trainer and coach. He has a proven track record in supporting teachers and subject leaders in developing their practice within their schools.
Venue: The Spinney Primary School, Cambridge, CB1 9PB
Facilitator: Martin Galway
The rapid development of digital technology and the globalised nature of economic systems are creating an entirely new set of educational challenges for the world to adapt to. The workers of the future will need to master a suite of adaptable interpersonal, problem-solving and critical-thinking skills, and navigate an increasingly digital and automated world. This paper presents the results of the first Worldwide Educating for the Future Index , which was created to evaluate the extent to which education systems inculcate such “future skills”.
The main findings are;
1.Too many governments are not doing enough to prepare millions of young people for seismic changes in work and life.
Millions of young people are not being taught effective and relevant skills, leaving them unprepared for the complex challenges of the 21st century. The performance of various economies in the index indicates substantial room for improvement. Although in general, richer economies do better, many struggle to beat the average, suggesting that more can and should be done.
It is not enough to simply teach traditional subjects well. Education systems need to adopt new approaches that help students learn skills such as critical thinking, collaboration and awareness of global concerns like climate change. Yet only 17 out of the 35 economies indexed offer any kind of assessment framework to test global citizenship skills, and only 15 evaluate project-based learning to some degree.
An effective system must be built on resourceful and highly capable teachers, who are willing and able to tackle the challenges of preparing students for an ever-evolving and complex future. The index suggests that important strides are already being taken in this area: in most markets, teaching modules stress the importance of future skills to at least some extent. Teacher training is also a particular bright spot: nearly half of the economies surveyed demand teachers hold bachelor’s degrees in teaching, and all require at least a university education.
Education must not stop when students step out of the classroom. Teachers and parents need to equip them with the skills and attitudes to apply academic concepts to the outside world. They must see learning as an organic process, not one confined to traditional teaching environments. Study abroad programmes, for example, which nearly all economies in the index show support for to some extent, are good conduits for this. The index also indicates that governments are involving the business community in their education systems: all but three economies show some level of university-industry collaboration.
There is a link between monetary inputs to education systems and success in the index. Our research suggests that governments could stand to devote more resources to cultivating teaching in particular, raising the salaries, profile and prestige of the profession. Though simply boosting budgets is not an all-encompassing solution, it can show to what extent education is a priority for policymakers with limited resources. Some lower-income economies, for example, spend a far higher share of their GDP on education than rich ones.
The index results also rely on broader societal attitudes, including those toward cultural diversity, the treatment of women and freedom of information. Education systems cannot be expected to address nextgeneration global challenges if their socio-political backdrops are insular, repressive and hostile to new ideas. In general, economies with liberal economic and social traditions perform better in the index.