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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

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Hampshire National Curriculum Conference 21 September 2012

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  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 The culture of expectations • Ideas of intelligence being predetermined are now being superseded by the importance of social interaction and the learning environment/process.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

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