Professional Documents
Culture Documents
Pedagogycurriculumandassessment 150711202831 Lva1 App6891
Pedagogycurriculumandassessment 150711202831 Lva1 App6891
& assessment
Jon Curtis-Brignell
Assistant Head: Teaching and Learning
Redesigning
Schooling
What kind of teaching for what
kind of learning?
2. What
kinds
of
learning,
in
your
school,
with
your
students,
will
deliver
your
DOEs?
Consider:
• What
do
students
need
to
learn
in
order
for
you
to
have
achieved
your
DOEs?
• Different
kinds
of
learning
processes
are
needed
to
deliver
different
kinds
of
outcome.
What kind of teaching for what
kind of learning?
3. What
kinds
of
teaching
will
lead
to
the
kind
of
learning
that
is
needed?
Consider:
• Teaching
is
a
way
of
engaging
different
kinds
of
learning
processes
in
learners’
minds.
It
depends
on
s4mula4ng
and
engaging
the
kinds
of
learning
that
will
deliver
the
outcomes
you
said
you
valued.
What kind of teaching for what
kind of learning?
4. What
kind
of
leadership
is
required
to
create
the
kinds
of
teaching
and
learning
which
are
desired,
and
so
ensure
that
students
leave
your
school
with
your
DOEs?
Consider:
• Only
when
you
have
some
clarity
about
the
first
three
ques4ons
can
you
begin
to
priori4se
the
leadership
strategies
that
will
cul4vate
the
necessary
kinds
of
pedagogy.
Pedagogic leadership
A culture of and for learning
A
school
signals
its
values
through
different
aspects
of
its
culture.
There
are
the
visible,
public
espousals
of
these
values
through
brochures,
websites,
speeches,
newsle:ers
and
other
publica;ons.
(Lucas
and
Claxton,
2013)
A culture of and for learning
Most
importantly,
values
are
conveyed
moment-‐by-‐
moment
by
teachers
in
classrooms
–
through
their
running
commentary;
the
kinds
of
ac;vi;es
they
create;
the
way
they
lay
out
the
furniture
or
configure
group
work;
the
kind
of
language
they
use
and
the
example
they
set.
(Lucas
and
Claxton,
2013)
Curriculum is pedagogy
The
failure
to
realise
that
curriculum
is
pedagogy
has
been
one
of
the
great
tragedies
of
the
last
quarter-‐
century
in
England’s
educa;on
system….
curriculum
development
is
an
inherently
crea;ve
process.
It
is
the
process
by
which
teachers
take
the
desired
outcomes
from
the
intended
curriculum
and
convert
them
into
engaging
ac;vi;es
in
classrooms.
-‐
Dylan
Wiliam,
Principled
Curriculum
Design
Curriculum is pedagogy
• What
it
means
to
be
poe4c:
the
no4on
of
cra`ing
poe4c
language.
• The
nature
and
importance
of
figura4ve
language
and
metaphor.
• The
kinds
and
importance
of
poe4c
form.
• The
impact
of
structure
on
meaning;
structural
devices
such
as
metre,
rhythm,
rhyme
that
are
used
to
achieve
this.
• The
role
of
the
reader
in
construc4ng
meaning:
'informed
personal
response'.
• Ambiguity
of
interpreta5on
The English draft model
Schemes of Learning - Consistency
Don’t forget
• Consider
transi4on
(map
the
gap)
• Inspire
and
interest
students
• Build
in
tes4ng,
assessment
and
challenge
• Build
in
real
understanding
(not
teaching
by
numbers)
• High
expecta4ons
-‐
you
get
what
you
seele
for.
Good progress
How do we define our ‘Thresholds’?
• Define
what
a
learner/historian/mathema4cian/ar4st
/etc
should
know
and
be
able
to
do
by
the
end
of:
• Year
7
• Year
8
• Year
9
How
would
this
look
for:
• Learners
who
are
excelling?
• Learners
who
are
secure?
• Those
who
are
developing
their
learning,
but
are
not
yet
secure?
• Emerging
learners
who
are
working
towards
expecta4ons
for
their
year
group?