Breakout session from our Annual Conference, 12 November

1. From Raising the Floor to Raising the Ceiling
Whole Education 6th Annual Conference
Twitter | @WholeEducation
#Seizingtheagenda
Establishing a shared vision for school
improvement
Seizing the Agenda

2. Unleashing the Curriculum
Designer in Us All
Explore the different experiences of curriculum innovation between new schools in new
buildings and existing schools in traditional buildings and organisational structures.
Elizabeth Woodville School,
Homewood School
XP
Lord Lawson/KED
Bolton UTC

3. Innovation
“Any project that is
new to you and has an
uncertain outcome”
“Strategic Innovation is neither
repeatable nor predictable.
It is non-routine and uncertain”

4. Spectrum of innovation
Incremental
Developmental
Radical
Exploration
1 2 3 4 5
Innovation can tend toward…
© Perspectiv LLP.
1. Hardly new at all: it is basically a repackaged version of what we do but still requires creative input,
funding and resources
2. A little new: there are a small number of things that mark it out as different
3. Fairly new: there are some similar things in other schools
4. Reasonably new: there is nothing very much like it in schools
5. Absolutely new: it changed the model and is new to the world. Examples include a new category,
technology, invention, brand, process etc.

6. 1. Relative Advantage
• Do people think it is an improvement over what already exists
• Can we “prove” results?
• How uncertain are those results?
• What is the cost of change vs. benefit?

7. 2.Compatibility
• Is it consistent with the values, experiences and needs of the people
who use it
• How new is it – to me, to my team, to English education?
• Degree to which it challenges my notions of role and power
• Compatibility with societal norms and education system

8. 3. Complexity
• Will users (teachers, students, parents etc.) find it easy to use?
• Will users find it easy to understand?
• Do staff have the skills?

9. 4. Trialability
• Can people experiment with it before deciding to adopt it?
• Is it all or nothing?
• Can we make it easier to try and get used to?

10. 5. Observability
• How easy is it for people to see its results
• Immediate vs. Future benefits
• Observability of benefits (VAVIA results and “OFSTED” results)

11. Innovation Factor Goal Setting Coaching Flipped
Learning
1. Relative Advantage – Do people
think it is an improvement over what already
exists
- Can we “prove” results?
- How uncertain are those results? (PFU vs. NIC)
- What is the cost of change vs. benefit?
Target setting well
understood and widely
used. Benefits well
understood. No cost of
change.
2.Compatibility – is it consistent with
the values, experiences and needs of the people
who use it
- How new is it – to me, to my team, to English
education?
- Degree to which it challenges my notions of
role and power
- Compatibility with societal norms and
education system
Change to student chosen
goals is subtle shift but
changes relationship to put
student in charge
3. Complexity – will potential users find it
easy to use?
- Is it easy to understand?
- Do staff have the skills?
Some development of open
questioning
4. Trialability – can people experiment
with it before deciding to adopt it?
- Is it all or nothing?
- Can we make it easier to try and get used to?
Could transfer from targets
to goals over time and with
some students
5. Observability – how easy is it for
people to see its results
- Immediate vs. Future benefits (PFU vs. NIC)
- Observability of benefits (VAVIA and OFSTED)
Long term benefit (PFU).
Could detect change if
measure LOL / L2L
How Innovative (1-5)

12. John Cridland, CBI Director-General, said:
“Businesses feel very strongly that the education system must better prepare young people
for life outside the school gates, or risk wasting their talents.
“The journey from school towards the world of work can be daunting, so we must support
schools and teachers to help develop the skills, character and attitudes students need to
progress in life.
“We’re hearing the right noises from politicians of all colours, but the need for genuine
reform on the ground remains.
“We need young people who are rigorous, rounded and grounded, and business stands ready
to play its part.”
Rod Bristow, President of Pearson Core Markets, said:
“Everyone agrees that young people should be better supported as they prepare for the
workplace – today business leaders echo the voices of teachers, Ministers and indeed young
people themselves in calling for a more joined up approach to the transition from education to
employment. The challenge now is to grasp the nettle so we bring employment and education
opportunities together to meet the urgent social and economic need of creating a more highly-
skilled workforce.
“Through our World Class Qualifications programme Pearson is working with employers and
education experts from around the world to ensure that young people in the UK are equipped
with the skills they will need to prosper in education or in the workplace.”

13. We believe that all children deserve
an engaging and rounded education that
supports academic achievement, but also
develops the skills, knowledge and
qualities needed to flourish in life,
learning and work.
Sir John Dunford

14. •I saw this animation the first year it appeared, and was awestruck. As a teacher I see
only common sense in the whole presentation but trying to effect this kind of change is
no small feat.
•I realized that the initial step in creating this paradigm shift has to do with the question
Sir Robinson raised that is the linchpin. "Why do we educate children as if the most
important thing about them is their date of manufacture?"
•We MUST eliminate the stigma of being "held back". Do away with the idea of being
"promoted" grade to grade by making the grade "levels" lateral rather than hierarchical.
No more "graduation", teach children by their abilities rather than their age. Let them
find their own passion and they will seek out the education they need to achieve it.
•Too often I see students come into my classroom who are totally unprepared, socially,
emotionally, psychologically and intellectually for a high school curriculum. It's not their
fault! It's not the parents fault! It's not the teachers fault! It is the system and the whole
system desperately needs to be overhauled. To do this we must overcome the
immovable object set down but tradition and bureaucracy.
•I have set myself to the task of finding out how to break through that barrier. I hope
very soon to start putting some ideas out there but it is a large puzzle with many
dynamic pieces and few proponents.

16. Personalised
strategies
Personalised goals
Time
The
Learning
Portal
Room for
learning
The Teacher
Curriculum