Over the last three years we have collectively trialed a different approach to structuring and delivering a traditional two year GCSE History course. This reconceptualisation of how GCSE could be taught was in response to an exploration of the inherent flaws within traditional approaches towards GCSE teaching and in recognition of the need fro a deeper and more ‘learning led’ approach to planning units of work and … Continue reading 5 Design Principles for a more Authentic and Collaborative GCSE Pedagogy
We argue that state maintained schools within England should be brave, reject GCSE’s and their deformative effect upon curriculum and learning and adopt an approach to Curriculum (assessment, pedagogy and curriculum) and summative assessment which enables an education for liberation. Questions and themes relating to low and high stakes assessment practices and reforms are addressed throughout the chapters of Berry, R., & Adamson, B., Eds., … Continue reading Questioning ‘Deformative Systems’ of Assessment
“The more interdependent the world becomes, the more we rely on collaborators and orchestrators who are able to join others in work and life. Schools need to prepare students for a world in which people need to work with others of diverse cultural origins, and appreciate different ideas, perspectives and values; a world in which people need to develop trust to collaborate across such differences; … Continue reading An Education for Global Competency
The Fourth Industrial Revolution, or 4IR, is the fourth major industrial era since the initial Industrial Revolution of the 18th century. The Fourth Industrial Revolution can be described as a range of new technologies that are fusing the physical, digital and biological worlds, and impacting all disciplines, economies and industries. Central to this revolution are emerging technology breakthroughs in fields such as artificial intelligence, robotics, … Continue reading Infinity, an education for the 4th Industrial Revolution
The World economic Forum have published a thought provoking and well researched blog article about the importance of Digital Skills. They have helpfully summarised elements of a complete Digital Skills set or a ‘Digital Intelligence’ in a the diagram below: Yuhyun Park Chair, infollutionZERO Foundation has written for The World Economic Forum: The social and economic impact of technology is widespread and accelerating. … Continue reading Digital Intelligence ‘DQ’
The Buck Institute for Education has become a centre for research and innovation concerning the approach referred to as Project Based Learning. As an entity PBL can best be seen as a collection of approaches, rather than a distinct pedagogy, aligned with a socio-constructivist philosophy of learning and education. BIE define PBL as, Project Based Learning is a teaching method in which students gain knowledge and skills … Continue reading Gold standard Project Based Learning
This info-graphic highlights some of the ways in which the world has changed and with it the need for a different approach to curriculum, knowledge, understanding, skills and pedagogy. These ideas are further elaborated in the following booklet, produced by the Getting Smart organisation and Buck Institute of Education, both of which are at the forefront of thinking concerning a more project … Continue reading A Project Based World?
What Is PBL? Compiled by the Buck Institute for Education (BIE) Blogs PBL World Day 4: Pearl Arredondo Starts a PBL School to Foster ‘Our Next Movers and Shakers’ A Recap of 2014 PBL World in Napa Blogs Resource List: Creativity in PBL Readings & Resources: Teaching Creativity in PBL Blogs From Open House to Exhibition Night PBL showcases: good for students, school & guests Blogs … Continue reading What is Project Based Learning?
Underachievement by white working class children is symptomatic of larger issues plaguing the UK education system From The London School of Economics In the UK, it is widely documented both in academic circles and in the popular press that white working-class children consistently do quite poorly at school. Garth Stahl questions the phenomenon of white working-class underperformance, and attempts to show how a neoliberal governance … Continue reading Underachievement by white working class children is symptomatic of larger issues plaguing the UK education system