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THE CAMBRIDGE PRIMARY REVIEW: WHAT NOW? Robin Alexander University of Cambridge.


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THE CAMBRIDGE PRIMARY REVIEW: WHAT NOW? Robin Alexander University of Cambridge. www.primaryreview.org.uk www.routledge.com/education www.teachersfirst.org.uk/cpr. THE FINAL REPORT.  Editor Robin Alexander Authors Robin Alexander Michael Armstrong Julia Flutter Linda Hargreaves
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THE CAMBRIDGE PRIMARY REVIEW: WHAT NOW? Robin Alexander University of Cambridge

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www.primaryreview.org.uk www.routledge.com/training www.teachersfirst.org.uk/cpr

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THE FINAL REPORT  Editor Robin Alexander Authors Robin Alexander Michael Armstrong Julia Flutter Linda Hargreaves Wynne Harlen David Harrison Elizabeth Hartley-Brewer Ruth Kershner John MacBeath Berry Mayall Stephanie Northen Gillian Pugh Colin Richards David Utting 'The formal conclusions and suggestions of the Cambridge Primary Review have been concurred by the 14 creators of this report. They are completely upheld by individuals from the Review's Advisory Committee other than those whose onlooker status obliges them to stay impartial.' Report, p xvi

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PLOWDEN: A CAUTIONARY TALE Plowden as composed Plowden as purified Plowden as vilified

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There's a basic trial of the progressions declared in the June 2009 white paper, and of the more extensive majority rule changes guaranteed in the wake of the May 2009 parliamentary costs embarrassment: will this last report from the Cambridge Review be rejected in the same rundown style as its 31 break ancestors - and undoubtedly those numerous different commitments to the instructive open deliberation which were helpful and definitive yet 'off message' or 'not imagined here'? Kids, their World, their Education, p 514

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THE GOVERNMENT'S RESPONSE (DCSF official statement, 16.10.09) It's baffling that a survey which indicates to be so thorough is essentially not up to speed on numerous real changes in primaries. The world has proceeded onward since this audit was begun. On the off chance that each kid gaining ground and achieving their potential is the thing that matters then Professor Alexander's recommendations are a regressive stride. We're now setting up the most crucial changes for a considerable length of time taking after Sir Jim Rose's essential audit – to make the educational modules less prescriptive and free it up for educators. He proposes a school beginning age of six however this would be a totally counterproductive – we need to ensure kids are playing and gaining from an early age and to give guardians the decision for their kid to begin in the September taking after their fourth birthday. Our master bunch on testing said it would be a regressive stride to scrap English and maths tests at 11 and we are steering a School Report Card, which will give guardians a far more extensive picture of how schools are getting along. The report is, best case scenario wooly and indistinct on how schools ought to be responsible to the general population – we're clear that it would be a retrograde stride to come back to days when the genuine accomplishments of schools were covered up. Also, he totally neglects to say [the Williams report, the 'master bunch' on evaluation and] our own significant survey to change SEN training and backing for guardians. We totally invalidate the case that essential principles have not ascended no matter how you look at it. Free Ofsted investigations appears there have never been such a large number of remarkable and great elementary schools, and Key Stage 2 results show gigantic advancement in the course of the most recent decade – a tribute to the extraordinary nature of instructing, preparing and heads.

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… The Cambridge Primary Review is for the more extended term, not the following decision; and as an activity in popularity based engagement and additionally experimental enquiry and visionary exertion its last report is not only for transient draftsmen and specialists of arrangement. It is for all who contribute day by day, profoundly and for life in this imperative period of instruction, particularly youngsters, guardians and instructors. Kids, their World, their Education, p 514

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WHAT NOW? Recover THE TEXT The report - Routledge The friend research volume - Routledge The instructions - download The booklet - generally flowed in printed version; download RECLAIM THE DEBATE The media, the government officials and the general population National occasions The territorial gatherings Other meetings and gatherings The February 2010 gathering " A NEW WAY OF THINKING AND TALKING ABOUT PRIMARY EDUCATION' The part of instructor training, UCET and the UDEs?

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THE REGIONAL CONFERENCES For expert pioneers in schools, nearby powers, educator instruction and exploration, and other people who are intrigued Organized by Teachers First: cpr@teachersfirst.org.uk/0844 800 5317 November 5: Cambridge November 18: Birmingham November 26: Southampton November 27: London December 2: York December 3: Newcastle January 13: Manchester January 14: Preston January 19: Bristol January 20: Exeter January 28: Norwich January 29: London February 4: Cambridge Format: presentations, critiques, talk bunches, board/keynote spokesperson … .

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THEMES AND EVIDENCE: THE REVIEW MATRIX EVIDENTIAL STRANDS Submissions Soundings Surveys Searches PERSPECTIVES: Children Society Education THEMES: Purposes & values Learning & showing Curriculum & evaluation Quality & measures Diversity & incorporation Settings & experts Parenting, mindful & instructing Beyond the school Structures & stages Funding & administration

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THE FINAL REPORT: SCOPE OF THE CONCLUSIONS AND RECOMMENDATIONS The general picture Children's lives Understanding youth Childhood, contrast and differing qualities Foundations and stages Aims and values The educational modules Pedagogy Assessment and testing Quality, guidelines and responsibility Primary Schools and different organizations Teachers: skill, preparing and arrangement Teachers: status, authority and workforce change Governance, subsidizing and strategy

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MATTERS FOR DEBATE: EXPERTISE AND STAFFING The long-standing inability to determine the befuddle between the educational modules to be educated, the center of educator preparing and the staffing of elementary schools must be determined immediately. The rule to be connected is the one of qualification received all through this report: kids have a privilege to an educational modules which is reliably well-shown paying little mind to the apparent criticalness of its different components or the measure of time dedicated to them … Primary schools ought to be staffed with adequate adaptability to permit this rule to be connected … The desperation of this errand, and its potential expense, require a full national essential staffing audit, Review elementary school staffing (suggestions 118-19, 124-28, 132-33) Undertake a full survey of present and anticipated grade school staffing. Guarantee that schools have the instructor numbers, aptitude and adaptability to convey elevated expectations over the full educational modules. Create and convey elective essential instructing parts to the generalist class educator without losing its advantages. Illuminate and appropriately bolster the part of instructing right hand.

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MATTERS FOR DEBATE: TEACHER EDUCATION,TRAINING AND DEVELOPMENT Initial instructor preparing and proceeding with expert improvement ought to move from models started on consistence with got official knowledge to basic engagement, on the premise this improves for instructing, as well as is an insignificant position from which to propel the learning, strengthening, self-sufficiency and citizenship of the understudy … Reform educator training (proposals 119-23, 128-31) Align educator instruction with new points, educational modules, and ways to deal with instructional method. Refocus introductory preparing on youth, learning, instructing, educational modules and area information, together with open investigation of essential inquiries of quality and reason. Look at option ITT courses for various essential showing parts and re-open civil argument around a 2-year essential PGCE. Supplant ebb and flow TDA proficient norms by a structure accepted by expert advancement exploration and student learning results. Parity CPD support for unpracticed and less capable instructors with flexibility and appreciation for the accomplished and capable.

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MATTERS FOR DEBATE: CHILDHOOD The Review is persuaded by the confirmation that a feeling of office is basic for both learning and prosperity, and this components conspicuously both in our proposed goes for essential training and in our record of instructional method … There is significantly more to youngsters' lives than school … The value and effect of kids' lives outside school ought to be regarded, as ought to the privileges of guardians and carers to raise kids in their own specific manners, and self-teach relations ought to be seen as deferential and proportional instead of one-sided. Adolescence ought to be comprehended as far as youngsters' available and in addition future needs and capacities, and their entitlement to a rich exhibit of encounters which will establish the frameworks for deep rooted learning … Children ought to be effectively occupied with choices which influence their training … Children are presently seen as skillful and able learners, given the privilege etymological and social environment and showing which draws in, animates, difficulties and platforms their comprehension. Regard and bolster youth (suggestions 4-21) Respect kids' experience, voices and rights Build on new research on youngsters' improvement, adapting, needs and abilities Ensure that educator instruction is completely educated by these viewpoints.

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MATTERS FOR DEBATE: FOUNDATIONS AND STRUCTURES The focal issue is the character and nature of what our most youthful youngsters experience, whether in pre-school or school settings, What makes a difference is that the arrangement is correct. Right now … in gathering classes it frequently is not … If the arrangement is correct, then beginning age stops to be an issue. New structures for early years and essential training (suggestions 22-31) Strengthen and amplify early learning arrangement: secure legitimate learning qualification for youngsters matured 3-6 and stretch out to age 2 in zones of social hindrance and for kids with unique instructive needs. Extend the EYFS to age 6. Supplant KS1/2 by a solitary essential stage from 6-11. Start full and open de