Pedagogic leadership – Creating cultures and practices for outstanding vocational learning
It is good to see vocational education coming centre stage in the education debate. The time is absolutely right – vocational courses are not just a ‘second chance’ default for those who have not done well in school-based academic studies. Aside from rhetoric around the ‘forgotten 50 per cent’ and the need to drive up skills in order to boost the economy, we are seeing new programmes, such as traineeships, new qualifications, such as tech levels, and new accountability measures, such as the technical baccalaureate, all with the declared intention of raising the profile and value of vocational programmes.
The UFA uses the phrase ‘young people’s leadership’ to describe a range of work they do.
“What do we mean by this? Our broad definition of leadership as ‘leading self and others’ can encompass specific leadership roles but is also about understanding more about myself and how I act in different situations. Being more aware, in control and as a result, being more actively engaged in a learning situation, because I choose to be.
In training we often ask people to question their motivation when they are considering pupil voice and influence – why do they want to engage young people in this way?
- Is it because it’s the latest educational fad?
- Is it because we think the inspectors will like it/expect it?
- Or is it because we feel it is morally the right thing to do?
- Is it an irrepressible force, an incoming tide, that we need to ‘go with’ otherwise we’ll be left behind?
We ask people who they feel they should involve?
- Is it the ‘responsible ones’?
- The ones who never have to be reminded to tuck their shirts in?
- The prefects?
- The school councillors?
- …the usual suspects…?
Or is it actually an entitlement for all young people to be leading their own and perhaps other people’s learning?” more here
Created to support the home–school partnership, Learn at Home gives parents a helping hand in getting to grips with their child’s development at school, as well as tips and support for schools on engaging and involving parents. Pearson created this guide to highlight the importance of parental involvement in a child’s education, and to help school’s engage parents in their children’s learning. In it, teachers and headteachers share their experiences, practical support, and tips.
Learn at Home guide.pdf
This report poses three questions:
• Do all the most successful primary schools structure learning around traditional subject disciplines?
• Should primary schools set aside their natural enthusiasm for thematic approaches, and focus instead on strong, subject-based teaching?
• Should we be exerting top-down pressure on primary schools to deliver learning in this way?
It examines evidence from recent reviews into primary education, from the
growing body of research on what works in curriculum development, and from
case studies of high performing schools and school systems.
Read the full report.
The presentation by Julie McCulloch, Policy Manager at the Pearson Centre for Policy and Learning and author of the report, can be viewed here and the videos are below and photos from the event can be found here.
We all know that small classes are better than large classes;
that children are best taught in groups according to their ability; that some schools are much better than others and that we should teach children according to their individual learning styles … or do we?
This book asks awkward questions about these and many other sacred cows of education. Each chapter tackles a persistent myth in education, confronting it with research evidence and teasing out any kernel of truth which may underlie the myth. Leading authors from the world of education each bring analysis and expertise to bear on their chosen subject, presenting their argument in an accessible manner based on sound scholarship.
Some of the conclusions drawn in Bad Education are likely to be real eye-openers for many teachers and parents, who will find some of their basic assumptions about education called into question. It is also essential reading for anyone involved in educational policy making or management.
Contributors: Philip Adey, Mike Anderson, Ed Baines, Paul Black, Peter Blatchford, Margaret Brown, Guy Claxton, Frank Coffield, Justin Dillon, Julian (Joe) Elliott, Simon Gibbs, Jeremy Hodgen, Neil Humphrey, Annette Karmiloff-Smith, Bill Lucas, Bethan Marshall, Brian Matthews, Corinne Reid, Rob Webster, Dylan Wiliam
Buy Bad Education on Amazon