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Venue
Coin Street Conference
Centre
108 Stamford Street,
London
SE1 9NH Twitter
@WholeEducation
Nearest station | Waterloo
#WEpreparED
^ Basement
Southbank Rooms 1, 2 & 3
Third Floor
Max Nasatyr, Fred
Miller & Lil Patrick
Coin Street Conference Centre
For the past two years we have held our annual conference at Coin Street
Conference Centre.
They have transformed a largely derelict 13 acre site into a mixed use
neighbourhood by creating 220 co-operative homes, shops, galleries,
restaurants and bars, a park and riverside walkway as well as sports facilities.
The Centre sees over 80 hours of free and affordable community activities
every week, offering families and children high quality and affordable
programmes and providing integrated childcare and early years education.
Coin Street also offers training & employment support via one-to-one
sessions, peer-to-peer tutoring & mentoring to boost confidence & attainment,
as well as an employment and learning programme for 18-30 year olds.
All income generated from the Conference Centre is invested back into
the local community as part of Coin Street’s social enterprise principles.
Welcome
This year, our conference theme is Preparing Young People For Their Futures. It raises a
number of questions: What does the future hold - for life, learning and work? What will the
jobs market look like for young people starting school today? What should school’s role be in
preparing young people for their futures? How can we help young people take ownership of
their futures?
The theme calls to mind the wealth of confusing, often conflicting, news headlines and
research reports presenting sometimes dystopian visions of the future. We do not accept the
most extreme of these- of robots and automation leading to mass joblessness, of increasingly
divided societies fractured by fake news and social media. Some jobs will disappear, but others
will change or be created. There will be both upheaval and opportunity. There will be winners
and losers; our nagging concern is that with our current trajectory these may replicate or
exacerbate existing inequalities.
Many discussions about the future suggest that much of what schools do is obsolete. We
disagree. Many of the things that schools do will continue to be relevant. At the conference
you will have the opportunity to discuss with, and hear from, experts, practitioners and other
leaders on how schools and systems can better prepare young people for their future.
We will build on our 2018 conference Attainment is Not Enough, where Andreas Schleicher
argued there is an urgent need for us to take a broader approach to preparing young people for
their futures. We will look at which competencies and domains of knowledge are increasingly
important and how to develop them.
Overall we seek to provide inspiration, challenge and thoughtful reflection for you - school and
system leaders up and down the country committed to an evidence informed approach to better
preparing young people for their futures.
Lord Knight is the Chair of the Whole Education Network. He previous served in the cabinet as
Schools Minister and Employment Minister.
Agenda
Welcome and introduction
10:30 Douglas Archibald, Director, Whole Education Network
Responses and reflections on preparing young people for their futures | Panel discussion
11:05 Chair: Lord Knight. Contributions from Alex Beard, Alex Quigley, Sam Twiselton & Jenny Williams
11:40 Break
12:00 Extended exploratory sessions | Learning from the experts and each other
1:30 Lunch
2:30 Expert workshops | Ideas into action: what can you can do now?
3:25 Expert workshops | Ideas into action: things you can do now | Part II
4:20 Break
Our Collective Commitment for the Future
Sir Tim Brighouse and young people reflect on what they’ve heard.
4:30 You share what has resonated.
All of us agree our next steps together.
5:30 Close
Opening session
10:30-11:40
Keynote speakers | Professor Sir Venki Ramakrishnan & Professor Rose Luckin
What does the future hold - for life, learning and work? What will the jobs market look like
for young people starting school today? Leading international experts including Venki
Ramakrishnan and Rose Luckin will provide provocations on how we better prepare young
people for their futures.
Venki received the Nobel Prize Rose is Professor of Learner Alex has worked in education
in Chemistry in 2009 and Centred Design at the UCL for a decade. After 10 years
was knighted in 2012. He was Knowledge Lab in London. Her as an English teacher he
elected President of the Royal research involves the design completed his MA at the
Society in 2015. At the Royal and evaluation of educational Institute of Education before
Society’s Broad and Balanced technology using theories joining Teach For All. He
Curriculum Symposium he from the learning sciences spends his time travelling
argued for a more rounded and techniques from Artificial the world in search of
education for young people, Intelligence (AI). She is an practices shaping the future
outlining the need for a international expert on the of learning and has written
broader curriculum to better effects of AI on education. for the Guardian, FT, and
prepare them for their futures. Independent. Natural Born
Learners is a user’s guide to
transforming learning in the
twenty-first century.
Closing session | Conference Dinner
16:30-17:30
Featuring Professor Tim Brighouse, school leaders from the WE Network and the
voice of local young people
Your voices will be featured across the session, sharing your insights, good practice or questions with
colleagues. Together we agree our next steps and actions to take to help deliver a ‘whole education’.
Conference Dinner
Keynote from Lord Knight
18:30 Drinks reception
19:15-21:00 Dinner
Curriculum
Whole Education exists to promote a fully rounded education, and to help schools confidently
and effectively deliver such an entitlement in the current climate. While schools are being
encouraged to reengage with curriculum and ensure a broad and balanced education, doing so on
the ground is as practically challenging as ever.
Given national prescription and accountability pressures, many schools haven’t focused on
curriculum design. Even in an age of autonomy and academisation, system pressures meant
many schools’ freedoms didn’t feel real to teachers or leaders. Many delegates on Leading and
Managing Curriculum Change said they had thought of curriculum mostly as timetabling.
In the last 18 months, there has been a shift. Provoked by HMCI’s interest in a deep and rich
‘whole education’ curriculum, there has been a welcome recognition that the curriculum must
be about more than working backwards from the content of exams. Many schools are discovering
they have more choices than they realised.
So far, so positive. But some have cautioned that the new Ofsted framework’s emphasis
on curriculum could just become another narrow measure. Others have warned a rushed
implementation risks compromising good intentions. All the while, stories from the frontline
highlight ongoing examples of a narrowing curriculum. Arts and MFL provision have been
dramatically scaled back in some schools. Funding pressures persist.
Since our inception we have argued a ‘whole education’ should help develop the skills, qualities
and knowledge young people need to thrive. You could say this is a ‘whole education’ curriculum
intent. This has never been about a syllabus or timetable- rather it is a mindset to best deliver
this intent. So, how can we ensure the welcome interest in young people’s curriculum diet leads
to a true ‘whole education’ that prepares all young people for their futures?
What next?
Leading a Whole Education is a key part of our core offer for national primaries and
secondaries. Leading to Impact is a leadership programme for leaders within a locality. Both
support leaders to engage with Ofsted’s emphasis on curriculum intent, implementation
and impact. They provide top tips, challenge and inspiration to confidently and effectively
deliver a ‘whole education’ that learners need to thrive in learning, life and work.
12:00-13:30
2. Intent, implementation, impact: the 6. Busting myths around the time we have: what
opportunties of the system’s focus on curriculum curriculum space is really available?
3. Young people’s choices: What can young 7. Where arts thou? How can primary arts drive a
people’s choices tell us about our curriculum ‘whole education’ and nurture indepedence?
choices?
8. How can we seize the curriculum agenda and
4. What does outstanding EYFS look like? take advantage of the renewed interest in a quality,
‘whole education’?
Experts include:
David is Whole Education’s Mick works with schools School leaders from across
Associate Director. David in the West Midlands the Whole Education
created the DfE’s Raising in raising standards. network and a range of
Achievement Transforming Mick has been a teacher, settings and phases (early
Learning (RATL) programme Headteacher, Director of years, primary, transition
involving more than 700 Curriculum at QCA and and secondary) share
schools. David’s ideas derive worked with Birmingham curriculum choices they
from his four Headships. He and Manchester LAs. His have made to prepare
is an Educational Advisor for book Thinking Allowed young people for their
the DfE. was published in 2013. futures.
Key conference strand:
We believe good teaching is more than delivering knowledge and improving academic attainment
- although both are vital. Good teaching instills a lifelong love of learning, helps young people to
apply their knowledge in real contexts and develops their wider skills and qualities.
We believe that supporting teachers to trial certain pedagogies and approaches - like
metacognition, collaborative learning or oracy- can help them improve academic outcomes right
away, while also developing young people’s essential life skills.
Effectively doing so means supporting teachers and teams to engage with research - to
investigate what works in their context and build their professional capital. Evidence should
empower, not disempower, teachers. Advances in neuroscience are also giving us a new
understanding of how young people learn, and can further support teachers to confidently and
effectively deliver a ‘whole education’.
In this strand we ask: what are some of these ‘both/and’ pedagogies? How we can empower
teachers to confidently and effectively deliver an engaging ‘whole education’ that prepares young
people for their futures?
What next?
Lab Classrooms is a key part of our core offer for schools. It empowers teachers to trial new
approaches in a safe and supportive environment, and provides structure and guidance on
effectively implementing and asessing their practice.
12:00-13:30
2. Talking sense: can oracy improve young 5. Outdoor learning: developing life skills and
people’s exam results and help them be confident, improving exam results
articulate communicators?
6. Can a flipped classroom give your teachers
3. How can we effectively implement more time to deliver a ‘whole education’?
collaborative learning to develop teamworking
and improve attainment?
Experts include:
The most important resource schools have is their teachers and leaders. In order to deliver a
‘whole education’ that prepares young people for their futures we need to attract and invest in the
best people.
The recruitment and retention challenges are well reported. Great teachers are leaving the
profession or even leaving the country to teach overseas. It is getting harder and harder to attract
the best candidates to the sector.
This is a system-wide problem caused by a range of factors, many of which are beyond schools’
control. But with government energy consumed by Brexit and austerity policies making
significant new funding unlikely, schools can’t wait for a solution from government.
So we ask: how can schools make the most of the choices they do have to try and take control of a
recruitment and retention challenge that threatens to undo much of the progress of recent years?
We will be investigating what the data tells us about the reasons teachers are leaving and
approaches that could make a meaningful difference. We’ll also explore longer-term school-led
solutions to sustainably develop greater teachers and leaders and deliver a ‘whole education’ that
prepares young people for their futures.
What next?
Strategic HR in Education supports Trust leaders to take joined up thinking and action for
effective recruitment, development and retention. Using expert people strategists from
within and beyond education, it supports schols to network and learn how to:
Film Club is a completely free programme from our partners IRIS Connect designed to
assist you in getting your teachers talking about teaching practice and formative feedback.
12:00-13:30
Experts include:
info@wholeeducation.org
020 7250 8422
www.wholeeducation.org
@wholeeducation