Reflecting upon the cambridge primary review. A discussion led by Dr Neil Hopkin at the SSAT Primary National Conference, 2010.

1. The Cambridge
Primary Review
The future of learning?
An international reflection on 21st century learning
Dr Neil Hopkin

2. The future looks..?
• We are the people we’ve been waiting for

3. The Rose Review
Aims:
Successful learners
Confident individuals
Responsible citizens

4. The Cambridge Review
Aims:
The individual
Well being
Engagement
Empowerment
Autonomy

5. The Cambridge Review
Aims:
The individual
Well being
Engagement
Empowerment
Autonomy

6. The Cambridge Review
Aims:
Self, others and
the wider world
Respect & reciprocity
Interdependence & sustainability
Local, national & global citizenship
Culture & community

7. The Cambridge Review
Aims:
Learning, knowing
and doing
Exploring, knowing,
understanding & making sense
Fostering skill
Exciting the imagination
Enacting dialogue

8. No ‘core’ subjects: Just
12 aims in 8 domains
Science &
Technology
Mathematics
Language, Oracy &
Literacy
Place &
Citizenship
Time
& Ethics
Faith & Physical &
Arts & Creativity Emotional Health
Belief

9. Too complex?

10. Two complete?
Uffe Elbaek
Kaos Pilot, Denmark

11. Two complete?
Uffe Elbaek
Kaos Pilot, Denmark

12. Systemic Messages?
Historical habits are frustrating genuine innovation
Surface change masks a deeper inertia

13. Systemic Messages?

14. Systemic Messages?
Transformation

15. More than just the
curriculum

16. More than just the
curriculum
s
d need enviro
nment
r e an ood in whi
natu hildh childre
n grow ch
of c up
assessment
professional, institution
al
& policy conditions
teaching
which b
paper c r
urriculu ings a
m to life
s
e , age
str uctur ges
& sta

17. More than just the
curriculum
nature and needs assessment
of childhood
structure, ages
environment in which & stages
children grow up
teaching which brings a
paper curriculum to life
professional, institutional
& policy conditions

18. More than just the
curriculum
teaching which brings a
paper curriculum to life Embed New Technologies
vs
Professor Dennis Shirley Professor Stephen Heppell
Boston College Anglia Ruskin University
professional, institutional
& policy conditions

19. More than just the
curriculum
teaching which brings a
paper curriculum to life Embed New Technologies
vs
Professor Dennis Shirley Professor Stephen Heppell
Boston College Anglia Ruskin University
professional, institutional
& policy conditions

20. More than just the
curriculum
teaching which brings a
paper curriculum to life Embed New Technologies
vs
Professor Dennis Shirley Professor Stephen Heppell
Boston College Anglia Ruskin University
professional, institutional
& policy conditions

21. More than just the
curriculum
teaching which brings a
paper curriculum to life Quality First Teaching
Geoff Canada Professor Dylan Wiliam
Harlem Children’s Zone professional, institutional IoE, University of London
& policy conditions

22. More than just the
curriculum
teaching which brings a
paper curriculum to life Quality First Teaching
Geoff Canada Professor Dylan Wiliam
Harlem Children’s Zone professional, institutional IoE, University of London
& policy conditions

23. More than just the
curriculum
teaching which brings a
paper curriculum to life Quality First Teaching
Geoff Canada Professor Dylan Wiliam
Harlem Children’s Zone professional, institutional IoE, University of London
& policy conditions

24. Discussion point 1
• Teaching challenge: With the greater freedom
and opportunity offered by a less prescriptive
curriculum, what will you change? Why?
• Policy challenge: Are you being radical enough
with your vision to enable a lifetime of learning
throughout the 21st century?

25. More than just the
curriculum
nature and needs assessment
of childhood
structure, ages
environment in which & stages
children grow up
teaching which brings a
paper curriculum to life
professional, institutional
& policy conditions

26. More than just the
curriculum
assessment
structure, ages
& stages

27. More than just the
curriculum
assessment
How should we
engage learners in
the
co-construction
of their
learning?
structure, ages
& stages

28. More than just the
curriculum
assessment
How should we How broad is our
engage learners in assessment
the methodology?
co-construction
of their
learning?
structure, ages
& stages

29. More than just the
curriculum
assessment
How should we How broad is our
engage learners in assessment
the methodology?
co-construction
of their
learning?
Are we assessing structure, ages
children’s thinking or schools’ & stages
accountability?

30. More than just the
curriculum
assessment Differences in CVA
are mostly insignificant
7% of variability in test grades is due to the school
93% of the variability in grades are nothing to do with the school
Institute of Education, London
structure, ages
& stages

31. More than just the
curriculum
assessment Differences in CVA
are mostly transient
7% of variability in test grades is due to the school
93% of the variability in grades are nothing to do with the school
Institute of Education, London
structure, ages
& stages

32. More than just the
curriculum
assessment Differences in CVA
are mostly small
7% of variability in test grades is
due to the school
93% of the variability in grades
is nothing to do with the school
structure, ages
& stages

33. More than just the
curriculum
assessment Differences in CVA
are mostly small
7% of variability in test grades is
due to the school
93% of the variability in grades
is nothing to do with the school
structure, ages
& stages

34. More than just the
curriculum
assessment
93% of the variability in grades is due to:
poverty
disadvantage
risk
discrimination
structure, ages
& stages

35. Discussion point 2
poverty - disadvantage - risk - discrimination
• Teaching challenge: What can you do in class
to reduce the impact of ‘the poverty gap’?
• Policy challenge: There’s no extra money.
What can we do to explore and improve the
93% non-school determinants of
grade variation?

36. More than just the
curriculum
nature and needs assessment
of childhood
structure, ages
environment in which & stages
children grow up
teaching which brings a
paper curriculum to life
professional, institutional
& policy conditions

37. More than just the
curriculum
nature and needs assessment
of childhood
structure, ages
environment in which & stages
children grow up
teaching which brings a
paper curriculum to life
professional, institutional
& policy conditions

38. More than just the
curriculum
nature and needs assessment
of childhood
structure, ages
environment in which & stages
children grow up
teaching which brings a
paper curriculum to life
professional, institutional
& policy conditions

39. More than just the
curriculum
nature and needs assessment
of childhood
structure, ages
environment in which & stages
children grow up
teaching which brings a
paper curriculum to life
professional, institutional
& policy conditions

40. More than just the
curriculum
nature and needs
of childhood
Sir Ken Robinson
environment in which
children grow up

41. More than just the
curriculum
nature and needs
of childhood
How will you inspire your children’s families
to make the most of their opportunities?
environment in which
children grow up

42. The Cambridge Review
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43. The Cambridge Review
Imagine
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44. The Cambridge Review
Imagine
Create
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45. The Cambridge Review
Imagine
Create
Transform
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