6856-DfES-Teaching and Learning - The History of …

1 2020 vision Report of the teaching and Learning in 2020 Review Group Contents Letter to Secretary of State 3. Part 1: teaching and Learning in 2020 5. Part 2: Realising the vision designing a new school experience 13. Part 3: The Learning profession leading change 29. Part 4: Closing the gap a system-wide focus on achievement for all 37. Part 5: Conclusion 41. Part 6: Summary of recommendations 43. Endnotes 49. Annex A: Terms of reference 51. Annex B: Sources analysing trends and future predictions for 2020 53. Annex C: teaching and Learning in 2020 review group 55. A vision FOR teaching AND Learning IN 2020 1. 2 A vision FOR teaching AND Learning IN 2020. Letter to Secretary of State December 2006 The key challenge for the Review Group was to consider how the education system, not just individual schools, might enable Dear Secretary of State, Learning and teaching to meet pupils' needs most effectively.

2 I am pleased to present the report of the teaching and Strategic action, locally and nationally, should reflect, support Learning in 2020 Review Group which I was invited to lead and extend what is already happening in this area in some earlier this year. schools; as we have indicated, however, it needs to do more We were asked to establish a clear vision of what personalised than that. Our recommendations therefore focus on what is teaching and Learning might look like in our schools in 2020. needed to effect systemic change. You identified this as a key educational priority; we agree that The Group has drawn on three main sources of evidence: this is what every parent wants, what every child deserves and broad consultation and engagement with practitioners and what the country needs if we are to meet the global challenges stakeholders; visits to primary, secondary and special schools.

3 Of the 21st century. and a wide body of knowledge relating to aspects of Personalising Learning means, in practical terms, focusing in personalising Learning . I should like to thank the many people a more structured way on each child's Learning in order to and organisations who responded to our call for evidence, enhance progress, achievement and participation. All children as well as those who contributed in other ways to our work. and young people have the right to receive support and I record, too, our thanks to the Review's secretariat for its challenge, tailored to their needs, interests and abilities. excellent support and, in particular, to Anna Paige, without This demands active commitment from pupils, responsiveness whose dedication and expertise this report would not have from teachers and engagement from parents.

4 Been produced. Many of the elements of personalising Learning set out in this report will be familiar, since they are at the heart of the very best Learning and teaching . In practice, however, for most schools, personalising Learning is likely to involve making distinctive changes to accelerate improvement and progression. When taken as a whole across the education system, in all Christine Gilbert schools, for all pupils, we think personalising Learning has on behalf of the teaching and Learning in 2020 Review Group the potential to transform education. A vision FOR teaching AND Learning IN 2020 3. 4 A vision FOR teaching AND Learning IN 2020. PART 1. teaching and Learning in 2020. In 2020, the children who started in Reception classes in Together, schools, local and national government need to work September 2006 will be entering higher education or towards a society in which: l employment.

5 Fourteen years is one entire school generation. a child's chances of success are not related to his or her Most new school leaders in 2020 are now in their early years of socio-economic background, gender or ethnicity l teaching or still studying. Many of the parents of the children education services are designed around the needs of each who will start primary education in 2020 are just coming to the child, with the expectation that all learners achieve high end of their own standards l During their school years, children should grow from relative all children and young people leave school with functional dependence on their parents and teachers into mature learners, skills in English and mathematics, understanding how to with the skills to adapt to changing demands.

6 Society's learn, think creatively, take risks and handle change aspirations for them are expressed in the outcomes of the Every Child Matters framework: be healthy, stay safe, enjoy and l teachers use their skills and knowledge to engage children achieve, make a positive contribution and achieve economic and young people as partners in Learning , acting quickly to well-being. adjust their teaching in response to pupils' learning2. Our vision is one in which these aspirations are realised for all l schools draw in parents as their child's co-educators, children and young people. The education system will need to engaging them and increasing their capacity to support their act now if it is to transform the experience of children starting child's Learning .

7 School today. We do not underestimate the challenges involved. We believe that personalising Learning and teaching must play However, we believe that the process of achieving our vision a central role in transforming England's education service to will be an exciting one in which many schools are already achieve these aims between now and 2020. leading the way.. A vision FOR teaching AND Learning IN 2020 5. Personalising Learning and teaching Box 1 Personalising Learning Put simply, personalising Learning and teaching means taking a ..learner-centred and highly structured and responsive approach to each child's and young person's Learning , in order that all are able to progress, Close attention is paid to learners' knowledge, skills, achieve and participate.

8 It means strengthening the link understanding and attitudes. Learning is connected to what between Learning and teaching by engaging pupils and their they already know (including from outside the classroom). parents as partners in Learning . teaching enthuses pupils and engages their interest in Learning : it identifies, explores and corrects misconceptions. Some of the best schools and the best teachers are already Learners are active and curious: they create their own demonstrating what these aspirations mean in practice. hypotheses, ask their own questions, coach one another, set However, for them to be achieved for all children and young goals for themselves, monitor their progress and experiment people, in all schools, all of the time, there will need to be with ideas for taking risks, knowing that mistakes and being changes both to the way the education system operates and to stuck' are part of Learning .

9 Work is sufficiently varied and the practice of many teachers. challenging to maintain their engagement but not so difficult as to discourage them. This engagement allows learners of all abilities to succeed, and it avoids the disaffection and attention-seeking that give rise to problems with behaviour..and assessment-centred Assessment is both formative and summative and supports Learning : learners monitor their progress and, with their teachers, identify their next steps. Techniques such as open questioning, sharing Learning objectives and success criteria, and focused marking have a powerful effect on the extent to which learners are enabled to take an active role in their Learning . Sufficient time is always given for learners' reflection.

10 Whether individually or in pairs, they review what they have learnt and how they have learnt it. Their evaluations contribute to their understanding. They know their levels of achievement and make progress towards their goals. Stimulated by How people learn: brain, mind, experience and 6 A vision FOR teaching AND Learning IN 2020. Why is personalisation so While some gaps have narrowed, for example, for black and minority ethnic pupils, others have proved to be extremely important now? persistent nationally. This is despite overall improvement in the Personalisation is a matter of moral purpose and social justice: attainment of all groups of pupils. For example, the difference in pupils from the most disadvantaged groups are the least likely the proportion of boys and girls achieving the expected levels in to achieve well and participate in higher levels of education or English at the end of primary school has remained fairly static training.