David Peck's presentation - Keele University

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Page 1 and 2: “Every child should leave school
Page 4 and 5: Think of the curriculum as a foreca
Page 9 and 10: “ We have an education system tha
Page 11 and 12: Do skills matter? ‘Our research s
Page 13 and 14: Do skills matter? “PISA tests stu
Page 22: A ‘not-for-profit’ voice for th
Page 27 and 28: But could it be this ....?
Page 29 and 30: How can we design our own curriculu
Page 31 and 32: Do we sometimes forget ...... ? “
Page 33 and 34: So the question is: What will we do
Page 35 and 36: Is our curriculum fit for the 21 st
Page 37: Lessons From Top ‘PISA’ Countri
Page 41 and 42: Curriculum Plans in Other Countries
Page 43 and 44: How can we put all these together,
Page 46 and 47: Joining the leaves and roots • Th
Page 54 and 55: Benjamin Bloom Bloom’s Taxonomy
Page 56: Knowledge, skills and ‘generic di
Page 61 and 62: The 6 Areas of Learning . Science a
Page 63 and 64: . Mathematics A learning matrix Sci
Page 66 and 67: Your learning experience • What w
Page 68 and 69: A joined‐up curriculum
Page 70: The greatest barrier to change is n
Page 73 and 74: Innovation in steps Eng Ma Sci ICT
Page 75 and 76: Innovation in steps Eng Ma Sci ICT
Page 77 and 78: But what would Ofsted say? The Ofst
Page 79 and 80: Will innovation impact on standards
Page 81 and 82: But do our goals for the future fit
Page 83 and 84: A Charter for Childhood Are there s
Page 85: Recognising talent and potential
Page 88 and 89:
What could happen • Increasingly
Page 90 and 91:
Our Task Think of the curriculum as
Page 93 and 94:
Alberta • language arts •maths
Page 95 and 96:
Topics Single theme Fixed time‐fr
Page 97 and 98:
Can we change direction?
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David Peck's presentation - Keele University

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