David Peck's presentation - Keele University

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Knowledge, skills and ‘generic dispositions’ Remembering Comprehending Applying Analysing Evaluating Creating
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 and 38: Lessons From Top ‘PISA’ Countri
Page 39 and 40: 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 60 and 61: Essentials for learning and life Th
Page 62 and 63: . Mathematics Putting them together
Page 64: . Mathematics Interconnected learni
Page 67 and 68: Planning the school curriculum Asse
Page 69 and 70: Will we cope with extra freedom?
Page 72 and 73: Where do we start?
Page 74 and 75: Innovation in steps Eng Ma Sci ICT
Page 76 and 77: But what would Ofsted say?
Page 78 and 79: 20 Outstanding Schools Ofsted Repor
Page 80 and 81: Yes!
Page 82 and 83: Do they need to be fulfilled as hum
Page 84 and 85: Recognising talent and potential
Page 87 and 88: What should happen • National Cur
Page 89 and 90: What MUST happen Every Successful S
Page 91: Thank you... If you want to find ou
Page 94 and 95: So, are we going back to ‘topics?
Page 96 and 97: A new direction for the curriculum
Page 98: Can we change direction? Simon Sine
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David Peck's presentation - Keele University

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