David Peck's presentation - Keele University

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“ We have an education system that elevates the acquisition of skills over the passing on of concrete knowledge.”
Page 1 and 2: “Every child should leave school
Page 4 and 5: Think of the curriculum as a foreca
Page 10 and 11: “The Government believes that rec
Page 12 and 13: Do skills matter? • Business is o
Page 14: Knowledge v Skills • Think of a r
Page 26 and 27: Pupil of the future Teachers of the
Page 28 and 29: 1) Do we have the scope to design o
Page 30 and 31: What flexibility do we have? •Yea
Page 32 and 33: The ‘big picture’ of the curric
Page 34 and 35: Why are countries all around the wo
Page 36 and 37: Lessons From Top ‘PISA’ Countri
Page 42 and 43: How can we build all these skills a
Page 44: Magnetism
Page 47: KS1 Geography Programme of Study a
Page 55 and 56: Bloom’s Taxonomy Creating Synthes
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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