Why does education need to change?There are many changes, pressures, dissatisfactions and opportunities that are leading thousands of people around the world to ask the kinds of hard questions out of which philosophies and approaches like BLP have sprung.
The economic imperativeEducation is often justified – by governments and others – as an investment in national competitiveness and prosperity, producing a workforce that is highly skilled, creative and adaptable to compete in global markets. But how well are schools doing in terms of producing large numbers of youngsters with these characteristics? Report after report show ‘a significant disconnection between education systems around the world and the needs of 21st century employers’. There are repeated calls for a curriculum which would be effective at cultivating a core set of ‘generic skills and attitudes, pre-eminently, the ability to learn’.
The personal imperativeIn the complex currents of globalisation, young people find growing up in the 21st century hard. Exposure to multiple pressures and uncertainties concerning deep issues such as livelihood, sustainability, sexuality, loyalty and identity is driving young people to despair or more reckless behaviour. Whether young people flounder or flourish in the wider maelstrom of conflicting images and ideas depends on the resources they have at their disposal. To swim or sink demands a high level of mental and emotional development.
The social imperativeThe UK government’s major Foresight project on ‘Mental capital and well being’ gathered a wide range of expert advice on foreseeable social and technological trends and the personal and material resources that will be needed to meet the likely challenges and opportunities. The report included that human well-being in a complex time will become increasingly dependent on the dispositions to be curious, inquisitive, experimental, reflective and sociable – in short to be lifelong and life-wide learners.
What pupils, teachers and schools do differently in Learning Powered schools.
Listen to three teachers talking about what they saw children and teachers doing differently in a Learning Powered school. As they talk we see the classroom practice that inspired them.For more, see our Core Model on how it all works
A new study, made possible through NCSL Closing the Gap research projects, found;
- Pupils achieve mastery more quickly, learning more deeply
- Teachers learn about learning
- Pupils’ attainment rises
- Teachers become learning coaches
- And more….for the full story read the report below
Toes in the Water
Many schools have wondered what it takes to build powerful learners, but Headteachers often say “I’m not sure we are ready for that yet.” Others fear there’s too much to cope with in the curriculum to worry about the how of learning. Still others aren’t sure what it’s all about. Toes in the Water…
Teaching for Better Learning
A day workshop for classroom practitioners, exploring the practical aspects of learning friendly classroom cultures which develop powerful learners.
The What, Why and How of Building Learning Power
A day workshop for strategic leaders, investigating the validity and practicality of implementing the approach in their school.
Leading a Learning Powered School
One-day consultancy workshop for senior leaders as schools they begin their engagement in building students’ learning power. It explores the strategic implications of developing a learning powered school.
Consultancy and Coaching Visits
Bespoke consultancy and coaching to enhance and guide development.
Book list for leaders
The essential BLP books that every school leader should read, one copy of each.
£64.93Add to basket
Learning Habits: At a Glance cards
Timescale: Up to one year
Objectives: Twelve double-sided A3 cards, available as a digital download (pdf), to help teachers infuse the learning power habits into their teaching.