I am developing this section of my site as I need to try to keep abreast of the latest documents, strategies, guidance and agendas emanating from the government to:
- understand the context I am working in,
- identify where there is a shared vision and useful work to draw on,
- identify the stimulating challenge to critically and creatively engage with and
- find where there are impositions which are counter productive but require a coherent response.
This is the link to the latest Department for Education site.
There are inconsistencies and contradictions within and between strategies and expected practices and departments and officially sponsored bodies, so it is impossible to actually be successfully compliant and the only place to be is somewhere I can believe in.
This site might help with the jargon! DCSF Jargon Buster 14-19
Strategies, agendas and the like
- The Gifted and Talented education strategy
- Personalisation of Learning
- Children and Young People's Voice in Learning
- Wellbeing and wellbecoming
- Learning beyond the curriculum
- Curriculum and standards
- Creativity and thinking
- White paper - Innovation Nation: Unlocking Talent and World Class Skills: implementing the Leitch Review of Skills in England DIUS
The main bodies to watch
- DCSF consulting - eg 21st Century School/ School Report Card, Wellbeing, Primary Review etc - these are really important - eg on the School Report Card 'measuring the outcomes delivered by a school, not the processes it goes through' - this has profound implications.
- Ofsted consulting eg Indicators of a school's contribution to wellbeing etc
There is a very important review going on which educators, children and young people are invited to contribute to - this is at the Primary Review site
Officially sponsored bodies
YG&T (Young Gifted and Talented) - I have put this from EM up as it gives a very good example of the confusion that exists as the government tries to work with a model that categorises and labels children.
Access to documents etc.
There are many sites with official documents, research and other papers reflecting or reflecting on, the official strategies, and related practices.
I can't keep up with all of it so I am focussing on voices which are acknowledged as influential and valued by the establishment which are particularly helpful to me when trying to respond to some of the negating expectations which come through from 'Power' such as the DCSF, OFSTED and others.