People Progress Pride Key Stage 3 Strategy1 Understanding and Helping Young People Succeed In The 21 st Century Keef Feeley Learning Consultant [email protected].

People Progress Pride Key Stage 3 Strategy 1

Understanding and Helping Young People Succeed In The 21st Century

Keef Feeley Learning Consultant [email protected]

Helping Our Children Learn To Succeed -

“EVERYONE’S RESPONSIBILITY”


What do our children need to learn to succeed?REFLECTION TIMEREFLECTION TIME“Learning” in the 21st Centuryis to be very different from that in the 20th century, and the parent in this video clip agrees with this. But what do YOU think our children need to learn in order to succeed in adult life?

People Progress Pride

100 years ago achieving academic success in exams was thought to be key to overcoming difficulties and being successful.

Both the UK and France reflected this

What do our children need to learn to succeed?


1902 Education Act in the UK introduced national secondary schools –

’the intention was to preserve as much as possible the traditional grammar- and public-school emphasis and spirit’

English, History, Geography, Foreign Language, Science and Mathematics all became compulsory.



1900 - Alfred Binet, a gifted psychologist, was asked by the French Ministry of Education to discover the ‘dull and defective children’

Binet posed many questions to youngsters of different ages which he believed predicted success or difficulties in school, the first ‘intelligence test’.



However, in the 21st century there is a large range of ‘difficulties’ experienced by virtually all young people.

The news each day, demonstrates they have NOT learnt to succeed



Depression or anxiety affects one in six people at some pointSchools, employers and GPs all Have more of a role to play in mental-health care in the UK, ministers say. The new 10-year strategy calls for more emphasis on

prevention and early intervention. Mental illness accounts for a greater burden of

disease than any other condition. A fifth of early deaths are related to mental health

problems, compared to under a sixth for both heart disease and cancer.

Monday, 7th December 2009

Ministers target depression in government policy shift


Depression looms as global crisis

Wednesday, 2nd September 2009

• About half of mental disorders begin before the age of 14

• Around 20% of the world's children and adolescents are estimated to have mental disorders or problems Source: WHO

The World Health Organization predicts that within 20 years more people will be affected by depression than any other health problem. According to the WHO, depression will be the biggest health burden on society both economically and sociologically.


Third of girls 'have self-harmed'

A third of UK girls aged 11 to 19 have tried to harm themselves, a survey for a mental healthcare provider suggests.

More than half of the 800 young people said they knew someone who had self-harmed - either through cutting, burning or punching themselves.

The main reason given was feeling depressed, with the results among boys being slightly lower at 22%.

Friday, 25th April 2008


In 2006 Self Harm UK reported -• 1 in 15 young people in Britain have harmed

themselves, there are probably two young people in every secondary school classroom who have done it at some time.

• Most young people who harm themselves are aged between 11 and 25. The age at which most people start is 12, some children as young as 7 have been known to do it.

• Young people start self-harming to cope with their problems and feelings, but it very soon creates other serious problems. It can set up an addictive pattern of behaviour, from which it can be very hard to break free.

• Probably ‘the tip of the iceberg’ because self-harm is often hidden


In 2006 the National Centre for Social Research reported that•21% of 11 -15 year olds and 41% of 15 year olds had drunk alcohol in an average week•9% of 11-15 year olds and 25% of 15 year olds were regular smokers,•17% of 11-15 year olds had used ‘illegal drugs’

OCTOBER 2007 – Between a quarter and a third of children are thought to be overweight, and doctors fear there will be an epidemic of poor health related to obesity in coming decades.


Suicide among the teenage male population has reached "crisis" point with a 72% increase in reported cases over 20 years.

Health psychologist Dr Rory O'Connor believes the growing suicide rate reflects the urgent need for society to address the wider underlying issues.

He said: "We place higher expectations on our young people and we are not training our young people with the skills needed in a changing society.

Fifteen to 19 is a very vulnerable age and it is everyone's responsibility to help them.”

Suicide is the most commoncause of death in men aged under 35 (Men’s Health Forum, 2002)

Teen male suicides hit 'crisis' levels


UK ranked low on youth wellbeingMonday, 20th April 2009

1 Netherlands 2 Sweden 3 Norway 4 Iceland 5 Finland 6 Denmark 7 Slovenia 8 Germany 9 Ireland 10 Luxembourg 11 Austria 12 Cyprus 13 Spain 14 Belgium

15 France 16 Czech Republic 17 Slovakia 18 Estonia 19 Italy 20 Poland 21 Portugal 22 Hungary 23 Greece

24 United Kingdom 25 Romania 26 Bulgaria 27 Latvia 28 Lithuania 29 Malta

A table of young people's wellbeing in 29 European states - the EU plus Norway and Iceland - has ranked Britain 24th. The Netherlands was top while only Romania, Bulgaria, Latvia, Lithuania and Malta came lower than the UK.The table, about youngsters aged up to 19, was compiled by York University researchers for the Child Poverty Action Group using mostly 2006 data.


Head teachers have voted for a boycott of this year's Sats tests due to be taken by 11-year-olds in England in a few weeks' time.

Union leaders say they are pleased but will take a final decision on whether the action goes ahead next week.

These national tests, in Maths and English, are only taken in England.

The unions say the tests are bad for children's education - because teachers are forced to "teach to the test" and concentrate so much on the "three Rs" that other subjects are squeezed out of the curriculum.

They are also deeply opposed to the league tables drawn up from the results of the tests.

Friday, 16 April 2010

Heads' ballot backs Sats boycott


At every election we hear- standards are too low, schools are failing children. A frequently cited statistic is the proportion of children who leave primary school in England unable to read, write and add up properly, but what are the facts?

Last year's KS2 Sats show that the % of pupils achieving the expected level 4 in English was 80% and 79% in Maths, a 49% and 45% rise from 1995

Some argue this is down easier tests and more teaching-to-the-test.

BUT a pupil who attains Level 3, is very far from being unable to read, write or add-up.

In Maths, for example, a pupil must be able to do mental arithmetic with two digit numbers and solve written addition and subtraction problems using three digit numbers.

The same is true in English. A child who reaches Level 3 but not Level 4 is still able to read a range of texts "independently" and "fluently and accurately".

So how did we get to the idea that failure to reach Level 4 amounts to a failure to read and add-up properly?

Saturday, 17 April 2010

Playing politics with the 3Rs


"a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community”.

(The World Health Organisation)

“Well Being”


“We want everyone to have

the best chance of a happy childhood, and to develop the skills and abilities you’ll need to succeed in life.

You need the confidence, learning and thinking skills to understand the world around you, and be able to adapt to change – or make change happen.”

What do children need to learn to succeed?


“The challenge to our education system is clear: that it should prepare not just most children but every child to make a success of their life, developing the broader skills, knowledge and understanding that they will need for this future world.” (page 6)

What do children need to learn to succeed?

People Progress Pride Self-harmSelf-harmTeenage

pregnanciesTeenage

pregnanciesS.T.D.s

(Promiscuity)

S.T.D.s(Promiscuity)

SmokingSmokingPoor Skills & Well Being

Poor Skills & Well Being

Alcohol abuse

Alcohol abuse

Substance abuse

Substance abuse

High risk (extreme)activities

High risk (extreme)activities suicidesuicide

Depression Depression

Spendaholics(huge debts)

Spendaholics(huge debts)

School truancySchool truancy

Gambling Gambling

Criminal behaviourCriminal

behaviour Antisocial behaviour

Antisocial behaviour HomelessHomeless

School exclusionSchool exclusion

School underachievement

School underachievement Family

disruption Family

disruption


THIS VIDEO SHOWS ONE OF ‘THE SKILLS WE

NEED TO SUCCEED’

(MANAGING FEELINGS)

“the broader skills, they will need for this future world.”


2005 National Employers Skills Survey - the Learning Skills Council

Skills Lacking - in order of importance

1 Teamwork2 Customer-handling

skills3 Technical & Practical

skills4 Oral communication5 Problem-solving skills

6 Written communication7 Management

skills8 General IT user

skills9 Literacy skills10 Numeracy skills



Graduates 'need work experience'Thursday 26th March 2009

EMPLOYABILITY SKILLSEMPLOYABILITY SKILLS •Self-managementSelf-management•Team workingTeam working•Business and customer awarenessBusiness and customer awareness•Problem solvingProblem solving•Communication & literacyCommunication & literacy•Application of numeracyApplication of numeracy•Application of information technologyApplication of information technology

The head of the CBI, Richard Lambert says students must get skills and first-hand experience of work while still at university.


‘In the 2004 Enterprise survey of 20,000 employers in the UK, employers were most worried about lack of skills such as customer handling, problem solving and teamworking. In fact, research has shown that social and emotional skills had more correlation with success in the labour market than cognitive skills, IQ and formal qualifications’(Cunha et al., 2005).



Self-awareness Learning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success

Self-awareness Learning to understand our emotions and discover our strengths and weaknesses is vital in both developing self- esteem and success

Managing feelings We are born unable to control our impulses, to learn how to manage our emotions and ‘delay gratification’ is essential for our success

Managing feelings We are born unable to control our impulses, to learn how to manage our emotions and ‘delay gratification’ is essential for our success

Social skills Our need for attachment with

others means we have a desire to be popular, so we need to learn to deal effectively with others.Learning to avoid following

other people’s poor decisions to become an effective leader.

Social skills Our need for attachment with

others means we have a desire to be popular, so we need to learn to deal effectively with others.Learning to avoid following

other people’s poor decisions to become an effective leader.

EmpathyWe are dependent on others to help us survive, and we need to

learn to become sensitive to others emotions, and appreciate

others‘ feelings in order to overcome our difficulties

EmpathyWe are dependent on others to help us survive, and we need to

learn to become sensitive to others emotions, and appreciate

others‘ feelings in order to overcome our difficulties

Skills We Need To Succeed

Skills We Need To Succeed

Communication skillsWe need to learn to improve our: •Concentration and increase our•Attention span to receive information. •Verbal skills (speaking, listening, reading, writing) and•Non-verbal skills (visual gestures, body language, touch) to understand and convey information

Communication skillsWe need to learn to improve our: •Concentration and increase our•Attention span to receive information. •Verbal skills (speaking, listening, reading, writing) and•Non-verbal skills (visual gestures, body language, touch) to understand and convey information

Motivation To learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we

avoid attempting to overcome our difficulties

Motivation To learn we must experience setbacks and we need to learn to stay hopeful despite these setbacks so that we become RESILIENT, otherwise we

avoid attempting to overcome our difficulties

Skills To Learn Effectively

In the 21st century life is very complex and continually changingOnly Successful Learners will adapt to these new life conditions

Skills To Learn Effectively

In the 21st century life is very complex and continually changingOnly Successful Learners will adapt to these new life conditions

Cognitive skillsIf we are to succeed we have to learn to make good decisions

with long term positive consequences.

Analytical thinking –detect the key information for our decision. Conceptual thinking-understand

and relate this information to overcome our difficulties

Cognitive skillsIf we are to succeed we have to learn to make good decisions

with long term positive consequences.

Analytical thinking –detect the key information for our decision. Conceptual thinking-understand

and relate this information to overcome our difficulties


LEARNING THE SKILLS WE NEED TO SUCCEED

So why haven’t our children learnt these skills and how can we help them develop these key skills?Learning skills takes time, this

video clip may help to understand how this occurs.


The Learning PyramidTrying to learn using this often presents many ‘barriers’

Effective Learning requires a great deal of this



What is required to achieve success at this?

1. Fold your arms across your chest

2. Study which hand is ‘on top’3. Fold your arms ‘the other way

round’4. Put your arms out straight in

front of you5. QUICKLY fold your arms ‘the

other way round’



REFLECTION TIMEREFLECTION TIMEWhat activities do you think caused you to develop the skills you needed to succeed?

Attempting the activity ‘Growing Up Learning To Succeed ’ may help with this question!



Rearing Children In Captivity

Walking to school What has happened in the last 30 years or so? The risk of abduction remains tiny. In 1970, 80% of primary school-age children made the journey from home toschool on their own. We are rearing our children in captivity – their habitat shrinking almost daily. In 1970 the average nine-year-old girl would have been free to wander 840 metres from her front door. By 1997 it was 280 metres. Now the limit appears to have come down to the front doorstep.

Monday 4th June 2007


“Freedom’s Orphans” Raising Youth In A Changing World – IPPR Research (Nov 2006)

The Incapable Generation (page 2)

‘many young people today are left simply incapable of succeeding in the

current socio-economic climate.’

‘in just over a decade, personal and social skills or “capabilities” became 33 times more important in determining

relative life chances’


The new Secondary Curriculum provides an improved focus on achieving the five outcomes of ECM to enable all young people to become: successful learners,

confident individuals, responsible citizens

It’s attitude not aptitude that causes failureWe want many more young people who are engaged, motivated and committed to their

learning because they are excited and inspired by learning and want to get involved with it are successful learners in that they know how to

learn

A Curriculum for the future



‘The skills we need to succeed in the 21st century are unlikely to

be learnt by chance, so helping our children grow up

successfully hasprobably become the most difficult and important job of

our lives!’

Helping children learn to succeed


1. Show repeatedly (model) what you want them to learn

Children learn by copying, especially in their early years, and their behaviour will reflect what they’ve learnt.

2.Demonstrate an enthusiasm for learning and don’t do too much for them –

Children are born keen to learn, they just need to be encouraged continually.



3. Play and talk to them as much as possible –

Children are motivated to learn by interacting with people.

4. Try to read, do puzzles and challenges with them –

Children need to learn to concentrate and solve problems, but they are not born able to do them.



5. Try to avoid ‘giving in to your children’ –

Children need to learn to ‘appreciate what they need’ and not ‘expect what they want’.

6. Try to praise their EFFORT as much as possible –

Children will learn that resilience and persistence are essential to success, not the ‘short term rewards’.



7. Talk frequently about your feelings openly and honestly –

Children need to learn to become aware of their emotions and to empathise with others for effective relationships.

8. Encourage discussions that help them reflect on their actions and the consequences of them –

Children need to learn to manage their emotions and understand the consequences of their actions in order to make good decisions.



9. Try to avoid giving them ‘lots of things’, especially expensive ones –

Children need to learn to value ‘learning skills more’ and ‘things less’ to avoid depression and poor mental health.

10. Help them develop accurate self –assessment –

Children need to learn to become experts in identifying their strengths and weaknesses in the skills they need to succeed to avoid having low self esteem.



•GIVE a man a fish•He has food for a day •TEACH a man how to fish •He has food for life

•TEACH a man HOW TO LEARN to overcome his difficulties

•He has SUCCESS for LIFE

Helping Our Children Learn To Succeed

People Progress Pride Key Stage 3 Strategy1 Understanding and Helping Young People Succeed In The 21 st Century Keef Feeley Learning Consultant [email protected].

Documents

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hidden slide

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