NMS Forum
What are school leaders going to
look like in 5 years time?
David Triggs
Principal & CEO
Greensward College
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Greensward College
The first and largest Cisco Academy in the
UK and Europe (47 schools)
Twinning projects James Hornsby High
School, Basildon and Halyard High, Luton
(Special Measures), Greig City Academy
Sister school to Adelaide High & Clifton High
New York, Hong Kong
National Basketball Champions
Orchestra tour of Washington & New York
Cricket tour of Australia/Singapore
4 international exchanges each year,
students and staff
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Greensward College
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State School, 1600 students ages 11 - 19
GCSE - 84% achieving 5 or more A* -C grades
GCSE - 99% achieving 5 or more A* - G grades
99% pass rate at ‘A’ Level
Recognised as “Outstanding” by OFSTED
Beacon School
Leading Edge
Teacher Training Centre Status
Investor In People School (3rd accreditation )
Charter Mark School (2nd accreditation)
Recognition of Quality Award for Careers (now on
2nd accreditation)
• Sports mark, Arts mark
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Greig City Academy – Thamesbridge College
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Greig City Academy – Thamesbridge College
School Facing Seriously Challenging Circumstances
poor Leadership - lack of vision or understanding of the role
no clear SLT structure
demoralised staff
disengaged, disaffected, disappeared pupils
poor middle-management, no pastoral system
1/3 poor teachers
lack of systems e.g.
pupil tracking
mentoring
use of CATs scores
procedures
Performance Management
Thamesbridge
College
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Greig City Academy – Thamesbridge College
Unruly students - foul language etc.
poor Curriculum Model with lack of relevance
no reason for parents to support the school
low Student Expectations
poor Student Welfare
low standards of discipline
Thamesbridge
no common approach by knowledge managers
College
lack of staff empowerment - top down structure
lack of quality Continuous Professional Development
lack of opportunities for knowledge managers
no Unique Selling Point
no knowledge of stake-holders’ views
Academy ‘isolated’ from all communities
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Core Purpose
Vision
To help students achieve world class
learning outcomes by developing
world class Learning Facilitators in a
world class community
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
One fundamental drive
Making a difference to young
people by making a difference to
the community they live in
‘Every Child Matters’
Basic Belief
Moral, social & cultural
purposes of education?
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Mission Statements
Greensward’s mission statement
‘Make our Best Better’
Fuji Films mission statement
‘Kill Kodak’
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Headteacher Standards
Shaping the Future
Leading Learning and Teaching
Developing Self and Working with
Others
Managing the Organisation
Securing Accountability
Strengthening Community
www.teachernet.gov.uk
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Where are we now?
(a) Traditional Phases
Education
Training
Work
Retirement
(b) Lifelong Learning
Education
Training
Work
Retirement
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Challenges
“Old organizations plan for the future. The
new organizations recognize the future is
shifting and uncertain, and so has to be
shaped and strategies have to be hedged
with flexibility.”
(Charles Leadbeater, ‘Living on thin air)
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Challenges
“insanity is doing the same thing in
the same way and expecting different
results.”
LaoTzu
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Challenges
“You can’t use the same thinking
that got you into the problem to
get out of the problem”.
Einstein
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Challenges
“In the future learning will not be limited
by the walls of the classroom, the
hours of the day or the confines of the
students home … it will happen Anytime
Anywhere”
Bill Gates - Microsoft
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Challenges
“When faced with the steamroller of technology you either
become part of the technology
or part of the road”
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Challenges – learning facilitators
Workforce
Reforms
Excessive
Workload
Lack of
Lack of
Professional
Learning
Development Technologies
Teacher
Recruitment
& Retention
Lack of
Work-life
Balance
Poor
Lack of
Working
Community
Environment Partnership
Poor
Holiday
Pattern
Home
Schooling
Lack of
Connectivity
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Lack of
ICT CPD
Challenges – Students
Shortage
of LM’s
Dated
College
Day
Lack of
Learning
Technologies
Personalised
Learning
Lack of
Connectivity
at home
On-line
Learning
3 D’s
Outdated
Curriculum
Personalised
Learning
Outdated
Assessment
Global
Employment
Poor
Learning
Environment
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Challenges
Are our Learning Facilitators going into every
lesson asking how can I improve this lesson?
When will we be able to deliver the curriculum
through intensive use of ICT?
How can we ensure that students have the best
learning technologies?
How can we achieve connectivity through a Virtual
Learning Environment connection in every home?
How can we use Web Based MIS/sync. to ensure
that we reduce the administrative burden on
knowledge managers?
Business of Learning
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Challenges
Do we have a conceptual view of how
students learn?
To what extent do our knowledge
managers look at and research Web sites
to do with brain function and pedagogy?
Are we organising our schools/colleges
based on how students learn or are we
simply replicating the past?
Are we ensuring that our children have the
opportunity to develop their ‘creative’
skills?
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Challenges
How can we stop knowledge managers leaving the
profession and recruit and retain new knowledge
managers?
How can we link all our staff through real-time
information systems?
How can we change the community’s view of
education?
Are we ensuring that students are developing a
portfolio of personalised competencies?
Are we offering students the most up to date low risk
365 X 24 learning?
How can we make the best use of the resources we
have?
Are we developing
our Digital Nervous System?
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
‘Business at the Speed of Thought’
 Do you believe that in the future people at
work will use computers every day for
most of their jobs?
 Do you believe that today’s paper work
will be replaced by more efficient digital
administrative processes?
 Do you believe that one day most
households will have computers?
 Do you believe that one day computers
will be as common in homes as
telephones or TVs?
Business of Learning
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

‘Business at the Speed of Thought’
 Do you believe that one day most
businesses and most households will
have high speed connections to the World
Wide Web?
 Do you believe that e-mail will become as
common a method of communication
among people in business and homes as
the telephone or paper mail today?
 Do you believe that consumer bills will
arrive electronically?
Business of Learning
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used without the prior written consent of David Triggs, for any purpose other than evaluation

‘Business at the Speed of Thought’
 Do you think you’ll be booking travel your
travel arrangements over the Internet?
 Do you think digital appliances will
become common place?
 Do you believe that digital devices for
photography, video, TV, phones will
become ubiquitous?
 Do you expect that other digital devices
will proliferate around the home and be
connected to the web?
Business of Learning
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Where do we want all colleges to be?
Schools/Colleges where students are
using a range of applications and
curriculum materials, on-line information
and knowledge as a routine component of
the education process
Schools/Colleges that demonstrate the
use of leading edge models showing
leadership and innovation in the area of
technology
Schools/Colleges that are dynamic
learning communities, where students are
stimulated and knowledge managers are
facilitators of learning and knowledge
management
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Where do we want all schools be?
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All classrooms have a digital projector
All Colleges have a Wireless Network
All knowledge managers have a laptop computer
All knowledge managers and students to have email accounts
All knowledge managers have access to on-line student tracking and
advocacy systems (MLE)
All knowledge managers have access to on-line learning materials
All students have access to on-line diagnostic and learning materials
All knowledge managers have access to ‘digital shared documents’
and digital staff handbook
All students and parents to have access to on-line assessment &
reporting systems
All staff to have access to on-line ‘standard letters’ etc.
All staff to have access to an on-line staff handbook
Full systems integration across the whole education process
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Where do we want all ‘Learning Facilitators’ to be?
Capable of employing a wide and
innovative range of knowledge
management strategies, creating learning
environments which address the needs
and aspirations of all students
Using innovative practice to deliver
curriculum and assisting students to seek
knowledge
Readily able to monitor and plan the
learning process of individual students
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Where do we want all ‘Learning Facilitators’ to be?
Having access to an extensive collection
of learning support materials and a world
wide network of professional colleagues
and mentors via the internet
Working with colleagues in other locations
around the world, sharing professional
and curriculum development activities and
expertise
Taking on new professional roles as
mentors, facilitators, project co-ordinators
and curriculum developers made possible
through the internet
Using technologies to streamline
administrative duties
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Professional/
Career
Development
On-line
resources
Laptop
Computer
Shared
lesson
resources
knowledge
Managers as
Learners
Focus on
Learning
We want to create the
Learning Facilitator
Motivated
Pupils &
Students
Reduced
Removed
Bureaucracy
ICT
Skills
Classroom
of the
future
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Motivation
&
Rewards
100%
Connectivity
Where do we want all learners to be?
Engaged in the learning process and
participating in a more varied range of
learning activities matched to their
individual needs, interests and capabilities
Learning in an international environment
characterised by collaborative work,
problem solving and effectively
communicating ideas
Taking greater responsibility for their own
learning and assuming new roles in
supporting and mentoring peers and
assisting knowledge managers
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Where do we want all learners to be?
Broadening their horizons and becoming
global citizens, accessing resources and
working with peers and mentors across
the world via the internet
Acquiring knowledge, skills and attitudes
which will be essential for a successful
and fulfilling life in this millennium
Be regular, competent and discriminating
users of technology in their daily activity
of learning and managing knowledge
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Extended Schools
University
Distance Learning
Home Schooling
Libraries
Electronic learning
ICT Training
centres
We want to create a
Connected Society
FE Colleges
Doctor’s
Surgery
Police
Social
Services
PCT
AAL
Industry standards e.g.
Cisco, Aries, Oracle,
AATP Skills shortage
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

What needs to be
transformed in your
school?
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Networking for Transformation
Creating a
Networked
Virtual
Learning
Community
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Magellan Programme
Citizenship
IP Telephony
Professional
Networked Virtual
Learning Community
Sponsored
Curriculum
Health
Authority
VPN
AVVID
Social
Services
VPN
CAN
Key Skills
LEA
Intranet
Basic
Skills
International
Baccalaureate
Connexions/
CareersEssex
Student
Monitoring
Systems
DNS
Microsoft MERC
Academy
Hardware
Infrastructure
On-line
CPD
egovern
Web
Casting
elearning
Oracle,
Unix, Java
Security
Teacher
Training
Agency
VPN
E-Management
Information
System
CCM
Vocational
GCSE’s
Educura
On-Line
Curriculum/
VLE
IP Telephony
Web Application
Base Systems
Further
Education
Box Mind
Service
Integration
Content
Repository
Higher
Education
A Levels
Broadband
DFES
National
Curriculum
Community
Training
centre
Multi-Casting
World
Class Learning
Outcomes
Wireless
Network
AVCE
HP
Ezeschool
Sam
Learning
CCNA
Media
Technician
AE
Qualifications
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used without the prior written consent of David Triggs, for any purpose other than evaluation
MOUS
AS
Levels
Workforce Optimisation
Currently back office salary costs are
£890,000 or 17% of total expenditure
Back office costs are 27% of salary bill
Resources used by back office in the
region of £85,000
Total back office costs almost £1 million
We need to reduce those costs by a
minimum of 15%
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Creating a Networked Virtual
Learning Organisation
“We can not afford poverty of vision,
let alone poverty of aspiration. There
are always risks in changing, but the
risk of failing to change is much
greater.”
Martin Cross
Chief Exec. RSA
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used without the prior written consent of David Triggs, for any purpose other than evaluation
World Class Learning Outcomes
Outstanding results at all stages and ages
All students are skilled as Life-long Learners, understanding
their Learning Style and trained in thinking skills
All students develop entrepreneurial skills
All students skilled as ‘knowledge managers’
No student under-achieving against their CATs scores
No student will have a reading age or numeracy level more than
two years below their chronological age
No students leaving education without 5 A-G passes
Vocational Students gaining Industry standard qualifications.
e.g. Cisco – CCNA, IT Essentials etc.
Students who have a positive ‘Attitude to Learning’
Students who can access and assess their own learning
Students who understand their own ‘learning style’
Students who take responsibility for their own Individual
Learning Plan
Students who welcome ‘Performance Based Assessment’
Students who are engaged in ‘Building Learning Power’
Students who have high self-esteem
Students who respect and care for each other and themselves
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

World Class Community Outcomes
Baseline Measures
The Baseline Measure scheme will cover the following areas and aim to provide
a snapshot of the community at the start of the pathfinder period.
gender
age
ethnicity
employment / unemployment
economic status
health
housing
degree of self-efficacy
accessing training
accessing learning
crime and disorder
welfare and benefit assessments
corporate community celebrations (festivals etc.)
The NVLC will aim to track four principal areas of community benefit and these
will be central to the evaluation of the pathfinder model as a whole. They are
community learning, health, employment, enterprise and crime.
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used without the prior written consent of David Triggs, for any purpose other than evaluation
World Class Community Outcomes
Community Learning
The primary concern of the NVLC will be to improve the
standard of education provided to the students attending the
schools and a requisite improvement in learning outcomes.
However, a vital aspect to the NVLC outputs will be across a
range of measures, which can be summarised as ‘community
learning outcomes’. The synergy between the schools and
their wider partners will be expected to lead to a wide range
of learning opportunities being accessed across the local
communities.
number of local residents accessing learning activities
number of local disaffected young people accessing learning
range and number of local voluntary sector organisations using
school facilities
creation and take-up of family learning opportunities
number of nationally-recognised qualification being gained by
local people
level of access to higher level courses (FE or HE)
improvement in adult literacy and numeracy
greater access to ICT across the community
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used without the prior written consent of David Triggs, for any purpose other than evaluation
World Class Community Outcomes
Health
The NVLC concept is based on a model, which stresses that education is integrally
connected with a range of other facets of life. Not least among these is health.
There is wide recognition that learning is vital in enabling the accurate and effective
transmission of health messages. But it is increasingly recognised that healthy living
is a prerequisite for effective learning. The provision of a significant health element
into each Partnership College is vital; not only as a vehicle for higher quality
healthcare, but also as a means of integrating College premises with the community.
The following measures will be used to track changes:
take-up of community exercise programmes
level of engagement with health promotion schemes
immunisation levels
level of non-drug prescribing
levels of teenage pregnancy
take-up of cervical screening
range of illness indicators:
coronary heart disease
hypertension
diabetes
depression
asthma
obesity
drug abuse
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
World Class Community Outcomes
Employment
The NVLC will measure a range of training and
vocational outputs within the educational
assessments of the Colleges and also via the
Community Learning criteria. For many students
and members of the community the success will be
marked against further progression into
employment and/or further training opportunities.
Number of students moving into long-term
employment
Number of students moving into short-term
employment
Level of unemployment in the community as a
whole
Level of migration away from the local community
for those entering work
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used without the prior written consent of David Triggs, for any purpose other than evaluation
World Class Community Outcomes
Enterprise
NVLC will itself be a social enterprise and will explore
options to use its purchasing power to promote the
growth of relevant social enterprises via its supply chain,
and through joint ventures.
In addition NVLC Colleges will be expected to play a role
in creating an enterprise culture within the Colleges and
there would be an expectation that a concentration on
entrepreneurship would lead to a number of new
businesses being established.
Number of new businesses established by students and
others in the community who are accessing facilities
Number of social enterprises established by the
Partnership College and its partners
Number of new jobs created by the Partnership College
and its partners
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used without the prior written consent of David Triggs, for any purpose other than evaluation
World Class Community Outcomes
Crime
One of the main drivers to the NVLC concept is the belief that a more
relevant learning environment will be able to have a serious impact on
crime and disorder; particularly as it is perpetrated by young people
against society and the extent to which young people themselves are the
victims of crime. It is recognised that serious and long-lasting reductions
in crime levels require a significant amount of time, though even small
percentage changes can impact enormously on perceptions of crime and
hence fear of crime. Partnership Colleges will work on building up
communities and counteracting exclusion by making learning and a range
of other activities accessible. Central will be nurturing a sense of
ownership and for some an experience (if not a recognition) of the notion
of civic pride.
level of crime against the person
level of crime against property
level of violence in the home
level of hate-motivated crime
level of drug-related crime
level of crime on the school site
rate of third party reporting
measurable perception of crime in the community
measurable perception of the police by the community
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Teaching–World Class knowledge managers
“World Class knowledge managers have a deep
professional commitment to ensuring that the
learning outcomes of students are
commensurate with or above their potential.
Such knowledge managers provide dynamic,
challenging learning environments, continually
updating their own knowledge and skills and
has an intelligent appreciation of how students
learn
The world class teacher continually evaluate
his/her own performance, actively seeking
feedback for improvement and uses a variety of
strategies, including leading-edge technology,
to facilitate learning and provide a stimulating
environment for students”
M.Haeusler, Director, SEEVEAZ
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Where do we want all ‘Learning Facilitators’ to be?
Eight skills of the ‘Learning Facilitator’
Subject content
Literacy and numeracy coach
Customer Relations Manager
Coach and mentor
Career guidance mentor
Enterprise
Emotional literacy
Learning styles and skills
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used without the prior written consent of David Triggs, for any purpose other than evaluation
World Class knowledge managers:
Engage all students in regular and
on-going dialogue about
assessment, placing assessment at
the top of their agenda
Develop the use of assessment as a
valued and effective strategy to
inform teaching in the classroom
Ensure that assessment for
learning and curriculum planning
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used without the prior written consent of David Triggs, for any purpose other than evaluation

World Class knowledge managers
Use high quality data to support
formative assessment procedures
both in subject areas and across
the whole school
Ensure high quality access to data
by staff, pupils and parents
Further the target setting culture
that focuses on raising
pupil/student achievement
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Knows the subject well:
Gives confidence and leads to
much direct teaching.
Able to be a role model of a subject expert.
Able to explain difficult concepts effectively
and quickly.
Able to question and challenge pupils,
extending and enhancing their
understanding.
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Has high expectations:
Challenging questions asked and
thoughtful responses given.
Work always completed on time and well
presented.
Emphasis placed on accuracy and high
quality presentation.
Pupils expected to take responsibility for
their own work.
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Checks pupils’ understanding:
Makes sure pupils understand
point A before moving on to point B.
Questions focused directly on the
learning points.
Quick to note poor understanding and
change strategy.
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Recaps. and reinforces:
Gives clear introductions, setting
the lesson in context.
Lessons are frequently refocused to
keep pupils on the point.
Lessons are closed with clear fixing
points which relate to learning
objectives.
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Blockages to learning:
Low level responses and mediocre
work is too readily accepted.
Pupils process worksheets or complete tasks rather
than engage with learning.
knowledge managers working outside their subject
expertise without the additional training they need.
knowledge managers allowing the pupils to set a slow
pace.
Pupils unclear about the levels at which they are
working.
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Student Development
Student Voice
National Curriculum tests in place
Target setting culture
Assessment policy and procedures
Effective student monitoring programme
Assessment for Learning in place and
understood
Standards are high
Students support, mentoring & advocacy
SEN policies in place and effective
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Leadership
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Parent/ Community Partnerships
Wired up Communities
Community Action Network
Start Here
Cisco Training Academy
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Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Learning – World Class Learners
“The world class learner is one whose
potential is recognised by the teacher and
whose programme of learning is suitability
challenging and fulfilling.
He/she is one who actively participates in
his/her own engagement with knowledge
and information and uses a range of
thinking and problem solving skills to make
sense of information and transfer that
knowledge to new situations.
The world class learner will share
responsibility for his/her own learning and
an ownership of progress.”
Merril Haeusler, Director, SEVEAZ
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

How students perceive learning?
When I’m taught people tell me the things I am learning,
but when I am learning I do it myself. (Girl, Year 7.)
knowledge managers shout at you.
myself. (Boy, Year 7.)
I don’t shout at
They talk, we listen. (Boy, Year 9.)
When I want to learn I push harder for information. When
I have to I just take the information in. I learn things
through different note styles, such as spider diagrams,
bullet points and using a dictaphone. (Girl, Year 12.)
Learning is something you do for yourself. Being taught
is something the teacher does to you. (Girl, Year 9.)
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Learning
Attitude to learning (Attitude = Altitude)
Assessment for learning
Data for Learning
eLearning – Digitalbrain, SamLearning
Personalised Learning
Learning Styles
Lesson planning for the three period day
Performance Based Assessment
Building Learning Power
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Five Tests of Personalised Learning
Assessment for Learning that feeds
into lesson planning and teaching
strategies, sets clear targets, and
clearly identifies what pupils need
to do to get there;
a wide range of teaching
techniques to promote a broad
range of learning strategies,
facilitated by high quality ICT that
promotes individual and group
learning as well as teaching;
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Five Tests of Personalised Learning
curriculum choice, particularly from the age
of 14, and the development of subject
specialism;
the organisation of the school, including the
structure of the day and of lessons, using
workforce reform to enhance teaching and
learning and to ensure consistency;
and links to services beyond the classroom,
involving the wider community and families,
parents providing strong support; and the
engagement of LEAs in the agenda set out
in the Every Child Matters Green Paper.’
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Personalised Learning…
same age, same group – different timetables
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Steps of learning
English, Maths, Science and one other
modern language
Own pace and extent, independent of grade
What step the student begins at and the
pace is decided after evaluation of the
student’s needs, qualifications, ambitions
and goals.
The student, his/her parents and the
Learning Mentor can follow the student’s
progress in the log-book and on our
web-based learning portal.
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Corner Stones of Learning
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used without the prior written consent of David Triggs, for any purpose other than evaluation
Coaching V Teaching
Teachers as Education coaches
Coaches, presenters and mentors
Partners in developing education
concepts
Continuous skill development
Support of Professional Associations
Personalised Learning
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
The IT Platform required
 IT-based learning
 Possibility to work from
home
 High user availability
 3 workstations per 5
students
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Purpose of Assessment
‘Overall the purpose of assessment is to
improve standards, not merely to
measure
them. Although the quality of formative
assessment has improved perceptibly, it
continues to be a weakness in many
schools’
(Review of Secondary Education in England,

1993-1997. Ofsted: 1998)
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
Assessment Raises Standards
‘knowledge managers are
realising and recognising the
gains of formative assessment, in
other words, informed feedback
to pupils about their work’
(Tom Shaw, Chief Inspector for Northern
Ireland: 1998)
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used without the prior written consent of David Triggs, for any purpose other than evaluation

OFSTED Findings
The use of assessment to help pupils
learn is found to be one of the weakest
aspects of practice in the classroom.
The 2000 report goes on to state that
‘… worryingly, assessment remains the
weakest aspect of teaching in most
subjects, especially at Key Stage 3.’
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Why Are There Problems?
It is not usual for students to be
encouraged to understand assessment
objectives.
Assessment and marking are typically
processes that are done for, and to
pupils.
Self- assessment is often used as a
device to save the teacher’s time than a
way of engaging students in their
learning.
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

‘Assessment for Learning’
Target
Setting
Data Analysis
Assessment
for Learning*
Student
Mentoring
Teaching and
Learning
(*’Assessment for Learning – Beyond the Black Box’
Assessment Reform Group: 1999)
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

A.R.R. Policy
An effective A.R.R. policy needs to
emphasise:
 Formative assessment strategies.
 Ease of access to information and data.
 The critical part that assessment plays
within the teaching and learning
process.
 Engaging students in the process.
 Sharing objectives with students.
 Engaging students in assessment
dialogues.
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

A HIERARCHY OF SOURCES OF
SCHOOL PERFORMANCE/DATA INFORMATION:
THE
AUTUMN
PACKAGE
:
Detailed raw
and V/A
information
setting
school
performance
into a variety
of contexts.
Sent to
Heads on an
annual basis
by QCA
Draws upon
DfEE/QCA
nat. curr.
assessment
reports
PANDA:
Looks in more
depth at a
school’s
specific
strengths and
weaknesses.
Intended as a
tool for school
self-evaluation
Provides
national and
benchmark
contexts for
detailed
performance
information
and previous
inspection
judgements
PICSI:
Supplied to
a school
and
inspectors
prior to an
inspection
Currently
contains
the same
informatio
n as
PANDA,
with
occasional
differences
in format
PANDA
ANNEX:
PICSI
ANNEX:
Contains a
wide variety
of detailed
national
benchmark
comparative
information.
Intended as a
tool for school
self
evaluation
Includes
national and
benchmark
contexts for
other school
indicators
such as
attendance,
unit costs,
school size
and pupil
backgrounds
SCHOOLBASED
ANALYSES
Many schools
now utilise a
variety of
internal
monitoring
systems for
monitoring pupil
progress - either
using T/A or
non-NC
information such
as CAT, ALIS,
Reading Ages.
However, school
interpretation of
this data needs
to be checked
carefully and
judgements
placed in an
appropriate
context
LEA
Statistical
Profiles:
Provides
national +
statistical
neighbour
contexts for an
LEAs
performance +
inspection
information
Other:
More detailed
DfEE and QCA
subject reports.
Examination
board subject
reports and LEA
analyses of raw
and V/A data
Provides essentially the same
information as the PICSI
annexCopyright © David Triggs 2003 All rights reserved.
The information in this document may not be
Source:
used without the prior written consent of David Triggs, for any purpose other than evaluation
www.standards.dfee.gov.uk/library/publications/autpack

Very basic rule of thumb
Level 4: recall
level 5: recall and describe
level 6: recall and analyse
level 7 recall and evaluate
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Further Considerations
It is important to remember that children do
not grow taller just by being measured.
Testing is only useful if it is used to monitor
and improve the quality of teaching and
learning.
There is increasing awareness of what results
may be telling schools about patterns of
individual or group achievements.
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Further Considerations
It is important to recognise that the
analysis of data provides few, if any
answers…………
What it usually provides are useful
questions to ask.
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation

Marking and Presentation
The use of a common Marking
Presentation policy aims to:
Provide regular feedback to students on the
standard and presentation of work
produced.
provide formative information to students
for the next stage of their learning.
Provide diagnostic information regarding
the strengths and weaknesses of individuals
and groups.
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Marking and Presentation
Check the accuracy of the students’
notes and exercises.
Check and improve
spelling,punctuation and grammar.
Share assessment objectives with
students to support self-assessment
strategies.
Provide exemplar work for students
to view.
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Marking and Presentation
The policy is monitored through:
Director of Faculty/Head of
Department sampling.
Internal lesson observations
Weekly book checks by the Senior
Leadership Team
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used without the prior written consent of David Triggs, for any purpose other than evaluation

Assessment strategies should be
underpinned by the confidence that
all students can improve/achieve.
Copyright © David Triggs 2003 All rights reserved. The information in this document may not be
used without the prior written consent of David Triggs, for any purpose other than evaluation
