1. Strategic Decisions Ambitions, context and teacher change Paul Black King’s College London

2. 4 VERY DIFFERENT PROJECTS 1Nuffield primary science (1986-95) 2Nuffield design and technology (1985-96) 3Nuffield A-level physics (1977-1998) 4Formative assessment (1998-????)

3. 1Nuffield primary science (1986-95) Primary school work trapped between: diluted high-school science or process-only - no concepts R&D essential to identify feasible concepts Science Process and Concept Exploration Then trial with teachers Teachers not confident: direction needed – 22 teachers’ guides, each on one topic Also address children directly - 22 pupils’ books color, graphics, text readable at ages 5-10, link to everyday experience.

4. 2 Nuffield design and technology (1985-96) a Up until 1980’s in UK – a diversity of subjects and teachers: cooking, dress-making, wood and metal-work, electronics, engineering studies Aim was to create a new unified subject: so a new unifying rationale needed Capable pupils can design what they are going to make and make what they are going to design R&D with schools on cross-curricular work Problems of collaboration, status, ownership, consistency How to turn into concrete activities the unifying aim : pupils developing capability to design and make ? How to support this innovation with printed materials?

5. 2 Nuffield design and technology (1985-98) b: the printed materials Capability tasks Open - many ‘solutions’ possible: 24 over 3 years Range of choice from a class ring-binder file - No.1 Each with guidance for teacher Resource tasks : for quality of designing and making 144 for 3 years ages 11-14 Constrained to require specific knowledge and skills Range of choice from the class ring-binder file - No.2 Pupils’ resources books ‘Chooser charts’ : guide to methods available Guide to the course – how to use the materials Book of 14 case studies – each D & T development design, marketing, manufacture, selling, impact. Teachers’ guide: subject rationale and ‘navigation guide’. See – http://www.nuffieldcurriculumcentre.org

6. Nuffield Design and Technology Extract: Capability task – guidance for the teacher

7. Nuffield Design and Technology Resources for Capability Task

8. Students’ Book - Chooser Chart for Mechanisms

9. 3Nuffield A-level physics (1977-1995) a A-level: 16-18 do 3 subjects – university admission Up to 1970’s : A-level was 19th century physics only So include 20th century physics but – too difficult ? – Need for “pedagogic transformation” Extensive school trials Aim to engage pupils active involvement – Experiments for enquiry not for confirmation Team of 6 over 3 to 4 years – 4 school teachers, one teacher trainer, one professor

10. 3Nuffield A-level physics (1977-1995) b 8 out of 10 units – no pupils’ book: – detailed teachers’ guides, – pupils to consult set of standard texts Pupils’ booklets: 8 with questions plus answers Last 2 units: combined teachers’ and pupils’ books – because material novel Tailor-made examination: – multiple choice, short-answer, and essay papers – unseen passage – understand new physics – practical skills test, open-ended investigations Systemic reform; publications, equipment, teacher training, examination, gaining acceptance from education authorities and universities

11. Nuffield A Teachers’ Guide

12. 4Formative assessment (1998-????) a Research question: Does formative assessment improve attainment? Yes it does: 1998 – 70-page review article – Black & Wiliam Tell teachers: 25-page A5 booklet “Inside the Black Box” : 50000 sold 1999-2001 R&D project: 40 teachers in 6 schools Not “applying research” but inventing new practical knowledge Report findings in 25-page A5 booklet “Working Inside the Black Box” and full length book “Assessment for Learning”

13. Working Inside the Black Box

14. 4Formative assessment (1998-????) b A success story: Yes but.... R & D teachers met for a full day every 5 weeks over two years support from team – and from each other, and from researchers observing classrooms Needed radical change in their view of their role as teachers; “It’s pretty scary…feel we’re losing control” Positive changes only established after two years Since 2003 widespread adoption but much of it superficial Strong collegial for support over 2 years is essential many do not give the time needed to reflect/talk “read the book and imitate the tactics” doesn’t work

15. Summary ; Issues illustrated 1Nuffield primary science (1986-95) 2Nuffield design and technology (1985-96) 3Nuffield A-level physics (1977-1995) 4Formative assessment (1998-????) Each innovative – in its own way Each was response to a specific problem or to a particular opportunity or both Each presented a unique ‘design’ problem

16. Strategic decisions in the early stages Complex interplay of five issues – research basis, – curriculum, – assessment, – pedagogy, – sustainability national context teacher change Context determines – some OK to leave alone – others crucial. Summary : My aim