[Music] [Applause]
well good morning
well good morning the story of enabling enterprise and and
the story of enabling enterprise and and
the story of enabling enterprise and and this story really begins a decade ago
this story really begins a decade ago
this story really begins a decade ago and at the time I was a very fresh-faced
and at the time I was a very fresh-faced
and at the time I was a very fresh-faced new teacher to the extent that I have 14
new teacher to the extent that I have 14
new teacher to the extent that I have 14 year old students who looked decidedly
year old students who looked decidedly
year old students who looked decidedly older than me I often got told to tuck
older than me I often got told to tuck
older than me I often got told to tuck my shirt in and on one memorable
my shirt in and on one memorable
my shirt in and on one memorable occasion deputy head stuck a head in and
occasion deputy head stuck a head in and
occasion deputy head stuck a head in and asked who the responsible adult in the
asked who the responsible adult in the
asked who the responsible adult in the room was which would have been fine had
room was which would have been fine had
room was which would have been fine had I not been mid lesson teaching from the
I not been mid lesson teaching from the
I not been mid lesson teaching from the front and there’s a new teacher there’s
front and there’s a new teacher there’s
front and there’s a new teacher there’s a sort of new teacher bingo that you
a sort of new teacher bingo that you
a sort of new teacher bingo that you take off particularly if you’re working
take off particularly if you’re working
take off particularly if you’re working in a in a more challenging school see no
in a in a more challenging school see no
in a in a more challenging school see no child throws Seng at you tick child
child throws Seng at you tick child
child throws Seng at you tick child tries to escape through window tick
tries to escape through window tick
tries to escape through window tick their child sets like to textbook tick
their child sets like to textbook tick
their child sets like to textbook tick but actually what struck me more than
but actually what struck me more than
but actually what struck me more than those individual incidents was a space a
those individual incidents was a space a
those individual incidents was a space a growing sense of dissonance and a
growing sense of dissonance and a
growing sense of dissonance and a dissonance between what I was seeing in
dissonance between what I was seeing in
dissonance between what I was seeing in the classroom my 14 and 15 year old
the classroom my 14 and 15 year old
the classroom my 14 and 15 year old students and the growing reality that
students and the growing reality that
students and the growing reality that actually they were about to embark on
actually they were about to embark on
actually they were about to embark on the rest of their lives
the rest of their lives
the rest of their lives and in my classroom that sort of gap
and in my classroom that sort of gap
and in my classroom that sort of gap manifested itself as you know being
manifested itself as you know being
manifested itself as you know being unable to run a lesson without managing
unable to run a lesson without managing
unable to run a lesson without managing the seating plan and working out exactly
the seating plan and working out exactly
the seating plan and working out exactly who was friends with who at that
who was friends with who at that
who was friends with who at that particular moment or when I’d ask the
particular moment or when I’d ask the
particular moment or when I’d ask the question no one would put their hands up
question no one would put their hands up
question no one would put their hands up and that was just about acceptable in
and that was just about acceptable in
and that was just about acceptable in the classroom because we were marching
the classroom because we were marching
the classroom because we were marching towards getting a good grade but what
towards getting a good grade but what
towards getting a good grade but what would come after that after that might
would come after that after that might
would come after that after that might be college and ins knew they in college
be college and ins knew they in college
be college and ins knew they in college they wouldn’t have the same sort of
they wouldn’t have the same sort of
they wouldn’t have the same sort of individual teacher looking out for them
individual teacher looking out for them
individual teacher looking out for them trying to make sure everything was done
trying to make sure everything was done
trying to make sure everything was done on time making sure coursework was there
on time making sure coursework was there
on time making sure coursework was there and if they got beyond college and if
and if they got beyond college and if
and if they got beyond college and if they decide they want to go to
they decide they want to go to
they decide they want to go to university I knew that one in 12
university I knew that one in 12
university I knew that one in 12 freshers from more disadvantaged
freshers from more disadvantaged
freshers from more disadvantaged background drop out in their first year
background drop out in their first year
background drop out in their first year of university and academics are
of university and academics are
of university and academics are increasingly saying that actually their
increasingly saying that actually their
increasingly saying that actually their undergraduates simply aren’t prepared
undergraduates simply aren’t prepared
undergraduates simply aren’t prepared for the rigors of university and the
for the rigors of university and the
for the rigors of university and the need to manage their own learning to be
need to manage their own learning to be
need to manage their own learning to be problem solvers to be an analytical and
problem solvers to be an analytical and
problem solvers to be an analytical and beyond university employers were saying
beyond university employers were saying
beyond university employers were saying the same thing too
the same thing too
the same thing too so every year the employee servic
so every year the employee servic
so every year the employee servic employer server came out which said
employer server came out which said
employer server came out which said pretty consistently over a decade the
pretty consistently over a decade the
pretty consistently over a decade the 50% of employers were concerned about
50% of employers were concerned about
50% of employers were concerned about the teamwork and the problem-solving in
the teamwork and the problem-solving in
the teamwork and the problem-solving in the analytical and self-management
the analytical and self-management
the analytical and self-management skills of their school and college
skills of their school and college
skills of their school and college leaders and as a naive new teacher I
leaders and as a naive new teacher I
leaders and as a naive new teacher I looked at that and I looked around my
looked at that and I looked around my
looked at that and I looked around my classroom and I just couldn’t understand
classroom and I just couldn’t understand
classroom and I just couldn’t understand why we were so unconcerned about what
why we were so unconcerned about what
why we were so unconcerned about what appeared to me to be a massive gaping
appeared to me to be a massive gaping
appeared to me to be a massive gaping hole in the middle of the education that
hole in the middle of the education that
hole in the middle of the education that we were providing for our young people
we were providing for our young people
we were providing for our young people but as a new teacher what was I going to
but as a new teacher what was I going to
but as a new teacher what was I going to do about this well actually swirling
do about this well actually swirling
do about this well actually swirling around with all of these different ideas
around with all of these different ideas
around with all of these different ideas of some of the things that might fill
of some of the things that might fill
of some of the things that might fill that gap so everything from basic skills
that gap so everything from basic skills
that gap so everything from basic skills to 21st century skills to advanced
to 21st century skills to advanced
to 21st century skills to advanced skills basic skills and advanced skills
skills basic skills and advanced skills
skills basic skills and advanced skills turn out to be the same thing maybe we
turn out to be the same thing maybe we
turn out to be the same thing maybe we could have gone for some middling skills
could have gone for some middling skills
could have gone for some middling skills or something like that but you’re
or something like that but you’re
or something like that but you’re surrounded by these different ideas of
surrounded by these different ideas of
surrounded by these different ideas of what you could do but how to make sense
what you could do but how to make sense
what you could do but how to make sense of it and how to make sense of it in a
of it and how to make sense of it in a
of it and how to make sense of it in a context and this is a reenactment in a
context and this is a reenactment in a
context and this is a reenactment in a context where actually what you tried to
context where actually what you tried to
context where actually what you tried to do is to get through a subject
do is to get through a subject
do is to get through a subject curriculum and try and make sure your
curriculum and try and make sure your
curriculum and try and make sure your students got good grades as well and so
students got good grades as well and so
students got good grades as well and so on that basis I set up enabling
on that basis I set up enabling
on that basis I set up enabling enterprise as a social enterprise eight
enterprise as a social enterprise eight
enterprise as a social enterprise eight years ago and the idea was simple was
years ago and the idea was simple was
years ago and the idea was simple was how can we support teachers to fill this
how can we support teachers to fill this
how can we support teachers to fill this missing piece in their students
missing piece in their students
missing piece in their students education because actually every teacher
education because actually every teacher
education because actually every teacher is motivated to want the very best for
is motivated to want the very best for
is motivated to want the very best for their students every teacher wants to
their students every teacher wants to
their students every teacher wants to develop their students in the broadest
develop their students in the broadest
develop their students in the broadest most helpful way and yet there was no
most helpful way and yet there was no
most helpful way and yet there was no clear way of doing it and so what we’ve
clear way of doing it and so what we’ve
clear way of doing it and so what we’ve done is try to make sense of all these
done is try to make sense of all these
done is try to make sense of all these different things that go on out there so
different things that go on out there so
different things that go on out there so we like confidence we like patience we
we like confidence we like patience we
we like confidence we like patience we like humility we think kids should be
like humility we think kids should be
like humility we think kids should be financially literate we think would be
financially literate we think would be
financially literate we think would be great for their team players too and the
great for their team players too and the
great for their team players too and the problem is when we try and do all of
problem is when we try and do all of
problem is when we try and do all of these different things we forget the
these different things we forget the
these different things we forget the fact that actually these are all very
fact that actually these are all very
fact that actually these are all very different things and what we’re really
different things and what we’re really
different things and what we’re really doing is slightly confusing the idea of
doing is slightly confusing the idea of
doing is slightly confusing the idea of character knowledge and skills and I
character knowledge and skills and I
character knowledge and skills and I think a great education does all of
think a great education does all of
think a great education does all of these three things a great education
these three things a great education
these three things a great education should help students to build their
should help students to build their
should help students to build their character it should obviously equipment
character it should obviously equipment
character it should obviously equipment with a great deal of knowledge and
with a great deal of knowledge and
with a great deal of knowledge and understanding of the world so they can
understanding of the world so they can
understanding of the world so they can navigate it effectively but they also
navigate it effectively but they also
navigate it effectively but they also need skills
need skills
need skills they need the ability to do things and I
they need the ability to do things and I
they need the ability to do things and I think often that’s a bit in our
think often that’s a bit in our
think often that’s a bit in our education that we forget so in enabling
education that we forget so in enabling
education that we forget so in enabling enterprise what we do is we just focus
enterprise what we do is we just focus
enterprise what we do is we just focus on those skills we know that what
on those skills we know that what
on those skills we know that what students need the ability to do and
students need the ability to do and
students need the ability to do and what’s really exciting is when you just
what’s really exciting is when you just
what’s really exciting is when you just think about skills you find that
think about skills you find that
think about skills you find that actually the skills that young people
actually the skills that young people
actually the skills that young people need is a pretty consistent and so we
need is a pretty consistent and so we
need is a pretty consistent and so we talked about a to enabling enterprise as
talked about a to enabling enterprise as
talked about a to enabling enterprise as we talked about communication skills of
we talked about communication skills of
we talked about communication skills of listening and presenting we talked about
listening and presenting we talked about
listening and presenting we talked about problem solving creativity we talked
problem solving creativity we talked
problem solving creativity we talked about self management in terms of
about self management in terms of
about self management in terms of staying positive and aiming high so
staying positive and aiming high so
staying positive and aiming high so having big goals having plans and then
having big goals having plans and then
having big goals having plans and then actually having the strategies and tools
actually having the strategies and tools
actually having the strategies and tools to Stikker achieving them and then
to Stikker achieving them and then
to Stikker achieving them and then finally being err to work with others
finally being err to work with others
finally being err to work with others with teamwork and leadership now these
with teamwork and leadership now these
with teamwork and leadership now these all look like very sensible some would
all look like very sensible some would
all look like very sensible some would say obvious things that we could be
say obvious things that we could be
say obvious things that we could be building but what’s even more exciting
building but what’s even more exciting
building but what’s even more exciting as we started digging into this at
as we started digging into this at
as we started digging into this at enabling enterprises we realized to
enabling enterprises we realized to
enabling enterprises we realized to really stretch a metaphor or to mix a
really stretch a metaphor or to mix a
really stretch a metaphor or to mix a metaphor in fact if you crack in to any
metaphor in fact if you crack in to any
metaphor in fact if you crack in to any one of those individual skills you
one of those individual skills you
one of those individual skills you realize that they’re all built up of
realize that they’re all built up of
realize that they’re all built up of these chunks everything is built up of
these chunks everything is built up of
these chunks everything is built up of chunks and once you break down the
chunks and once you break down the
chunks and once you break down the chunks of say taking team working
chunks of say taking team working
chunks of say taking team working instead of just doing team work
instead of just doing team work
instead of just doing team work activities think about teaching taking
activities think about teaching taking
activities think about teaching taking interns helping out with different jobs
interns helping out with different jobs
interns helping out with different jobs maybe how to facilitate a team meeting
maybe how to facilitate a team meeting
maybe how to facilitate a team meeting you realize that these are completely
you realize that these are completely
you realize that these are completely teachable so if we break these skills
teachable so if we break these skills
teachable so if we break these skills apart we realize that you can teach them
apart we realize that you can teach them
apart we realize that you can teach them in just the same rigorous way as you
in just the same rigorous way as you
in just the same rigorous way as you would anything else so we know there’s a
would anything else so we know there’s a
would anything else so we know there’s a massive gap on a big screen now I
massive gap on a big screen now I
massive gap on a big screen now I realize it looks like I’m smirking it
realize it looks like I’m smirking it
realize it looks like I’m smirking it wasn’t a smirk at this point and so we
wasn’t a smirk at this point and so we
wasn’t a smirk at this point and so we know there’s a gap we know that there’s
know there’s a gap we know that there’s
know there’s a gap we know that there’s these skills that would fill the gap we
these skills that would fill the gap we
these skills that would fill the gap we know we can break them down into
know we can break them down into
know we can break them down into teachable chunks and so the question is
teachable chunks and so the question is
teachable chunks and so the question is why was why aren’t we doing it why isn’t
why was why aren’t we doing it why isn’t
why was why aren’t we doing it why isn’t this just a part of education and I
this just a part of education and I
this just a part of education and I think there’s some barriers at there’s
think there’s some barriers at there’s
think there’s some barriers at there’s firstly there’s practical barriers right
firstly there’s practical barriers right
firstly there’s practical barriers right there’s a lot in a school curriculum
there’s a lot in a school curriculum
there’s a lot in a school curriculum schools have limited resources they’ve
schools have limited resources they’ve
schools have limited resources they’ve limited time they’ve limited money of
limited time they’ve limited money of
limited time they’ve limited money of course you can’t do everything but
course you can’t do everything but
course you can’t do everything but enabling enterprise in this last year
enabling enterprise in this last year
enabling enterprise in this last year alone has worked with almost 300 schools
alone has worked with almost 300 schools
alone has worked with almost 300 schools perfectly normal primary and secondary
perfectly normal primary and secondary
perfectly normal primary and secondary schools and 85,000 students in them and
schools and 85,000 students in them and
schools and 85,000 students in them and we found that that’s not really a reason
we found that that’s not really a reason
we found that that’s not really a reason for those students not to take part so
for those students not to take part so
for those students not to take part so maybe then it’s something deeper
maybe then it’s something deeper
maybe then it’s something deeper maybe there’s some sort of philosophical
maybe there’s some sort of philosophical
maybe there’s some sort of philosophical barrier so maybe on one end people think
barrier so maybe on one end people think
barrier so maybe on one end people think of you know education errs you know
of you know education errs you know
of you know education errs you know producing economically efficient units
producing economically efficient units
producing economically efficient units or children students and which is
or children students and which is
or children students and which is definitely one end of a spectrum at the
definitely one end of a spectrum at the
definitely one end of a spectrum at the other end we might say actually it’s all
other end we might say actually it’s all
other end we might say actually it’s all about developing a rich cultural and
about developing a rich cultural and
about developing a rich cultural and spiritual and moral appreciation which
spiritual and moral appreciation which
spiritual and moral appreciation which is the other but I think whichever end
is the other but I think whichever end
is the other but I think whichever end you sit on if you care about students as
you sit on if you care about students as
you sit on if you care about students as economic units and for the record I’d
economic units and for the record I’d
economic units and for the record I’d that that isn’t my driver then actually
that that isn’t my driver then actually
that that isn’t my driver then actually of course we want the skills because
of course we want the skills because
of course we want the skills because employers have said those skills are
employers have said those skills are
employers have said those skills are essential if on the other hand we care
essential if on the other hand we care
essential if on the other hand we care about that wider development well
about that wider development well
about that wider development well actually you still need the skills
actually you still need the skills
actually you still need the skills because that’s what makes it possible
because that’s what makes it possible
because that’s what makes it possible for students to access and make the most
for students to access and make the most
for students to access and make the most of their time in school so it’s not
of their time in school so it’s not
of their time in school so it’s not something philosophical so what is it
something philosophical so what is it
something philosophical so what is it and over the last year when I’ve been
and over the last year when I’ve been
and over the last year when I’ve been thinking and writing about this and
thinking and writing about this and
thinking and writing about this and trying to draw together our experience I
trying to draw together our experience I
trying to draw together our experience I think what’s really crystallized is
think what’s really crystallized is
think what’s really crystallized is there are three myths that we need to
there are three myths that we need to
there are three myths that we need to get over if we’re really going to take
get over if we’re really going to take
get over if we’re really going to take this stuff seriously if we’re going to
this stuff seriously if we’re going to
this stuff seriously if we’re going to think differently about our education
think differently about our education
think differently about our education system and the three myths are often
system and the three myths are often
system and the three myths are often quite hard to pin down the first is this
quite hard to pin down the first is this
quite hard to pin down the first is this idea that skills are innate so we are
idea that skills are innate so we are
idea that skills are innate so we are just born with them and that might seem
just born with them and that might seem
just born with them and that might seem silly when I say out loud but actually
silly when I say out loud but actually
silly when I say out loud but actually we talk very easily about natural
we talk very easily about natural
we talk very easily about natural leaders natural communicators natural
leaders natural communicators natural
leaders natural communicators natural team players and actually I think
team players and actually I think
team players and actually I think there’s an element where we assume and
there’s an element where we assume and
there’s an element where we assume and we mix up personality and skill the
we mix up personality and skill the
we mix up personality and skill the characteristics we have and our ability
characteristics we have and our ability
characteristics we have and our ability to do things so for example we might
to do things so for example we might
to do things so for example we might often presume that an introvert can’t be
often presume that an introvert can’t be
often presume that an introvert can’t be a leader in fact the evidence is that
a leader in fact the evidence is that
a leader in fact the evidence is that introverts are often more effective
introverts are often more effective
introverts are often more effective leaders or equally we might have seem
leaders or equally we might have seem
leaders or equally we might have seem that someone who’s neurotic wouldn’t be
that someone who’s neurotic wouldn’t be
that someone who’s neurotic wouldn’t be able to be able to manage a team in fact
able to be able to manage a team in fact
able to be able to manage a team in fact again there’s no evidence of those two
again there’s no evidence of those two
again there’s no evidence of those two things are linked so we need to get
things are linked so we need to get
things are linked so we need to get beyond this idea that skills are innate
beyond this idea that skills are innate
beyond this idea that skills are innate because we’re seeing increasingly in all
because we’re seeing increasingly in all
because we’re seeing increasingly in all sorts of fields including sports
sorts of fields including sports
sorts of fields including sports including academic qualifications we’re
including academic qualifications we’re
including academic qualifications we’re seeing that actually deliberate practice
seeing that actually deliberate practice
seeing that actually deliberate practice is much more likely to be correlated
is much more likely to be correlated
is much more likely to be correlated with having a skill than any sort of
with having a skill than any sort of
with having a skill than any sort of innate characteristic but if we get over
innate characteristic but if we get over
innate characteristic but if we get over that we have this idea that well maybe
that we have this idea that well maybe
that we have this idea that well maybe you can build
you can build
you can build skills but very hard to do it directly
skills but very hard to do it directly
skills but very hard to do it directly we sort of had this idea that you saw
we sort of had this idea that you saw
we sort of had this idea that you saw picked these things of up bias maces so
picked these things of up bias maces so
picked these things of up bias maces so if you do enough activities and this is
if you do enough activities and this is
if you do enough activities and this is stretching a biology metaphor now and we
stretching a biology metaphor now and we
stretching a biology metaphor now and we all have permeable membranes for these
all have permeable membranes for these
all have permeable membranes for these experiences we can over time by doing
experiences we can over time by doing
experiences we can over time by doing lots of things build up a high level of
lots of things build up a high level of
lots of things build up a high level of competence and of course it gives more
competence and of course it gives more
competence and of course it gives more opportunities but actually it’s a really
opportunities but actually it’s a really
opportunities but actually it’s a really really inefficient way of learning it’s
really inefficient way of learning it’s
really inefficient way of learning it’s basically the same as saying the best
basically the same as saying the best
basically the same as saying the best way for children to learn to read is to
way for children to learn to read is to
way for children to learn to read is to unleash them in a library and we sort of
unleash them in a library and we sort of
unleash them in a library and we sort of hope that over time they pick up the
hope that over time they pick up the
hope that over time they pick up the right Burke made our teach each other I
right Burke made our teach each other I
right Burke made our teach each other I don’t know but you know that’s the best
don’t know but you know that’s the best
don’t know but you know that’s the best we can do so we’ll lock them in that
we can do so we’ll lock them in that
we can do so we’ll lock them in that library until they come out as
library until they come out as
library until they come out as proficient readers well the third idea
proficient readers well the third idea
proficient readers well the third idea which is sort of a hangover I guess from
which is sort of a hangover I guess from
which is sort of a hangover I guess from some entrepreneurial thinking is this
some entrepreneurial thinking is this
some entrepreneurial thinking is this idea that the skills lie latent there
idea that the skills lie latent there
idea that the skills lie latent there deep within us and in the right
deep within us and in the right
deep within us and in the right opportunity emerges suddenly we’ll be
opportunity emerges suddenly we’ll be
opportunity emerges suddenly we’ll be able to do it again it doesn’t really
able to do it again it doesn’t really
able to do it again it doesn’t really there’s no evidence for that there’s no
there’s no evidence for that there’s no
there’s no evidence for that there’s no evidence we have these things innately
evidence we have these things innately
evidence we have these things innately and that we can just bring them to the
and that we can just bring them to the
and that we can just bring them to the fore when we need to but actually these
fore when we need to but actually these
fore when we need to but actually these these myths really drive a lot of how we
these myths really drive a lot of how we
these myths really drive a lot of how we think about these skills in education
think about these skills in education
think about these skills in education and what we really need to do if we’re
and what we really need to do if we’re
and what we really need to do if we’re going to make a breakthrough and we’re
going to make a breakthrough and we’re
going to make a breakthrough and we’re going to get to every child and every
going to get to every child and every
going to get to every child and every young person to build these skills we
young person to build these skills we
young person to build these skills we need to make a big leap in our thinking
need to make a big leap in our thinking
need to make a big leap in our thinking we need to stop thinking about these
we need to stop thinking about these
we need to stop thinking about these skills is nice to have things but maybe
skills is nice to have things but maybe
skills is nice to have things but maybe their personality and instead think
their personality and instead think
their personality and instead think about them in the same way we think
about them in the same way we think
about them in the same way we think about two skills that we are very
about two skills that we are very
about two skills that we are very comfortable with teaching and that is
comfortable with teaching and that is
comfortable with teaching and that is literacy the ability to read and write
literacy the ability to read and write
literacy the ability to read and write and numeracy the ability to work with
and numeracy the ability to work with
and numeracy the ability to work with numbers and of course when you apply
numbers and of course when you apply
numbers and of course when you apply those myths to anything to do with
those myths to anything to do with
those myths to anything to do with literacy or numeracy we immediately see
literacy or numeracy we immediately see
literacy or numeracy we immediately see how silly they are and what we’ve seen
how silly they are and what we’ve seen
how silly they are and what we’ve seen increasingly is that actually when you
increasingly is that actually when you
increasingly is that actually when you take that and you take that completely
take that and you take that completely
take that and you take that completely different viewpoint on these skills in
different viewpoint on these skills in
different viewpoint on these skills in our education system
our education system
our education system there are six things that we need to
there are six things that we need to
there are six things that we need to dramatically change about how mainstream
dramatically change about how mainstream
dramatically change about how mainstream schooling thinks about these skills
schooling thinks about these skills
schooling thinks about these skills first is that we need to keep it simple
first is that we need to keep it simple
first is that we need to keep it simple we need to be focused consistently on a
we need to be focused consistently on a
we need to be focused consistently on a single set of eight skills because if we
single set of eight skills because if we
single set of eight skills because if we don’t do that then actually we continue
don’t do that then actually we continue
don’t do that then actually we continue to get confused about what we’re
to get confused about what we’re
to get confused about what we’re teaching we teach in different ways we
teaching we teach in different ways we
teaching we teach in different ways we need to start really young so enabling
need to start really young so enabling
need to start really young so enabling enterprise works with kids from as young
enterprise works with kids from as young
enterprise works with kids from as young as three years old now
as three years old now
as three years old now years old you’re not worried particular
years old you’re not worried particular
years old you’re not worried particular about employability but of course if a
about employability but of course if a
about employability but of course if a three-year-old can interact with their
three-year-old can interact with their
three-year-old can interact with their peers if they can be happy and confident
peers if they can be happy and confident
peers if they can be happy and confident sharing their ideas and you’re putting
sharing their ideas and you’re putting
sharing their ideas and you’re putting them on a completely different
them on a completely different
them on a completely different trajectory for the rest their time in
trajectory for the rest their time in
trajectory for the rest their time in school so we start young then we keep
school so we start young then we keep
school so we start young then we keep going we measure it so in the same way
going we measure it so in the same way
going we measure it so in the same way that you teach reading effectively by
that you teach reading effectively by
that you teach reading effectively by knowing a student’s reading age if you
knowing a student’s reading age if you
knowing a student’s reading age if you know what a student can and can’t do in
know what a student can and can’t do in
know what a student can and can’t do in these skills of course you can work out
these skills of course you can work out
these skills of course you can work out what level they’re working at in there
what level they’re working at in there
what level they’re working at in there as well which means that you can then
as well which means that you can then
as well which means that you can then focus really tightly on the next thing
focus really tightly on the next thing
focus really tightly on the next thing that they need to learn so if the next
that they need to learn so if the next
that they need to learn so if the next thing that they need to learn to become
thing that they need to learn to become
thing that they need to learn to become a better presenter is how torando is for
a better presenter is how torando is for
a better presenter is how torando is for a self conscious easing this example
a self conscious easing this example
a self conscious easing this example here they’re actually how do you stand
here they’re actually how do you stand
here they’re actually how do you stand how do you talk how do you put your
how do you talk how do you put your
how do you talk how do you put your points in logical order we can break
points in logical order we can break
points in logical order we can break these things down we can teach exactly
these things down we can teach exactly
these things down we can teach exactly the thing and the student needs to learn
the thing and the student needs to learn
the thing and the student needs to learn next then we keep practicing it so we
next then we keep practicing it so we
next then we keep practicing it so we reinforce it and we reinforce it in lots
reinforce it and we reinforce it in lots
reinforce it and we reinforce it in lots of different settings and we bring it to
of different settings and we bring it to
of different settings and we bring it to life by linking those skills built in
life by linking those skills built in
life by linking those skills built in the class and we have to link it to the
the class and we have to link it to the
the class and we have to link it to the real world we have to be taking our
real world we have to be taking our
real world we have to be taking our young people out of the classroom into
young people out of the classroom into
young people out of the classroom into employers and we have to be taking
employers and we have to be taking
employers and we have to be taking employers into the classroom because
employers into the classroom because
employers into the classroom because that’s the only way to build the
that’s the only way to build the
that’s the only way to build the transferability those skills so we know
transferability those skills so we know
transferability those skills so we know now that these skills are teachable we
now that these skills are teachable we
now that these skills are teachable we know what it would take to do it in
know what it would take to do it in
know what it would take to do it in schools across the country a neighboring
schools across the country a neighboring
schools across the country a neighboring enterprises said we’ve seen it work now
enterprises said we’ve seen it work now
enterprises said we’ve seen it work now with in excess of 250,000 students so
with in excess of 250,000 students so
with in excess of 250,000 students so for the last eight years so we know it
for the last eight years so we know it
for the last eight years so we know it works so what would it take for this to
works so what would it take for this to
works so what would it take for this to be something that every student got in
be something that every student got in
be something that every student got in it’s a matter of course I think we need
it’s a matter of course I think we need
it’s a matter of course I think we need to believe three things collectively the
to believe three things collectively the
to believe three things collectively the first is that we need to believe that
first is that we need to believe that
first is that we need to believe that these essential skills are as important
these essential skills are as important
these essential skills are as important as any other part of a child’s time in
as any other part of a child’s time in
as any other part of a child’s time in school and we need to put them at the
school and we need to put them at the
school and we need to put them at the heart of learning the second thing and
heart of learning the second thing and
heart of learning the second thing and actually this is a more contentious
actually this is a more contentious
actually this is a more contentious because we rarely have arguments about
because we rarely have arguments about
because we rarely have arguments about people who don’t think the skills are
people who don’t think the skills are
people who don’t think the skills are important but we need to believe that
important but we need to believe that
important but we need to believe that every student can build them we need to
every student can build them we need to
every student can build them we need to have that expectation just as we expect
have that expectation just as we expect
have that expectation just as we expect every child can be literate and numerate
every child can be literate and numerate
every child can be literate and numerate when they leave school so they need to
when they leave school so they need to
when they leave school so they need to have these skills and thirdly we needed
have these skills and thirdly we needed
have these skills and thirdly we needed more of a common language and shared
more of a common language and shared
more of a common language and shared expectations about what that looks like
expectations about what that looks like
expectations about what that looks like and so we’re working with about 50 other
and so we’re working with about 50 other
and so we’re working with about 50 other organizations now to try and have that
organizations now to try and have that
organizations now to try and have that same language same expectations so our
same language same expectations so our
same language same expectations so our work can reinforce itself
work can reinforce itself
work can reinforce itself we’ve got a long way to go so enabling
we’ve got a long way to go so enabling
we’ve got a long way to go so enabling enterprises in 1.2 percent of English
enterprises in 1.2 percent of English
enterprises in 1.2 percent of English schools which is you know sobering after
schools which is you know sobering after
schools which is you know sobering after eight years of work but actually the
eight years of work but actually the
eight years of work but actually the development of literacy numeracy should
development of literacy numeracy should
development of literacy numeracy should give us great hope because you know a
give us great hope because you know a
give us great hope because you know a hundred years ago it was thought aid
hundred years ago it was thought aid
hundred years ago it was thought aid that most people probably couldn’t
that most people probably couldn’t
that most people probably couldn’t become literate or numerous and actually
become literate or numerous and actually
become literate or numerous and actually would that even be a sensible use of
would that even be a sensible use of
would that even be a sensible use of resources to try and get people to that
resources to try and get people to that
resources to try and get people to that stage and actually what we’ve seen since
stage and actually what we’ve seen since
stage and actually what we’ve seen since we made that commitment is rounds of
we made that commitment is rounds of
we made that commitment is rounds of development of reading ages of
development of reading ages of
development of reading ages of standardised grammar of standardized
standardised grammar of standardized
standardised grammar of standardized mathematic notation which has allowed us
mathematic notation which has allowed us
mathematic notation which has allowed us to get to a point where actually this is
to get to a point where actually this is
to get to a point where actually this is an expectation for everyone and we’ll
an expectation for everyone and we’ll
an expectation for everyone and we’ll need to do that because in the future
need to do that because in the future
need to do that because in the future these skills are only going to become
these skills are only going to become
these skills are only going to become more important it’s become very usual to
more important it’s become very usual to
more important it’s become very usual to talk now about how knowledge rich jobs
talk now about how knowledge rich jobs
talk now about how knowledge rich jobs are going to be less important because
are going to be less important because
are going to be less important because automation and algorithms make them say
automation and algorithms make them say
automation and algorithms make them say but actually our education system isn’t
but actually our education system isn’t
but actually our education system isn’t bouncing it out by developing the skills
bouncing it out by developing the skills
bouncing it out by developing the skills that students will need and the things
that students will need and the things
that students will need and the things that would differentiate them from
that would differentiate them from
that would differentiate them from machines and we’re not doing that in a
machines and we’re not doing that in a
machines and we’re not doing that in a consistent way that we need to so
consistent way that we need to so
consistent way that we need to so there’s a lot to look forward to but I
there’s a lot to look forward to but I
there’s a lot to look forward to but I often find myself thinking back to my
often find myself thinking back to my
often find myself thinking back to my original class ten years ago and many of
original class ten years ago and many of
original class ten years ago and many of them I keep in touch with many of you
them I keep in touch with many of you
them I keep in touch with many of you sheer force of energy and hard work to
sheer force of energy and hard work to
sheer force of energy and hard work to really get ahead but I look at them and
really get ahead but I look at them and
really get ahead but I look at them and I look at my experience of school and I
I look at my experience of school and I
I look at my experience of school and I think actually that those students
think actually that those students
think actually that those students haven’t necessarily achieved the
haven’t necessarily achieved the
haven’t necessarily achieved the potential that they could have had and I
potential that they could have had and I
potential that they could have had and I wish that I could have gone back ten
wish that I could have gone back ten
wish that I could have gone back ten years earlier still to when they were
years earlier still to when they were
years earlier still to when they were just five or six years old and they’re
just five or six years old and they’re
just five or six years old and they’re still building their understanding the
still building their understanding the
still building their understanding the world and where they fitted in when
world and where they fitted in when
world and where they fitted in when there’s still time to get in early to
there’s still time to get in early to
there’s still time to get in early to build empathy and resilience because the
build empathy and resilience because the
build empathy and resilience because the jobs that they get now aren’t the jobs
jobs that they get now aren’t the jobs
jobs that they get now aren’t the jobs they could have got they they fall
they could have got they they fall
they could have got they they fall behind their wealthy appears when they
behind their wealthy appears when they
behind their wealthy appears when they don’t show the essential skills from the
don’t show the essential skills from the
don’t show the essential skills from the outset and then get marked as the one to
outset and then get marked as the one to
outset and then get marked as the one to watch and what I wish is that for all of
watch and what I wish is that for all of
watch and what I wish is that for all of our students we weren’t so quick to
our students we weren’t so quick to
our students we weren’t so quick to assume their capacity without building
assume their capacity without building
assume their capacity without building these skills what we should do for every
these skills what we should do for every
these skills what we should do for every child along with building their literacy
child along with building their literacy
child along with building their literacy and their numeracy is ensure they leave
and their numeracy is ensure they leave
and their numeracy is ensure they leave the school equipped with a full set of
the school equipped with a full set of
the school equipped with a full set of essential skills because we can thank
essential skills because we can thank
essential skills because we can thank you very much
you very much
you very much [Applause]
”
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