WEBVTT 00:00:00.240 --> 00:00:05.440 And let me introduce myself. I'm Bene't Steinberg, the Group Director of Public Affairs at Cambridge Assessment, 00:00:05.800 --> 00:00:08.760 and I'll be your overall chair for the event today. 00:00:09.060 --> 00:00:12.020 I'm delighted to welcome you here on behalf of Cambridge Assessment. 00:00:12.440 --> 00:00:18.460 We were established 150 years ago, and the group owns and manages the university's three exam boards 00:00:18.460 --> 00:00:23.420 and carries out leading-edge academic and operational research on assessment in education. 00:00:23.420 --> 00:00:33.860 We're a not-for-profit organisation developing and delivering educational assessment in over 160 countries to 8 million candidates every year 00:00:33.860 --> 00:00:43.380 through OCR in the UK, University of Cambridge International Examinations and the University of Cambridge English for Speakers of Other Languages examinations. 00:00:44.620 --> 00:00:49.740 At Cambridge Assessment, we believe assessment is part of the whole learning process. 00:00:49.740 --> 00:00:55.740 As an independent voice, we look at what works and therefore balance the needs of the individual, 00:00:55.740 --> 00:00:57.740 the economy and society. 00:00:57.740 --> 00:01:03.740 And to that end, today we'll be debating what drives a good programme of learning. 00:01:03.740 --> 00:01:20.443 A curriculum is at the heart of the learning experience a school offers its learners and at the heart of the mission and vision of the school good curricula develop learning understanding knowledge and skills Assessment is key to validating the quality of the learning 00:01:21.343 --> 00:01:24.923 So should assessment drive the curriculum or vice versa? 00:01:26.483 --> 00:01:28.403 And then some ground rules, if you would. 00:01:28.763 --> 00:01:31.163 This is a debate, not a question and answer session. 00:01:31.163 --> 00:01:35.903 If you want to pick up on a point made by somebody else in the audience, feel free to do so. 00:01:35.903 --> 00:01:39.063 If you want to make a statement and not ask a question, do so. 00:01:39.583 --> 00:01:42.443 All I ask is you do it through me as the chair 00:01:42.443 --> 00:01:48.683 and that you make your points as concisely as this rather complex area allows. 00:01:49.383 --> 00:01:53.563 And I will cut people off if I think you're taking too much time getting to the point. 00:01:54.743 --> 00:01:59.443 Secondly, you'll note we're filming the discussion and broadcasting it on the web live 00:01:59.443 --> 00:02:03.243 for the benefit of that much wider audience that couldn't make it here today. 00:02:03.243 --> 00:02:12.683 Please ignore the cameras, but please make sure that if you're asked to speak, you wait for a microphone to arrive in front of you and give us your name and your institution. 00:02:14.283 --> 00:02:19.543 I'd like to encourage you to submit questions and comments using the question sheet that can be found in your delegate packs. 00:02:20.143 --> 00:02:25.363 Please pass your question sheets to James, who will be stationed at the registration desk during the coffee break. 00:02:25.903 --> 00:02:26.523 And of course, thank you. 00:02:26.840 --> 00:02:31.280 Those of you joining us from home can submit questions and comments all the way through. 00:02:32.520 --> 00:02:34.040 Let me outline the event. 00:02:34.640 --> 00:02:39.280 We're going to start with an introduction by the Group Chief Executive of Cambridge Assessment, Simon Liebus, 00:02:39.660 --> 00:02:43.440 who will set the context and share with us an historical perspective. 00:02:44.700 --> 00:02:52.840 Then we'll address what makes a good education, that is the subject skills, experiences and knowledge needed for employment and for everyday life. 00:02:53.500 --> 00:03:00.800 We'll hear some lessons learned from around the world with some case studies from Roger-Francois Gautier, 00:03:01.080 --> 00:03:05.040 Inspector General for Administration of National Education and Research in France, 00:03:05.640 --> 00:03:09.560 who is also a UNESCO consultant, so has a wider brief. 00:03:10.180 --> 00:03:13.140 And I'd also like to welcome to our event today Dr Nadia Touba, 00:03:13.580 --> 00:03:16.420 who is Project Director of the Nile Egyptian Schools, 00:03:17.820 --> 00:03:21.380 which is the Egyptian Education Fund Cabinet of Ministers in Egypt. 00:03:21.380 --> 00:03:27.380 After that we're going on to talk about different types of programs of learning. 00:03:27.380 --> 00:03:47.050 We got Paul Pritchard chair of Governors of JCB Academy Andrew Hutchinson OBE executive principal at the Parkside Federation in Cambridge and Dr Stephen Spurr the headmaster of Westminster School so a pretty widespread Then a teeny tiny bit for questions rather than debate 00:03:47.210 --> 00:03:50.810 in case there's anything you want to pick up on at that point, and going into coffee. 00:03:52.110 --> 00:03:57.810 After that, we will have a distinguished group of experts present their perspectives as an 00:03:57.810 --> 00:04:05.490 introduction to a long session which features largely you and our audience online to debate. 00:04:06.550 --> 00:04:11.130 Some parties have already supplied comments and questions, and I'll feed these into debate 00:04:11.130 --> 00:04:17.250 as it goes on. And some may well come out of the blue from the side, which will be somebody 00:04:17.250 --> 00:04:24.990 from home sending us a comment or an addition. And at the end of the debate, I'm delighted 00:04:24.990 --> 00:04:30.450 that John Coles, Chief Executive of the United Church Schools Trust, United Learning Trust, 00:04:30.450 --> 00:04:34.810 will be joining us. John, as most of you know, is the former Director General for the Education 00:04:34.810 --> 00:04:38.610 Standards at the Department of Education, where he was responsible for a wide range 00:04:38.610 --> 00:04:45.230 of policy, including leading to the review of the national curriculum. So, to kick off 00:04:45.230 --> 00:04:51.610 the day in style, I invite the Group Chief Executive of Cambridge Assessment, Simon Liebus, 00:04:51.610 --> 00:04:53.550 to talk to us.