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Draft outline programme
The conference programme is currently in development and therefore subject to change

Wednesday 6 January 2010
Royal York Hotel

12.00 Registration and lunch

2.00 – 2.10 Welcome to NEEC 2010 (Peter Dwyer, Director of Learning, Culture and Children’s Services)

2.10 – 2.30 Presidential Address

2.30 –2.40 Young People’s Performance

2.40 – 3.30 Keynote 1 – Sir Roger Singleton

3.30 – 4.15 Refreshments in exhibition areas & networking

4.15 – 5.00 Keynote 2 - Sir John Sorrell

5.00 – 5.45  Young People’s Performance

7.00 – 8.00 Civic Reception – York Minster

Thursday 7 January
AM - Royal York Hotel
PM - Royal York Hotel & Satellite Venues

8.30 – 9.00 Registration and refreshments

9.00 – 9.45 Keynote 3 - Professor Jonathan Bradshaw

9.45 – 9.55 Young People’s Performance

9.55 – 10.40 Keynote 4 – Sir Andrew Motion

10.40 – 11.10 Refreshment break in exhibition areas

11.10 – 11.20  Young People’s Performance

11.20 –12.05 Keynote 5Dylan Wiliam

12.05 –  12.20 Input by Overall Conference Sponsor - Navigate

12.20 – 1.30 Lunch in the exhibition areas (and Fringe Mtgs if required)

1.30 Transport to Satellite venues

2.00 – 5.00 Learning Forums at Satellite venues - University of York, York St John University, York College

1.45 – 5.10  Learning Forums (Royal York Hotel)

7.30 Gala Dinner - National Railway Museum

Friday 8 January
Royal York Hotel

9.00 Registration and refreshments in exhibition areas

9.30 Welcome – Conference President

9.35 – 10.20 Keynote 6 - "Hot Topic"

10.20– 10.30 Young People’s Performance

10.30– 11.00 Refreshments in exhibition areas

11.00– 12.40 Political Arena

12.40 – 12.50 2011 Invitation from Blackpool

12.50 – 1.00 Young People’s Performance

1.00 – 1.20 President’s closing speech

1.20 – 1.30 Farewell and Thanks – Peter Dwyer

1.30 Conference closes – Lunch on departure



Learning Forums

Delegates will hear a keynote speech on each of the themes below, and then will choose one of the themes to explore in more detail through Learning Forums on the afternoon of 7 January 2010.


Creativity - a key to unlocking children's potential?

Creativity is at the heart of the best learning and teaching. Creativity is a motivator for learning, is essential to the process of learning and is an outcome of learning. We need to understand this if we are to support children as they strive to reach their full potential. This session will enable delegates to explore the meaning of creativity and how it can be fostered in and beyond schools. Drawing on the professional experience and the research of the session leaders, the afternoon will give the delegates the opportunity to get a ‘hands on’ arts-based experience. The session will include two short presentations supported by a range of break out sessions. It will be an opportunity not only to hear from experts on creativity in schools, but also to develop a network of colleagues with similar interests - a network that will be supported, online, long after the conference has finished.

Design - a key to unlocking children's potential?

Imagine learning spaces, imagine young minds, imagine how they can work together... Combine that with the other spaces that young people will inhabit while they are with us and consider for a moment the impact these might have on their health and well-being…

This learning forum will explore the fundamental impact of good design on young people’s development. We will be taking a holistic view of “design” – from big buildings to menu holders. Delegates will examine best practice in terms of primary, secondary and further education design against the backdrop of the award-winning new £65million campus of York College, which was itself designed to promote active learning. Alongside this will be a special workshop for those interested in exploring the impact of design within school dining areas on the take-up of healthy foods.

It’s a learning forum for those who want to be challenged and inspired.

Leadership and Learning – a key to unlocking children’s potential?

The quality of students’ learning experience is key to their chances of success.  This learning forum will demonstrate the connection between students’ enjoyment/achievement and the quality of leadership in schools, colleges, partnerships and local authorities.  There will be the opportunity to explore how best practice, innovative provision, learning, teaching and creative approaches can all enhance and transform the learning experience for children and young people.

Research – a key to unlocking children’s potential?

At the interface of the work of policy makers and practitioners lies knowledge.  As such, the nature of research and the role of researchers are absolutely central to the improved understanding and enhanced realisation of children’s potential.
Education is based on understanding not whim or political fashion, and in this session researchers will describe educational contexts, identify key issues and make recommendations about what could be highlighted and achieved.

Throughout there will be a focus on research that is relevant and reliable and session leaders will discuss matters in ways that are practically focused.

Safety & Well-being – a key to unlocking children’s potential?

Can we disentangle children’s academic achievement from their wider emotional and physical well-being? In a complex, risk-averse world, is our priority their protection or their development? And are these answers different when we are dealing with particularly vulnerable children, or do they have an equal right to experience a broad range of opportunities?

This learning forum will examine the multiple dimensions of safety and well-being. It will emphasise the importance of physical and mental health and explore ways in which we can develop young people’s resilience. It will enable delegates to reflect on the risks we need to take and the risks we need to manage: how we can create an arena of safety within all of our institutions that excludes the complex dangers of the modern world without wrapping children and young people them in cotton wool or denying their freedom to experiment.

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