Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future
Mick WatersDirector of Curriculum, QCA 22 October 2008
Making learning matter more
National Middle Schools Forum
A Changing Society…
technology
an ageing population
the gap between rich and poor
global culture and ethnicity
sustainability
changing maturity levels in schools
expanding knowledge of learning
a changing economy
Some tensions in progress
the golden age
the world challenge
narrow and broad
long term goals and short term accountability
skills sets for the future
the future and the present
creative
makes connectionsquestioning
communicates well
confident takes risks
thirst for knowledge
curious
generates ideas
flexible
perseveres
listens and reflects
critical self-editing
skilled
shaper
literate
willing to have a go
thinks for themselves
shows initiative
gets on well with othersmakes a difference
acts with integrityself-esteem
‘can do’ attitude
learns from mistakes
independent
Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future
Mick WatersDirector of Curriculum, QCA 22 October 2008
Making learning matter more
National Middle Schools Forum
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Three key questions
3How well
are we achieving our aims?
Assessmentfit for purpose
Whole curriculum dimensions
Learning approaches
Components
Accountability measures
Every Child Matters outcomes
Focus for learning
Curriculum aims
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Attitudes and attributeseg determined, adaptable, confident,
risk-taking, enterprising
Knowledge and understandingeg big ideas that shape the world
Skills eg literacy, numeracy, ICT, personal,
learning and thinking skills
Successful learnerswho enjoy learning, make progress and achieve
Responsible citizens who make a positive contribution to society
Confident individualswho are able to lead safe, healthy and fulfilling lives
The curriculum aims to enable all young people to become
To make learning and teaching more effective so that learners understand quality and how to improve
Embraces peer- and self-
assessment
Uses tests and tasks appropriately
Links to national standards which are
consistently interpreted
Helps identify clear targets for
improvement
Gives helpful feedback for the learner and other
stakeholders
Maximises pupils’ progress
Promotes a broad and engaging curriculum
Draws on a wide range of evidence of pupils’
learning
Is integral to effective teaching
and learning
Informs future planning and
teaching
Statutory expectations
PSHEPW EW+FC
PEMuMFL RE SCMaICTHiGeEnD & TCiA & D
Physical development
Personal, social and emotional development
Mathematical development
Knowledge and understanding of the world
Communication, language and literacy
Creative development
1What
are we trying to achieve?
2How do we
organise learning?
Attainment and improved standards
Behaviour and attendance
Further involvement in education, employment or training
Civic participation
Healthy lifestyle choices
To secure
Including all learners with opportunities
for learner choice and personalisation
Using a range of audience and purpose
Matching time to learning need eg deep, immersive and
regular frequent learning
In tune with human
development
A range of approaches eg enquiry, active learning,
practical and constructive
Building on learning beyond the school including community and business links
Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical
development
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –
Technology and the media – Creativity and critical thinking.
Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment
A big picture of the curriculumWorking draft January 2008
Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)
Personal Well-being:Attributes and values
Areas of Learning / Subjects
Skills and competences
Principles of Curriculum Design
Aims for Primary Education
Designing the School Curriculum
Successful learners, who enjoy learning, make progress and achieve.
Confident Individuals who are able to live safe, healthy and fulfilling lives.
Responsible Citizens who can make a positive contribution to society.
Communication, Language and literacy
Mathematics
Expressive Arts
Humanities
Physical Development
Principled
Enterprising
Creative
Resilient
Independent Enquirers
Creative Thinkers
Reflective Learners
Team Workers
Self Managers
Effective Participators
Secures the fundamentals in literacy and numeracy
Provides opportunities for depth and breadth
Secures personal development
Considers the entire planned learning experience
In tune with child development
The National Framework
The School Curriculum
From national parameters...
Programmes of study
are only ingredients
they need blending
to distribute between learning in
- lessons - events- routines - beyond school
with schools as the broker for learning
- time - place - people
An appetising feast taking account of need, specialism, interest and taste.
Programmes for Learning
Programmes for learning
provides a design framework
focuses upon key attributes for • future learning• pupil engagement• coherence
puts range and content into context
Programmes for learning
offers the learner a ‘bigger picture’• less spoon feeding and regurgitation• less subject hopscotch
picks up key drivers for engagement• purpose• process• audience
1 & 2
Areas of Learning
Knowledge
Audiences
Purposes
Experiencesprimary
primary
Approaches
Childhood
Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future
Mick WatersDirector of Curriculum, QCA 22 October 2008
Making learning matter more
National Middle Schools Forum
Civic Participation
EmploymentEducationTraining
Healthy Lifestyle Choices
Attainment and Achievement
Successful Learners
Confident Individuals
Responsible Citizens
Attitude and Engagement
Values….on reflection….
the personthe learning
What devalues?
linear…a greasy pole exposed
skin deep
a fixed mindset
velcro
can’t recall
can’t do
herding
making connections
plunging
a growth mindset
tailoring and bubble wrap
What values?
contributing
off piste
risks
belonging
the learning the person
Disciplined innovation
thoughtful approach to a learning need
knowing what we are trying to achieve
clear on what success will look like
baseline starting point established
all partners know what is planned and why
with the reasons articulated
Focus of innovation
pupils observing lessons
education visits in RE
transfer of writing skills
eco-occasion
out of school art
cultural heritage
oil painting
enterprise
learning independently
transition in English and mathematics
Focus of innovation
What are we trying to achieve?
How did we organise?
What was the impact?
- how do we know?
What are the common messages and trends?
Programmes of study
based upon attributes needed in the modern age
gives a focus for skills in context
authentic purpose, process and audience…and challenge
helps children take the lead…puts assessment in context
part of an easy network
impact on personal learning and thinking skills evident
improvement in academic performance….where there is room
acknowledges professionalism of teachers
parents should want to know their children are being included
Is innovation worth it?... some observations
Programmes of study
build on what they can already do
pick up the challenge
relish the skills in context
employ dormant personal qualities
take their excitement home
influence their parents through enthusiasm
exceed what they could previously do
Include them in the innovation…and see the results across the range of learning
Children might…
I am a learner
take me places
show me things
Who they are, how they work, what they do, and why?
let me have a go,
let me be me