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Curriculum Futures
Looking after learners, today and tomorrow
To develop a modern world-class curriculum that will inspire and challenge all learners and prepare them for the future.
Who said:
“The curriculum is to be thought of in terms of activity and experience rather than of knowledge to be acquired and facts to be stored.”
“Its aim should be to develop in a child the fundamental human powers and awaken him to the fundamental interests of a civilised life … to open out his imagination and his sympathies...”
Hadow Report 1931
Who said this?
• “Children learn best when they see the reason for something, when there are patterns and relationships to help them make connections between one discipline and another”
• “Summative assessment must not lead the curriculum nor dictate the pedagogy used to teach it”
• “Architects of the curriculum need to be brave enough to think of a different curriculum, organised in a way that makes sense to the learner. They must challenge the view that it takes place in a special room, in a particular building, in forty minute periods covering very disparate areas of work”
Maurice Smith HMCI
2006
A new conversation about the curriculum• When we ask a range of people (parents, employers,
governors, pupils) what the aims of education are, they answer in terms of enabling students to:
Communicate well Solve problems Work together in teams Show initiative Work independently Be persistent and show commitment
• These coincide broadly with the aims most schools set themselves.
• They also coincide with the aims contained in the National Curriculum (that few people see to know about!)
We want the curriculum to enable all young people to become:
• successful learners who enjoy learning, make progress and achieve
• confident individuals who are able to live a safe, healthy and fulfilling life
• responsible citizens who make a positive contribution to society.
Curriculum Aims
QCA National Skills
• QCA is also developing a national skills framework. The five key skills are seen as becoming:
•team workers
•creative participators
•self managers
•reflective learners
•independent enquirers
• You will have been consulted about these - they all contribute to work readiness
National Curriculum Thinking Skills Information Processing
Reasoning
Enquiry
Creative thinking
Evaluation
Planning for the qualities• So, we have a wide range of desirable skills and qualities that are
separate from the learning set out in the programmes of study.
• Students learn in school through the lessons they attend, but also through the school’s routines, and the out of hours activities and events it organises.
• Yet, when most schools plan their curricula, they plan for lessons, and do so from the point of view of covering the Programmes of Study.
• The achievement of the aims is in many cases assumed or left to chance.
• We are very good at assessing progress and attainment in the subjects, but possibly not so good at recognising progress in the other aims
Le a
ni n
g
Ex p
eri e
nce
s
The Tudors
Sikhism
Magnetism
FrictionPicasso
Macbeth
Egyptians
Sex Education
Dance
CulturalP
hy
sic
al
Scientif ic
Self-managers Independent enquirers
Reflectivelearners
Teamworkers
Creativeparticipators
Freedom to innovate
‘We know that schools and colleges are most effective when they have the autonomy to innovate …..and adapt to their
local circumstances ..’
White Paper, 2005 p11.32
High quality curriculum design –
A design standard
Curriculum A
Curriculum DCurriculum C
Curriculum B
A system where we anticipate a more diverse and customised curriculum
What are we trying to achieve?
How should we organise learning?
How well are we achieving our aims?Accountability and measures
Attainment and improved standards
Increased EETBehaviour and attendance
Civic participation
Healthy Lifestyle Choices
To secure…
* To make learning and teaching more effective * So that learners understand quality and how to improve *
Assessment fit for purpose
Assessment Building a more open relationship between learner and teacher
Clear learning intentionsshared with pupils
Understood, shared/negotiated success criteria
Celebrate success against agreed success criteria
Advice on what to improve and how to improve it
Peer and self assessment
Peer and self evaluation of learning
Taking risks for learning
Testing Individual target setting
Using error positively
Succ
Whole
Personal Development
Developing individuals…
Whole CurriculumSkills, Knowledge
and Attributes
The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens
Successful learnerswho make progress and achieve
Responsible Citizens who make a positive contribution to society
Enjoy and achieve Safe Healthy Participation Economically active
Skills Functional Skills (Lit/Number/ICT) +
Personal, Learning and Thinking Skills
Personal Development Attitudes and dispositions, determined,
adaptable, learning to learn
To do To know and understand To be
Curriculum Aim
Aim
Five outcomes
Knowledge and UnderstandingBig Ideas that shape the world
Chronology, conflict, scientific method, etc.
Confident Individualswho lead safe and healthy lives
The ‘big picture’ of the curriculum Working draft (April 06)
Areas of Learning
Learning Approaches
National Curriculum
Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social
A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a
range of audiences and purposes – opportunity for learner choice and personalisation
Eng ArtMa Sci ICT DT Hist Geog RECit/PSMfLPEMusic
The curriculum as the entire planned learning experience
Components Lessons
Out of schoolExtended HoursRoutinesEventsLocation Environment