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INSETJanuary 26th 2012

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Jobs

Ian Fisher- VLE 3.45-4pm

T&L 1 - 4.4.30pm

Curriculum Review - 4.30-5pm

Team building - 5-5.15

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VLE

Ourrole

Timescale

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Teaching and Learning

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MEDIA

Using props and

cameras

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Curriculum reviewCurriculum reviewreverse planningreverse planning

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NATIONAL Curriculum reviewNATIONAL Curriculum reviewOUR Aim:OUR Aim:

Toevaluate thewhole curriculum.Toevaluate thewhole curriculum.

Objectives include:Objectives include:

Reviewing long and short term curriculum plans across theschool.Reviewing long and short term curriculum plans across theschool.

Outcomes to include:Outcomes to include:

Responding to OFSTED feedback on challenge in KS3.Responding to OFSTED feedback on challenge in KS3.

Preparing forpending curriculum reforms.Preparing forpending curriculum reforms.

And as a Faculty:And as a Faculty:

To plan forthe provision of appropriate progression routes toenhanceTo plan forthe provision of appropriate progression routes toenhancestudentsopportunities and access to qualificationsstudentsopportunities and access to qualifications and, therefore,and, therefore,be able tobest meet the needsof all students.be able tobest meet the needsof all students.

Or in English: what do they need to learn when they are 11 to allowOr in English: what do they need to learn when they are 11 to allowthem to dooursubjectswhen they are 14?them to dooursubjectswhen they are 14?

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Level)Level)

A lot ofemphasison developing the curriculum toA lot ofemphasison developing the curriculum to

comparewith thehighest achieving educationcomparewith thehighest achieving education

systems in theworld especially those in the fareastsystems in theworld especially those in the fareast

and Canada.and Canada.

Expectation forkey subject knowledge tobe inExpectation forkey subject knowledge tobe in

placeearlier.placeearlier.

Changes in approach to certain subjects and reChanges in approach to certain subjects and re--

asserting a hierarchy ofsubjects tobe taught.asserting a hierarchy ofsubjects tobe taught.

HOW DO WE FEEL ABOUT THIS?HOW DO WE FEEL ABOUT THIS?

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EXAMPLEEXAMPLE(In reference to the ComputerGames industry where until 2 years(In reference to the ComputerGames industry where until 2 years

agowewere the 3agowewere the 3rdrd most successful country worldwidemost successful country worldwide now 6now 6thth!)!)

The industriessufferfrom an education system that doesntThe industriessufferfrom an education system that doesntunderstand theirneeds. This isreinforced by a school curriculumunderstand theirneeds. This isreinforced by a school curriculumthat focuses in ICT on officeskillsratherthan the morerigorousthat focuses in ICT on officeskillsratherthan the morerigorouscomputerscience and programming skillswhichhighcomputerscience and programming skillswhichhigh--tech industriestech industrieslikevideo games and visual effects need.likevideo games and visual effects need.

As the curriculum is overhauled and syllabuses are broughtAs the curriculum is overhauled and syllabuses are broughtinto line with the most challenging in the developed world, weinto line with the most challenging in the developed world, weneed to look to places like Singapore and Finland so that theneed to look to places like Singapore and Finland so that thecomputing and artistic skills that are vital to highcomputing and artistic skills that are vital to high--tech, creativetech, creativeindustries are given the impetus they needindustries are given the impetus they need..

(NextGen(NextGen Livingston Hopereport 2011)Livingston Hopereport 2011)

HOW MIGHT THIS AFFECT ICT IN SCHOOL?HOW MIGHT THIS AFFECT ICT IN SCHOOL?

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Confirmed curriculum changesConfirmed curriculum changes

Change to linearGCSE in all subjects fromChange to linearGCSE in all subjects from

September2012.September2012.

Raising participation age (current Year9s until ageRaising participation age (current Year9s until age

17, current Year8 to age 18).17, current Year8 to age 18).

The National Curriculum will not be thesame inThe National Curriculum will not be thesame in

September2014.September2014.

What effects might thishaveon yoursubject area?What effects might thishaveon yoursubject area?

How might you respond to this?How might you respond to this?

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What else isbeing discussed?What else isbeing discussed?

Slimming down the National Curriculum to allow forSlimming down the National Curriculum to allow for

schools to design their own curriculumschools to design their own curriculum to meet theto meet the

needsof theirown students.needsof theirown students.

Revising attainment targets tobe focused on learningRevising attainment targets tobe focused on learning

outcomesbased on essential knowledge.outcomesbased on essential knowledge.

Focuson developing useoforal language in all subjects.Focuson developing useoforal language in all subjects.

Reviewing thestructure/duration of Key Stages 3 and 4.Reviewing thestructure/duration of Key Stages 3 and 4.

Could this affect you faculty? Ifsohow?Could this affect you faculty? Ifsohow?

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What else isbeing discussed?What else isbeing discussed?

But most significantly forusBut most significantly forus

Coresubjects forKey Stages 1Coresubjects forKey Stages 1--4 remain as4 remain asEnglish, mathematics and Science.English, mathematics and Science.

Foundation subjects forKey Stages 1Foundation subjects forKey Stages 1--4 should be4 should be

geography, history and physical educationgeography, history and physical education..MFLMFL should be a foundation subject at Key Stagesshould be a foundation subject at Key Stages22--4.4.

If these changes to KS4 happen, they could affect thisIf these changes to KS4 happen, they could affect thisyears Year7 cohort.years Year7 cohort.

But wewill not find out forcertain until SeptemberBut wewill not find out forcertain until September

2013 (only in a yearadvance).2013 (only in a yearadvance).

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The 10,000 HourRuleThe 10,000 HourRuleSocial scientistssay it takes 10,000 hours tobecome anSocial scientistssay it takes 10,000 hours tobecome anexpert at something.expert at something.

In ourterms this is ten roughly ten yearsIn ourterms this is ten roughly ten years so tobecomeso tobecomean expert writer, musician, artist, footballer, etc.an expert writer, musician, artist, footballer, etc. it takesit takesconsistent hard work overa sustained period of timeconsistent hard work overa sustained period of time

From age 5 to 16 a child has lessons for5 hours perdayFrom age 5 to 16 a child has lessons for5 hours perday(minimum) for190 dayseach year.(minimum) for190 dayseach year.

Thisequals 10,500 hoursThisequals 10,500 hours enough time tobecomeenough time tobecomeexpert at what?expert at what?

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What skills do you need to masteryourWhat skills do you need to masteryour

subject?subject?What would mastery (being an expert) looks like inWhat would mastery (being an expert) looks like in

ICT / BUSINESS / ECONOMICS /MEDIA?ICT / BUSINESS / ECONOMICS /MEDIA?

Think about crucial skills/core knowledge/what youThink about crucial skills/core knowledge/what you

assubject specialists think is the most importantassubject specialists think is the most important

aspect of yoursubject.aspect of yoursubject.

Do not be constrained by the current NationalDo not be constrained by the current NationalCurriculum / GCSE and ACurriculum / GCSE and A--level Specificationsbutlevel Specificationsbut

ratherthink about what isessential in termsofskillsratherthink about what isessential in termsofskills

forthosesubjects.forthosesubjects.

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A COMMUNICATIONS ANDA COMMUNICATIONS AND

ENTERPRISE Curriculum forourENTERPRISE Curriculum forour

studentsstudents

Starting from your ideasof mastery, work backwardsStarting from your ideasof mastery, work backwards(from age 18) to design theskills/content that you think our(from age 18) to design theskills/content that you think ourcurriculum should be designed aroundcurriculum should be designed around ie. a 7 yearie. a 7 yearcurriculum plan.curriculum plan.

How might out faculty contribute to thisbeyond ICTHow might out faculty contribute to thisbeyond ICTprovision?provision?

The Schools Overall Curriculum Aims for reference:

In order to develop the learning values and skills, and to become the Brentford Girl,

our curriculum will: Inspire a thirst for learning

Engage all girls in inquisitive and reflective learning

Provide flexible approaches recognising the learning needs of the girls

Allow girls to follow appropriate pathways to achieve their desired goal

Provide a breadth of learning experience reflecting the multi-cultural and

technological world

Enable students to become skilled 21st century citizens

10mins10mins

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Next stepsNext steps

Curriculum designs from today will be typed up andCurriculum designs from today will be typed up and

emailed to Faculty forcomment /furtherdiscussion inemailed to Faculty forcomment /furtherdiscussion in

departments during subject briefingsbeforehalf term.departments during subject briefingsbeforehalf term.

Subject Leaderswill be asked to provide a folderof allSubject Leaderswill be asked to provide a folderof allcurrent schemesofwork (admin support tocurrent schemesofwork (admin support to

print/photocopy/collate) by Wednesday 22print/photocopy/collate) by Wednesday 22ndnd February.February.

Feedback from reviewwill be at a wholeschool levelFeedback from reviewwill be at a wholeschool level

to feed into the new Curriculum Policy.to feed into the new Curriculum Policy.

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CompetitionPlanning

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TEAMS

Marios, Noorjan &Chris - thebusiness

plan

Ketan, Karen & Tim -the marketing plan

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BRENTFORDS STUDENT

OLYMPIC BID

Plan

Thebrief

Theexpectations

Theoutcomes

Thejudging and

rewards