agenda 09.15 – 10.45 session 1 the story so far….. 11.00 – 12.15 session 2 updates on the...
TRANSCRIPT
Agenda09.15 – 10.45 Session 1 The story so far…..
11.00 – 12.15 Session 2 Updates on the Renewed
Frameworks
13.15 – 13.30 Session 3 BGfL Plus information
13.30 Session 4 Beginning the implementation
process
Renewing the FrameworksAutumn Term 2006
The Story So Far
•National Curriculum – 1989
English Art Mathematics
Science History Geography
Music Physical Education
Design Technology Religious Education
• Content Driven
• National Testing• National Curriculum Levels• National Framework of Inspections
• Literacy Strategy – 1998
• Literacy Framework: Rec/Y1 – Y 6• Literacy Hour• Speaking and Listening• Reading• Writing• Shared, Guided, Plenary• Literacy Consultants• Leading Teachers
• Numeracy Strategy – Sept 1999
• Numeracy Framework: Rec/Y1 – Year 6• Whole Class Teaching• 45 minutes to one hour every day• Oral mental introduction• Main• Plenary• Numeracy Consultants• Leading Teachers
• Foundation Stage• 2000 Curriculum Guidance for the
Foundation Stage• Stepping Stones• Early Learning Goals• 2001 Foundation Stage Profile• Birth to 3 Framework
• Excellence and Enjoyment – May 2003
• Excellent Primary Teaching – Literacy/Numeracy• Character and Innovation – broad rich curriculum• Individualised Learning – needs and abilities• Partnerships – parents, other agencies• Continuous Professional Development• Leadership and Collaboration – leadership at all levels• Skills and Processes, Aspects of learning v Content
National Primary Strategy
Primary Leadership ProgrammeIntensifying Support ProgrammeEnglish as an Additional Language (EAL Pilot)Aiming High PilotSocial Emotional Aspects of Learning (SEAL)Blended LearningUse of ICT/e-learning
Aspects of Learning
enquiryreasoningmotivationempathycommunicationcreative thinkingproblem solvingsocial skillsself-awarenessmanaging feelingsinformation processing
•Excellence and Enjoyment :
Learning and teaching in the Primary Years•Planning and assessment for learning
•Designing opportunities for learning
•Assessment for Learning
•Creating a learning culture
•Conditions for learning
•Classroom community, collaborative and
personalised learning
•Understanding how learning develops
•Progression in key aspects of learning
•Aspects of learning across the curriculum
Every Child Matters Five Outcomes
•Be healthy
•Stay safe
•Enjoy and achieve
•Make a positive contribution
•Achieve economic well-being
Where Next?
Personalised Learning is…
…about tailoring education to ensure that every pupil achieves and reaches the highest standards possible. It is also
about personalising the school experience to enable pupils to focus on their learning
and involve the community.
The Five Components of Personalised Learning
Assessment for Learning
Effective Teaching and Learning
Curriculum Enrichment and Choice
Organising the School for Personalised Learning
Beyond the Classroom
Personalisation
•QCA Futures
•Renewing the Frameworks
•Early Years Foundation Stage
•Remodelling agenda
Curriculum Innovation Networks
Build the vision: re-energise curriculum debate and development • Re-new debate in the moral purpose for education and schools• Create a national climate for curriculum thinking and innovation• 21st Century curriculum: “What does a good one look like?” A design standard not a
prescription.
In a spirit of co-development and investigation• From ‘top down’ to ‘co-designing’ – “sharing” and “borrowing” and making together• Building capacity locally and nationally – “sustainable leadership” • Unleash the energy and ideas of schools and their communities - “Catch-up and stretch” policy• Disciplined innovation and investigation - Identify, stimulate and share best and next practice
Local impact : national consequence• Improving your school: improving the system “School leaders must have a greater stake in
the development of broader education policy.”
What are we trying to achieve?
How to organise learning?
How well are we achieving our aim?
The ‘big picture’ of the curriculum
The ‘big picture’ of the curriculum Working draft (May 06)
Accountability measures
Attainment and improved standards
Reduced NEET
Behaviour and attendance
Civic participation
Healthy Lifestyle Choices
To secure…
Accountability measures
Attainment and improved standards
Reduced NEETBehaviour and attendance
Civic participation
Healthy Lifestyle Choices
To secure…
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
Curriculum Aim
Aim Confident Individualswho lead safe and healthy lives
Developing individuals…
Personal Development Whole CurriculumSkills, Knowledge
and Attributes
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
Five outcomes
Knowledge and UnderstandingBig Ideas that shape the world
Chronology, conflict, scientific method, etc.
The curriculum as the entire planned learning experience
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/PS
MfLPEMusic
The ‘big picture’ of the curriculum Working draft (May 06)
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
* To make learning and teaching more effective * So that learners understand quality and how to improve *
Components Lessons
Out of schoolExtended HoursRoutinesEventsLocation Environment
Reviewing the Frameworks – Five Key Areas that Schools are Encouraged to Consider
Encouraging flexibility in the organisation of the curriculum and the structure of literacy and mathematics lessons
Structuring learning over sequences of lessons as well as within lessons
Raising expectations for all children, especially those at greatest risk of underachievement
More effective use of assessment to inform and direct teaching and learning
Broadening and strengthening pedagogy to include a clearer focus on inclusion, the use of ICT, speaking, listening and learning, and in developing core areas of learning in literacy and mathematics across the curriculum
Wave 1Quality first teaching
Effective whole-school policies and frameworks
Wave 2Catch-up small group
intervention
Wave 3Individualised
support
Within our leadership team how do we …
• share, agree and disseminate our vision, aspirations and improvement strategies with the wider community?
• identify and develop our expertise and define and communicate our roles and responsibilities in supporting our aspirations?
• report back to and support each other and all staff in raising expectations, and in improving teaching and standards for all our children?
• establish whole-school accountability based on common success criteria and ensure accountability to the wider community?
• lead and manage improvement in literacy and mathematics and sustain improvement across the curriculum?
Five Key Questions
Implications?