presentation heading curriculum planning · presentation heading subtitle date presenter name...

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Curriculum Planning

& Design

Foundation Level

Date

Presenter name

Module objectives1. To articulate a clear, contextualised and working definition

of ‘the curriculum’

2. To begin to explore the research base behind effective curriculum planning and design

3. To know how best to work with their subject leaders in the design of a whole-school curriculum

4. To consider approaches to identifying what should (and should not) be included within the curriculum in order to drive improvement and progress

5. To explore approaches to embedding this theory into whole school practice

Module objectives1. To articulate a clear, contextualised and working definition

of ‘the curriculum’

2. To begin to explore the research base behind effective curriculum planning and design

3. To know how best to work with their subject leaders in the design of a whole-school curriculum

4. To consider approaches to identifying what should (and should not) be included within the curriculum in order to drive improvement and progress

5. To explore approaches to embedding this theory into whole school practice

Agenda

•What makes an effective curriculum?

•What should be included and why?

•What role do senior leaders have to

play in curriculum planning and

design?

Before we begin…

• Senior curriculum leaders

• Shared language across the whole-school curriculum

• Timetabling

• Long-term application

What makes an effective curriculum?

Curriculum ideologies Pre-work recap

• Scholar Academic

• Social Efficiency

• Learner Centered

• Social Reconstruction

Schiro, M. S. (2012)

Purpose of curricula Pre-work recap

National Curriculum Review 2011

• Level 1: Affirming system-wide educational aspirations for school curricula (System)

• Level 2: Specifying more particular purposes for schools and for their curricula (School)

• Level 3: Introducing the goals for the Programmes of Study for particular subjects. (Subject/Phase)

The curriculum for a maintained school or maintained nursery school satisfies the requirements of this section if it is a balanced and broadly based curriculum which: (a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and (b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

What makes an effective curriculum?

What do Ofsted think?

“The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (intent); for

translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and understanding pupils have

gained against expectations (impact/achievement).”

How Schools can develop a strong curriculum, Cath Murray (Schools Week, July 2017)

What do Ofsted think?

INTENT

IMPLEMENTATION

IMPACT

Expert View: Sean Harford

Does this change your definition?

What’s in and what’s out?

Economic – the education of pupils is expected to contribute to their own future economic wellbeing and that of the nation or region

Cultural – the education of pupils is expected to introduce them to the best of their cultural heritage(s), so that they can contribute to its further development

Social – the education of pupils is expected to enable them to participate in families, communities and the life of the nation; and

Personal – the education of pupils is expected to promote the intellectual, spiritual, moral and physical development of individuals.

Sustainable - that the school curriculum should also contribute to environmental ‘stewardship’

National Curriculum Review 2011

What could this look like?

• Local job market not a priority – most pupils board

• Readiness for positions that require high level qualificationsEconomic

• Identification of the diversity of cultural heritages present and celebration of those

• Identifying, and looking to overcome, stereotypesCultural

• Understanding of the political environment to be able to participant fully within it

• Many pupils live away from their families, considering the implications of this on their social understanding

Social

• Wellbeing as a priority, keeping stress down

• Christianity still the most prevalent religion – supporting this where possible but encouraging understanding of other world faiths

Personal

• Being active and vocal in the world of lobbying for sustainability

• Clear school ethos and values around sustainabilitySustainable

What does this mean for you?

What does this mean for a curricula element?•Ability to grasp key concepts in maths & science will contribute to overall

attainment in the subject – leading to better positioning in the job marketEconomic

•Possible introduction of scientists from a variety of different cultures through this learningCultural

Social

Personal

• Is able to understand the concept of recyclingSustainable

Solids,

Liq

uid

s and G

ase

s

What does that bit do?

National Curriculum Review 2011

• A proximal function – making the next stage of learning possible

• An ultimate function – an enduring and lasting job, which might come into its own later, sometimes much later.

This bit…

leads to this bit, and…

ultimately to this bit….

Christine Counsell's Blog 2017

EYFS –Understanding

the World –Melting,

Differences between snow and rain for eg.

Year 1 –Everyday

Materials –Physical

properties of materials

Year 2 – Use of everyday

materials –squashing,

bending etc.

KS1 – Human and Physical Geography (including weather)

Year 4 – States of Matter

Year 5 –Properties and

changes of materials

KS3 Maths –Compound units egdensity

KS3 Geography – Human and

physical geography

(rocks, weathering, soils etc.)

KS3 Science –Earth and

Atmosphere, Pressure, Physical changes

Ultimate Function

Interaction with,

and anticipation of,

the world around

them and how it

reacts in different

scenarios

Proximal Functions of curricula elements – Solids, Liquids and Gases

1 2 3 4 5 6 7 8 9

Ultimate Function

Proximal Functions of curricula elements 0 Democracy and Parliament

• Core knowledge - is like a residue – the things that stay, the things that can be captured as proposition. Often, such things need to be committed to memory.

• Hinterland knowledge - The act of reading the full novel is like the hinterland. You don’t need the whole novel to get the ‘core’ but it enriches our literacy, reference points, language and understanding.

Learning that doesn’t ‘stick’, but supports the retention of the ‘core’

‘Stuck’

that has

Learning

Christine Counsell's Blog 2017

Lots of changes of state happen when we cook, cooking is fun etc.

Dissolving and recovering a

substance from a

solution

Differences in density

3 states of matter

Core and Hinterland Knowledge – Solids, Liquids and Gases

Core and Hinterland Knowledge – Democracy and Parliament

Links with The Science of Learning

• Limited capacity of working memory and infinite capacity of long term memory

• Reducing cognitive overload

• We need to build and connect knowledge – creating schemas

• Episodic memory is different to semantic memory

• Elaboration and Interleaving can help to build understanding

• Storage strength is how well a piece of knowledge is connected to other pieces of knowledge in your mind

How do you know it’s effective?

Expert View: Tom Sherrington

Expert View: Christine Counsell

What are the questions you could ask as a senior leader?

What do challenges do you foresee?

What will Mastery cover?

• Practise using these concepts using a specific curriculum

plan

•Making links with Assessment module

•Making links with Strategic Planning and Implementing

Change module

• Action planning for your long-term approach

Wrap Up

• What we covered today:

• Your definition of an effective curriculum

• How you decide what is to be included

• Begun to consider your role as senior curriculum leaders

• Next Steps

• Complete the Post-work

• Share this learning with your SLT colleagues and consider whole-

school implications

Module objectives1. To articulate a clear, contextualised and working definition

of ‘the curriculum’

2. To begin to explore the research base behind effective curriculum planning and design

3. To know how best to work with their subject leaders in the design of a whole-school curriculum

4. To consider approaches to identifying what should (and should not) be included within the curriculum in order to drive improvement and progress

5. To explore approaches to embedding this theory into whole school practice

What does this mean for you?

Economic

Cultural

Social

Personal

Sustainable

Economic

Cultural

Social

Personal

Sustainable

Dem

ocra

cy a

nd P

arl

iam

ent

• Minimal unless there are roles in politics of local government or national government in close proximityEconomic

• Part of the ambiguous areas of the prevent agenda involves and understanding of democracy and parliament and its link to British valuesCultural

• The understanding of how people can represent others and influence decisions. School CouncilSocial

• Your own voice matters. This could be voting or being part of the political process through campaigning etcPersonal

• Parliamentary cycles can be relatively short (esp House of Representatives in the USA) therefore can over focus on short term. It is all the more important to remind political parties about their long term commitments to planet and use voting to test manifesto commitments

Sustainable

Dem

ocra

cy a

nd P

arl

iam

ent

1 2 3 4 5 6 7 8 9

Ultimate Function

Proximal Functions of curricula elements - Democracy and Parliament

1 Egyptians Who were the Pharaohs? Who made the decisions?

2 How does your school council work? Why can’t everyone be on school council?

3 Tudors and Stuarts The English Civil War. A battle over who makes decisions on how to run the country

4 Women’s suffrage Why did people die to get the vote?

5 Nazism Why did people reject democracy in favour of autocracy?

7 8 9

Ultimate FunctionPupils understand that

parliament is not simply a building in London, Edinburgh, Cardiff or Belfast, but a way of making decisions for a country based on representation and

elections. They will be aware of strengths and weaknesses

Proximal Functions of curricula elements - Democracy and Parliament

Core and Hinterland Knowledge – Democracy and Parliament

Core and Hinterland Knowledge – Democracy and Parliament

Questions you could ask as a senior leader Challenges you foresee