worcestershire primary curriculum conference november 2009 oct 2009
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TRANSCRIPT
‘The QCA is a fascinating organisation staffed
by responsible adults in suits. It produces tons
of earnest documents, all of them possessing
a single common property, namely that of
reducing their readers’ will to live.’
The Observer
‘Develop a modern, world-class
curriculum that will inspire and
challenge all learners and prepare
them for the future’
“Education only flourishes if it successfully adapts to the demands and needs of the time. The curriculum cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself.”
National Curriculum 1999
A curriculum for the future
Thoughts on change
‘They say that time changes things, but you actually have to change them yourself.’
Andy Warhol
What teachers asked for …
• flexibility to tailor learning to individuals and local circumstances and less prescription
• opportunity to make connections between subjects
• focus on skills such as teamwork, managing self,
• focus on personal development and wellbeing
• opportunity for using and applying skills across the curriculum
• focus on securing the fundamental skills of literacy and numeracy
If we always do what we’ve always done…
• Subjects in hours• Half term topics• Outdoor learning only in EYFS• Literacy and numeracy in the morning• Sit at tables to learn• Learn in groups of six• Have one teacher… who knows everything!
How do you rate the current health of your curriculum in school?
• How well does your curriculum meet the needs of your pupils?
• How much do pupils enjoy learning in your school?
• How much do teachers enjoy learning in your school?
0------------------------------------------10
Poor Excellent
Health check! Time to reflect
The job Jim’s been given …To develop a primary curriculum that will ensure:
• prescription is reduced and flexibility is increased so schools can personalise
• children develop essential literacy, numeracy and ICT skills
• children acquire essential personal, social and emotional attributes
• The curriculum builds on prior learning in the EYFS
• children experience a broad and balanced entitlement to learning and a smooth transition between phases
Key messages from the review
‘a well planned vibrant curriculum recognises that primary children relish learning independently and cooperatively; they love to be challenged and engaged in practical activities; they delight in the wealth of opportunities for understanding more about the world’Sir Jim Rose
Key messages from the review
‘What is set out in the draft programmes of learning represents a national entitlement with full scope for teachers to shape and supplement it.’ Sir Jim Rose
‘How schools choose to organise their curriculum and timetable will remain a matter for them’ Sir Jim Rose
Aims of the curriculum
• The aims of the primary curriculum are to enable all children to become: • successful
learners• confident
individuals• responsible
citizens
The essentials for learning and life
• The essentials are embedded throughout the whole curriculum• literacy, numeracy
and ICT capability• learning and
thinking skills, personal and emotional skills and social skills
Areas of learning
Religious Education is a statutory subject, with a non-statutory programme of study.
Areas of learning
Mathematical understanding
Understanding physical development, health
and wellbeing
Scientific and technological
understanding
– developing children’s understanding of mathematics and its use in everyday life
– developing children’s understanding of what makes an active, healthy and fulfilling life
– developing children’s understanding of the natural and made worlds and the relationship between science and technology
Areas of learning
Understanding the arts
Historical, geographical and social
understanding
– exciting children’s imaginations about the arts and developing their creativity
– developing children’s language and communication skills
– stimulating children’s curiosity about the past and the present and their place in the world
Understanding English, communication and
languages
What’s in an area of learning
• Each area of learning has a common format and includes:• an importance
statement
• essential knowledge
• key skills
• cross-curricular studies
• breadth of learning
• curriculum progression
Thoughts on change
‘Some men see things as they are and say, "Why?" I dream of things that never were and say, "Why not?" ‘
George Bernard Shaw
Thinking and talking about…
The new primary curriculum offers a
fresh look at curriculum design.
What are the principles of designing a curriculum?
What are the different contexts in which learning takes place that we should consider?
What curriculum design looks like in practice for us and for pupils?
Curriculum
Pedagogy Assessment
Interdependence is key
All three elements work together foreffective learning and teaching
Curriculum design – defining what we mean.
In groups please take time to discuss your views of the term ‘curriculum design’.
You may want to consider:• Design rather than ‘plan’• Broad and balanced entitlement• Localising the curriculum• Personalising the curriculum
Problem solving, reasoning and numeracy
Physical development
Personal, social and emotional development
Knowledge and understanding of the world
Communication, language and literacy
Creative development
PSHEPW EW+FC
PEMuMFL RE SCMaICTHiGeEnD & TCiA & D
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Whole curriculum dimensions
Approaches to learning
Components
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
Statutory expectations
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.
Varied and matched to learning need
e.g. enquiry, instruction, active,
practical, theoretical
Assessment is fit for purpose and integral to
learning and teaching
Opportunities for spiritual, moral, social, cultural,
emotional, intellectual and
physical development
In tune with human
development
Assessment develops
learners’ self-esteem and
commitment to their learning
Personalised - offering challenge
and support to enable all learners make progress and
achieve
Assessment uses a wide range of
evidence to encourage learners to
reflect on their own learning
Involve learners
proactively in their own learning
Resource well-matched to
learning needeg. use of time, space, people,
materials
Relevant, purposeful and for a range of
audiences
Environment RoutinesLocationsLessonsLearning outside the classroomEvents Extended hours
Evaluating impact
Accountability measures
To make learning and teaching more effective so that learners understand quality and how to improve
To secure
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Whole curriculum dimensions
Approaches to learning
Components
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
Statutory expectations
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.
Varied and matched to learning need
eg enquiry, instruction, active, practical,
theoretical
Assessment is fit for purpose and integral to
learning and teaching
Opportunities for spiritual, moral, social, cultural,
emotional, intellectual and
physical development
In tune with human
development
Assessment develops
learners’ self-esteem and
commitment to their learning
Personalised - offering challenge
and support to enable all learners to make progress and
achieve
Assessment uses a wide range of
evidence to encourage learners to
reflect on their own learning
Involve learners
proactively in their own learning
Resource well matched to
learning needeg use of time, space, people,
materials
Relevant, purposeful and for a range of
audiences
PSHEPW EW+FC
PEMuMFL RE SCMaICTHiGeEnD & TCiA & D
Problem solving, reasoning and numeracy
Physical development
Personal, social and emotional development
Knowledge and understanding of the world
Communication, language and literacy
Creative development
Environment RoutinesLocationsLessonsLearning outside the classroomEvents Extended hours
Attainment and improved standards
Behaviour and attendance
Further involvement in education, employment or trainingCivic participation Healthy lifestyle choices
Three key questions
3How well
are we achieving our aims?
1What
are we trying to achieve?
2How do we
organise learning?
Involves the whole school community eg learners, parents, teachers, employers,
governors
Chooses assessment fit
for purpose
Creates a continuous
improvement cycle
Uses a wide range of
measures, both qualitative and
quantitative
Uses ‘critical friends’ to offer
insights and challenge
assumptions
Uses information intelligently to
identify trends and clear goals for improvement
Looks at the whole child eg curriculum aims, progress in
skills, subjects and dimensions
Uses a variety of techniques to
collect and analyse
information
• Design learning from critical staring points not content What are we trying to achieve? How will we organise learning? How do we know we are being successful?
• Curriculum design should be rooted in school improvement
• Embed the essentials from the start
• Build capacity and capability in the workforce
• Create a new phase of curriculum designers to sustain better learning and increased capability
Design tool specification
The design process
• Successful learners who enjoy learning, make progress and achieve • Confident individuals who are able to live safe, healthy and fulfilling lives• Responsible citizens who make positive contribution to society
Your school priorities:These might already be identified in your SEF and in your school improvement plan. Priorities might include underachieving group of pupils identified in your data analysis, subjects where achievement needs to be developed, aspects such as community cohesion, ECM outcomes, or other local priorities such as support for newly arrived pupils.
• Essentials for learning and life
• Make a selection from this component which you want to focus on for this periodic plan based on your knowledge of what your pupils need to develop.
Areas of learning Essential knowledge and key skillsMake a selection from this component which you want to focus on for this periodic planbased on your knowledge of what your pupils need to develop.
What would successful learning look like?
Break down the learning into success criteria that can inform the pitch and depth of the learning.
• Essentials for learning and life
• Make a selection from this component which you want to focus on for this periodic plan based on your knowledge of what your pupils need to develop.
What exciting learning opportunities can link these aspects of curriculum
design?
Consider:The breadth of learning
Stimulus or starting pointsAny outcomes / products / events the learning will lead toKey activities and steps in learningThemes DimensionsLocal context – places, people etc
Ofsted Inspection Framework
• The school’s curriculum provides memorable experiences and rich opportunities for high quality learning and wider personal development and well being. The school may be at the forefront of successful innovative curriculum design in some areas…cross curricular provision, including literacy, numeracy and ICT is mainly outstanding.
Grade descriptor – ‘outstanding’
Ofsted Inspection Framework
• The school’s curriculum provides well organised, imaginative and effective opportunities for learning and a broad range of experiences which contribute well to the pupils’ development and well being. The curriculum is adjusted effectively to meet the needs of most groups…cross curricular provision is mainly good…extra curricular opportunities are varied, have high take up and are much enjoyed.
Grade descriptor – ‘Good’
Leadership challenges
• Curriculum stimulates both learners and staff.• Monitor the impact of changes on learning from the start.• Innovations based on need, and well thought out, never
a whim.• Understand and develop a clear philosophy of pupils’
learning. • Involved in networks, often as leaders.• Win hearts and minds of staff, governors, parents and
pupils.Curriculum innovation in schools - Ofsted October 2008
April 2009-September 2011
Formal national consultation-complete
Renewed primary curriculum sent to schools
Launch of new curriculum Sept 2011
Jan 2010Publication and launch of curriculum design guidance, website, handbooks
30 April-24th July 2009
Jan 2010
Secretary of State accepts all of Jim’s recommendations April 2009
Local authority briefing events Early Dec
What can you do now?
• Join our online forums
http://tiny.cc/qcdaprimary
• Register to receive curriculum updates at
www.qcda.gov.uk/ and follow the links to e-newsletters
Thank you
Jayne Bennion (jayne.bennion@qcda.gov.uk)
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