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Curriculum development portfolio Draft June 2006

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Building a 21st century curriculum Making a difference to learners

A resource for schools joining the curriculum co-development network


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Introduction

QCA is committed to working with schools to develop a modern world-class

curriculum that inspires and challenges all learners and prepares them for life and

work in the 21st century.

Young people are our most precious natural resource. What could be more important

than the curriculum placed before them? The curriculum should be a source of pride,

something that we work together on to make it the very best it can be.

In the coming year QCA will work with schools – headteachers, teachers, parents

and young people – through local authorities and agencies to help them to tailor their

curriculum to better meet the needs of individual learners.

We will encourage schools and their communities to take ownership of the curriculum

and use the framework flexibly and innovatively. We want to unleash the energy and

imagination of all those involved at the frontline, to get everyone thinking about how

the curriculum can best prepare young people for life in the 21st century.

If you want to be part of the co-development network, read on!


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What is this portfolio for?

For any change to your curriculum to be effective it is important that you have

ownership of it. Headteachers that have helped to develop this pack have told us

how important the ‘curriculum conversation’ is – the conversation that clarifies the

vision about what you are seeking to achieve through the curriculum and the

implications of that for curriculum design and measurement.

The purpose of this portfolio is twofold:

1. to give you some workshop materials that you can use to shape the

curriculum conversation in your school or network.

2. to encourage you to keep a record of the curriculum journey you make. This

record will not only help you to recognise success and progress, but also

enable other parts of the curriculum co-development network to learn from

your experiences.


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Your part in the curriculum co-development network

QCA is keen to work with schools who:

• have the desire to make a difference to learners

• are creative, imaginative and willing to take intelligent risk

• will seek, find and implement solutions to the challenges faced by different

groups of learners

• have the capacity and willingness to change things for the better

• are willing to try new things, learn from mistakes and move on

• can help other schools to make a difference for the better.

If you join a co-development network you will need to plan and implement your own

action research project over a defined period of time (anything from one term to one

school year).

Working through agencies, such as the TDA and NCSL, local authorities and other

networks such as ASTs, QCA will help you to finalise and carry out your plan. You

will be supported by your particular network and will be asked to share progress at

agreed times so that other networks can learn from the journey you are making.

In return for this commitment to curriculum co-development, as many schools are

already beginning to find:

• your school is likely to be a better place for everybody

• your learners are likely to be more successful

• your school is likely to be more successful.

You will also be influencing national policy on curriculum, by gathering evidence of

effective curriculum developments and sharing them with QCA. Your examples will

be used to inform QCA’s curriculum advice and guidance.

As part of the curriculum co-development you will automatically receive copies of any

publications produced by the QCA Curriculum Implementation team, including

material coming out of other co-development networks.


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Curriculum co-development activities


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What do we mean - curriculum? Resource: Curriculum big picture diagram (appendix 1)

Purpose To ensure a shared understanding about curriculum as all that a young person

experiences that has been organised in and by the school. The lessons and the

programmes of study are only one part of that.

Activity suggestions In pairs, ask participants to come up with a definition of the word ‘curriculum’. Then

ask each pair to join another pair to share their definitions and agree one definition

for the group of four. Ask each group of four to feedback their definition of curriculum

to the whole group.

Share the ‘curriculum big picture’ diagram. It makes clear that the curriculum is more

than simply lessons or programmes of study. Use this diagram to clarify what is

meant by curriculum. Adapt the group definition of curriculum accordingly.

Thinking points

• Is there a shared understanding about what constitutes the curriculum in your

school?

• In what ways could you ensure that the ‘hidden curriculum’ is no longer

hidden?

Notes


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What are we trying to achieve? Resource: each school’s mission statement; personal, learning and thinking skills

framework (appendix 2); current curriculum aim statement (appendix 3); aims

synthesis (appendix 4)

Purpose To ensure that participants have a clear vision of what they are trying to achieve

through the curriculum.

Activity suggestions Ask each participant to look at their school’s mission statement and to highlight the

key qualities, characteristics or achievements they hope to see in young people at

their school.

Ask the participants to get into small groups. Give each group a large sheet of paper

on which they draw a young person (it can be a stick person). Encourage each

person in the group to write down the words they highlighted from their mission

statement. If there is overlap don’t write the same word twice. As a group decide

whether the words written are a complete description of a well-educated young

person. Give the group time to add more words if they choose.

Now we want to be clear about whether the words written on the sheet are skills,

pieces of knowledge or personal qualities or characteristics. Draw a line from each

word to the appropriate part of the body, following the key below:

Skill Hand

Knowledge Brain

Personal quality Heart

Display the diagrams around the room.

Many of the words written on the large sheets will have been classified as skills.

Share the latest version of the personal, learning and thinking skills framework as an

example of one way of classifying the skills that are desirable for all young people to

develop. This is a resource for schools to use and develop if they wish.

Share the existing curriculum aim statement with the whole group. Explain that QCA,

working with headteachers, teachers, young people, advisers and academics, has


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synthesised these aims into three short statements, closely related to the Every Child

Matters (ECM) agenda. Share the synthesised version of the aims. Ask participants

to compare the synthesised aims with the kind of things they wrote on the sheets that

are now on display around the room. (Note: The three statements summarise the

national statement of what a curriculum should be designed to achieve. The bullet

points are simply indicators that can be moulded to fit each school’s context.)

Thinking points

• What is your school’s shared vision for your young people?

• How can you make sure that young people, parents, governors, local

communities and local businesses all share that vision?

Notes


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How do we build a curriculum to achieve those aims? Resource: Curriculum big picture (again); examples of different curriculum

innovations already going on in schools

Purpose To help participants to consider different ways of building a curriculum that will help

to develop the characteristics, personal qualities etc in young people identified

through the previous activity.

Activity suggestions Introducing the impact model

There is a belief that a curriculum that is better tailored to meet the needs and

interests of young people will help them to make better progress and achieve. The

model above is referred to as the ‘impact model’ where even a small shift away from

a rigid, one-size fits all approach to a more tailored, personalised approach could

have a significant impact on young people. That impact could be evident on a range

of metrics - standards, achievement, behaviour, attendance, attitudes to learning,

staying on rates … the list could go on.

The reason for sharing this model is to reinforce the message that this work is not

about curriculum innovation for the sake of curriculum innovation – the only reason

for being innovative with our curriculum is to make sure that it helps more of our

Towards a more personalised curriculum

Mor

e po

sitiv

e im

pact

Rigid, one-size fits all

Personalised and tailored to meet needs and interests


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young people to become successful learners, confident individuals and active and

responsible citizens.

So how much curriculum freedom do we have?

Ask participants to look once again at the curriculum big picture and to discuss the

middle section about how learning can be organised. Discuss the extent to which

coverage of subjects dominates their curriculum thinking and planning. How could

the other curriculum components have a greater influence?

QCA have worked with some headteachers who suggested that it could be useful to

consider the ‘who, what, when, where and how’ of curriculum.

Draw a horizontal line on six sheets of A3 paper to illustrate the move towards a

more personalised, tailored curriculum. Put a different heading on each sheet of

paper to pick up one aspect of curriculum about which there are choices to be made,

WHEN?

Time is allocated according to learning

need

WHAT?

Learning activities are selected to promote the aims of the curriculum and to maximise

learners’ progress

WHO?

A range of people are involved in

providing learning experiences

WHERE?

Learning takes place in a range of contexts

and settings

THE LEARNER

Learning activities are arranged to help all learners

meet the curriculum aims and achieve well

HOW?

Methods and approaches fit the needs of learners and the ways in which

they learn


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eg use of time; involving learners; where learning takes place; who teaches etc. then

ask participants to write a descriptor of that aspect at each end of the line, ie when it

is interpreted rigidly and what it would look like if that aspect of curriculum was being

used flexibly. It might look something like this:

Using time

Involving learners in curriculum decisions

One of the key messages about successful curriculum innovation has been the

involvement of young people. Ask participants to discuss ways in which they already

involve young people in decisions about their curriculum. Ask them to suggest other

ways in which they could be involved.

If… then…

So now we get to the heart of it – linking what we say we want to achieve though our

curriculum with how we actually do it. Ask participants to select one aspect of their

mission statement or the curriculum aims and use it to complete the ‘if…’ part of the

sentence. Then ask them to complete the ‘then… part of the statement.

For example

If we want young people to have enquiring minds and to think for themselves

then we need to:

• find out from our pupils what interests and excites them, what they are keen to learn and respond to that in our curriculum plan

• present problems to the children, rather than solutions, and facilitate the pupils finding out for themselves. These problems need to be real or realistic so the children care about finding solutions

• scaffold approaches for effective research

• build in experiences that challenge the pupils to think, ie throw in unexpected information that challenges the status quo, etc

Towards a more personalised curriculum

Time for learning is rigidly dictated by the timetable

Time is used flexibly, informed by nature of learning need


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The power of networks

Encourage delegates to reflect on curriculum innovations they have already

introduced or that they know about from another school (can be done through a bring

and brag approach). By working together and sharing ideas curriculum innovation

can seem far less daunting.

Thinking points

• What would be the most helpful starting point for your school in moving

towards a more personalised curriculum that will help you to better achieve

the aims you’ve agreed?

• In what ways could you involve young people and other community members

in shaping the curriculum experience they have?

Notes


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How will we know whether we are achieving our aims? Resource: none

Purpose To help participants to consider how they will evaluate the effectiveness of their

curriculum and continue improving it.

Activity suggestions This activity follows on from the If… then… exercise. Take the ‘if’ part of the

statement (ie we want young people who have enquiring minds and can think for

themselves) and ask each participant to describe what they typically see in their

school now. Then ask each participant to describe what he or she would like it to be

like (the signs of success).

For example:

We want young people to have more enquiring minds and to think better for

themselves

What it is like now What I want it to be like There are a number of children in each year group that don’t really engage and challenge themselves. They don’t seem switched on by or interested in what they are learning. They seldom are proactive in their learning, rather waiting to be told what to do. They are interested in the right answer rather than in the process of getting to it.

I’d like these children to: • ask more probing questions about

what they are learning • make suggestions and share their

own thoughts and ideas more readily • identify for themselves reasons for

finding out information and initiate research for themselves and others

• recognise and question apparent contradictions

• make links between different areas of knowledge that will inform their questions

• be able to research on their own and with others, questioning sources of information for validity and reliability

• reflect on what and how they have learnt

Ask participants to consider whether there is any quantitative information that could

be collected to help them to recognise the progress they are making in this area?

What methods and tools could they use to collect that information?


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Is there any qualitative information that could be collected to help recognise the

progress being made in this area? What methods and tools could be used to collect

that information?

Here are some suggestions relating to the example given above:

We will: • establish quality criteria for a good piece of research and evaluate changes in

standard of pupils’ research work over the term • ask an independent observer to watch classes for short periods over several

weeks to note behaviours and quality of questioning – observer will be unaware of who is in target group

• write a short description of the typical behaviours demonstrated by the target group of pupils in relation to the objective at the start and end of the research

• make short notes after each session, commenting on how the target group had been, what they had done and what they now know

• talk with the children about how they felt about what and how they were learning – note positive changes in learning behaviours

Broadening the metric

QCA is working with headteachers to look at a range of metrics that could be used to

evaluate an effective curriculum. Ask participants to discuss how they would like the

effectiveness of their curriculum to be judged.

National curriculum test results 5 A*-C at GCSE

?

?

?

? Your curriculum


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Thinking points

• What you test tends to be what you get. In what ways can you ensure that the

summative national tests don’t skew the whole curriculum experience for the

young people in your school?

• How would you like to demonstrate the effectiveness of the curriculum in your

school?

Notes


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Moving forward Resource: Action planning sheet and completed example

Purpose To help participants to put together an action plan to make appropriate and relevant

changes to their curriculum.

Activity suggestions Introducing an action research model

Teachers and headteachers that have become curriculum co-developers have found this

action research approach to be helpful in keeping their curriculum development

manageable. They have completed the following action research plan to focus their

curriculum work and it has enabled them to recognise and celebrate their successes.

Thinking points

• What could be the focus of your curriculum development?

• How can the network best provide the support you might need?

start


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ACTION RESEARCH PLAN (1)

School name: ………………………………………………………………………………

Main contact: ………………………………………………………………………………

Telephone number: ……………………………………………………………………….

E mail: ………………………………………………………………………………………..

Identifying what you want to achieve Schools involved in an action research project as part of a curriculum co-development

network are working towards increasing the number of learners who consistently

display one or more of the characteristics described in the aims of the curriculum, listed

under the headings of:

• successful learners

• confident individuals

• responsible citizens.

Choose ONE of the following or select your own.

We would like to focus on helping our learners to:

be more creative, resourceful and better able to solve problems

have more enquiring minds and think better for themselves

understand better how they learn and learn from their mistakes

develop a better sense of self worth and belief in themselves

become increasingly independent, take the initiative and organise themselves well

work cooperatively with others and in teams

respect others and act with integrity

feel that they can change things for the better

____________________________________________________________

____________________________________________________________

____________________________________________________________


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ACTION RESEARCH PLAN (2) We are focusing on increasing young people’s capacity to ……………………………………………………………………………………… Target group: …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… This action research will last: 1 term 2 terms 1 school year (Please as appropriate) What do you want to achieve? This should be about the difference you will see in your pupils and relate to the objective above. What will they know and understand? What will they be able to do? How will they be different to the way they are now?

How will you organise learning? What are you going to do to help your pupils achieve the objectives set? Your strategies are likely to relate to curriculum content and organisation, approaches to learning, the use of time in and out of lessons, the use of space, facilities, equipment and staffing.

How well are we achieving our aim? How will you know your strategies are making a difference? What measures will you use to demonstrate impact? The methods you use to collect information need to be relevant and manageable. Remember to measure your baseline and the progress your pupils make.

When we have achieved our objective, our target group of children will:

•

We will:

•

We will:

•


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ACTION RESEARCH PLAN (EXAMPLE) We are focusing on helping our learners to have more enquiring minds and think better for themselves Target group: There are a number of children in each year group that don’t really engage and challenge themselves or seem switched on by or interested in what they are learning. Although we will use the strategies with all children, we will focus the impact study on particular children identified by each teacher. This action research will last: 1 term 2 terms 1 school year (Please as appropriate) What do you want to achieve? This should be about the difference you will see in your pupils and relate to the objective above. What will they know and understand? What will they be able to do? How will they be different?

How will you organise learning? What are you going to do to help your pupils achieve the objectives set? Your strategies are likely to relate to curriculum content and organisation, approaches to learning, the use of time in and out of lessons, the use of space, facilities, equipment and staffing.

How well are we achieving our aim? How will you know your strategies are making a difference? What measures will you use to demonstrate impact? The methods you use to collect information need to be relevant and manageable. Remember to measure your baseline and the progress your pupils make.

When we have achieved our objective, our target group of children will:

• ask more probing questions about what they are learning

• make suggestions and share their own thoughts and ideas more readily

• identify for themselves reasons for finding out information and initiate research for themselves and others

• recognise and question apparent contradictions

• make links between different areas of knowledge that will inform their questions

• be able to research on their own and with others, questioning sources of information for validity and reliability

• reflect on what and how they have learnt

We will:

• find out from our pupils what interests and excites them, what they are keen to learn and respond to that in our curriculum plan

• present problems to the children, rather than solutions, and simply facilitate the pupils finding out for themselves. These problems need to be real or realistic so the children care about finding solutions

• start each new unit with some material designed to stimulate debate and a question thought-shower. What are the children interested to know about this?

• scaffold approaches for effective research

• build in experiences that challenge the pupils to think, ie throw in unexpected information that challenges the status quo

• build in an event or presentation to an audience that matters

We will:

• establish quality criteria for a good piece of research and evaluate changes in standard of pupils’ research work over the term

• an independent observer will watch class for short periods over several weeks to note behaviours and quality of questioning – observer will be unaware of who is in target group

• write a short description of the typical behaviours demonstrated by the target group of pupils in relation to the objective at the start and end of the research

• make short notes after each session, commenting on how the target group had been, what they had done and what they now know

• talk with the children about how they felt about what and how they were learning – note positive changes in learning behaviours


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Keeping in touch

Network coordinator

Name:

Email:

Direct line:

QCA

Name:

Email:

Direct line:

Other contacts in this co-development network

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Notes

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Appendices

1. Draft curriculum big picture

2. Personal, learning and thinking skills framework

3. Values, aims and purposes of the English curriculum

4. Aims of the English curriculum (synthesised)

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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

Assessment fit for purpose

Assessment Building a more open relationship between learner and teacher

Clear learning intentions shared 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

Personal Development

Developing individuals…

Whole Curriculum Skills, 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 A&D Ma Sci ICT DT Hist Geog RE Cit/PS MfLPEMusic

The curriculum as the entire planned learning experienceComponents Lesson Out of schoolExtended HoursRoutinesEventsLocation Environment

Appendix 1

A FRAMEWORK OF PERSONAL, LEARNING AND THINKING SKILLS 11-19 IN ENGLAND

The framework comprises six groups of skills that, together with the functional skills of English, mathematics and ICT, are essential to success in learning, life and work. In essence the framework captures the essential skills of: managing self; managing relationships with others; and managing own learning, performance and work. It is these skills that will enable young people to enter work and adult life confident and capable. The titles of the six groups of skills are set out below. For each group there is a focus statement that sums up the range of skills. This is followed by a set of outcome statements that are indicative of the skills, behaviours and personal qualities associated with each group. Each group is distinctive and coherent. The groups are also inter-connected. Young people are likely to encounter skills from several groups in any one learning experience. For example an Independent enquirer would set goals for their research with clear success criteria (Reflective learner) and organise and manage their time and resources effectively to achieve these (Self-manager). In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of learning contexts 11-19.

Self-managers

Creative thinkers

Independent enquirers

Reflective learners

Team workers

Effective participator

Appendix 2

The Skills

Creative thinkers Focus: Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Young people:

• generate ideas and explore possibilities • ask questions to extend their thinking • connect their own and others’ ideas and experiences in inventive ways • question their own and others’ assumptions • try out alternatives or new solutions and follow ideas through • adapt ideas as circumstances change

Reflective learners Focus: Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.

Young people:

• assess themselves and others, identifying opportunities and achievements • set goals with success criteria for their development and work • review progress, acting on the outcomes • invite feedback and deal positively with praise, setbacks and criticism • evaluate experiences and learning to inform future progress • communicate their learning in relevant ways for different audiences

Independent enquirers

Focus: Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.

Young people:

• identify questions to answer and problems to resolve • plan and carry out research, appreciating the consequences of decisions • explore issues, events or problems from different perspectives • analyse and evaluate information, judging its relevance and value • consider the influence of circumstances, beliefs and feelings on decisions and

events • support conclusions, using reasoned arguments and evidence

QCA\

The Skills

Team workers Focus: Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.

Young people: • collaborate with others to work towards common goals • reach agreements, managing discussions to achieve results • adapt behaviour to suit different roles and situations • show fairness and consideration to others • take responsibility, showing confidence in themselves and their contribution • provide constructive support and feedback to others

Self-managers Focus: Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self- improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Young people:

• seek out challenges or new responsibilities and show flexibility when priorities change • work towards goals, showing initiative, commitment and perseverance • organise time and resources, prioritising actions • anticipate, take and manage risks • deal with competing pressures, including personal and work-related demands • respond positively to change, seeking advice and support when needed

Effective participators Focus: Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Young people:

• discuss issues of concern, seeking resolution where needed • present a persuasive case for action • propose practical ways forward, breaking these down into manageable steps • identify improvements that would benefit others as well as themselves • try to influence others, negotiating and balancing diverse views to reach workable

solutions • act as an advocate for views and beliefs that may differ from their own

QCA\

Values, aims and purposes of the English curriculum The school curriculum comprises all learning and other experiences that each school plans for its pupils. The National Curriculum is an important element of the school curriculum. Values and purposes underpinning the school curriculum Education influences and reflects the values of society, and the kind of society we want to be. It is important, therefore, to recognise a broad set of common values and purposes that underpin the school curriculum and the work of schools. (In planning their curriculum, schools may wish to take account of the statement of values finalised after widespread consultation by the National Forum for Values in Education and the Community (May 1997).) Foremost is a belief in education, at home and at school, as a route to the spiritual, moral, social, cultural, physical and mental development, and thus the well-being, of the individual. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the enduring values that contribute to these ends. These include valuing ourselves, our families and other relationships, the wider groups to which we belong, the diversity in our society and the environment in which we live. Education should also reaffirm our commitment to the virtues of truth, justice, honesty, trust and a sense of duty. At the same time, education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work. In particular, we need to be prepared to engage as individuals, parents, workers and citizens with economic, social and cultural change, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid expansion of communication technologies.

Appendix 3 (4 pages)

QCA\

Aims for the school curriculum If schools are to respond effectively to these values and purposes, they need to work in collaboration with families and the local community, including church and voluntary groups, local agencies and business, in seeking to achieve two broad aims through the curriculum. These aims provide an essential context within which schools develop their own curriculum. Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and to achieve. The school curriculum should develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the best possible progress and the highest attainment for all pupils. It should build on pupils’ strengths, interests and experiences and develop their confidence in their capacity to learn and work independently and collaboratively. It should equip them with the essential learning skills of literacy, numeracy, and information and communication technology, and promote an enquiring mind and capacity to think rationally. The school curriculum should contribute to the development of pupils’ sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain’s diverse society and of the local, national, European, Commonwealth and global dimensions of their lives. It should encourage pupils to appreciate human aspirations and achievements in aesthetic, scientific, technological and social fields, and prompt a personal response to a range of experiences and ideas. By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum should enable pupils to think creatively and critically, to solve problems and to make a difference for the better. It should give them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. It should also develop their physical skills and encourage them to recognise the importance of pursuing a healthy lifestyle and keeping themselves and others safe. Aim 2: The school curriculum should aim to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. The school curriculum should promote pupils’ spiritual, moral, social and cultural development and, in particular, develop principles for distinguishing between right and wrong. It should develop their knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies. The school curriculum should pass on enduring values, develop pupil’ integrity and autonomy and help them to be responsible and caring citizens capable of contributing to the development of a just society. It should promote equal opportunities and enable pupils to challenge discrimination and stereotyping. It should develop their awareness and understanding of, and respect for, the environments in which they live, and secure their commitment to sustainable development at a personal, local, national and global level. It should also equip pupils as consumers to make informed judgements and independent decisions and to understand their responsibilities and rights.

QCA\

The school curriculum should promote pupils’ self-esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community. It should develop their ability to relate to others and work for the common good. It should enable pupils to respond positively to opportunities, challenges and responsibilities, to manage risk and to cope with change and adversity. It should prepare pupils for the next steps in their education, training and employment and equip them to make informed choices at school and throughout their lives, enabling them to appreciate the relevance of their achievements to life and society outside school, including leisure, community engagement and employment. The interdependence of the two aims These two aims reinforce each other. The personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and to achieve. Development in both areas is essential to raising standards of attainment for all pupils. The national framework and the purposes of the National Curriculum The two broad aims for the school curriculum are reflected in section 351 of the Education Act 1996, which requires that all maintained schools provide a balanced and broadly based curriculum that:

• promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society

• prepares pupils at the school for the opportunities, responsibilities and experiences of adult life.

The Act requires the Secretary of State, local authorities and the governing body and headteacher to take steps to achieve these requirements. The Secretary of State meets his responsibilities in this area by providing a national framework which incorporates the National Curriculum, religious education and other statutory requirements. This framework is designed to enable all schools to respond effectively to national and local priorities, to meet the individual learning needs of all pupils and to develop a distinctive character and ethos rooted in their local communities.

The four main purposes of the National Curriculum To establish an entitlement The National Curriculum secures for all pupils, irrespective of social background, culture, race, gender, differences in ability and disabilities, an entitlement to a number of areas of learning and to develop knowledge, understanding, skills and attitudes necessary for their self-fulfilment and development as active and responsible citizens. To establish standards The National Curriculum makes expectations for learning and attainment explicit to pupils, parents, teachers, governors, employers and the public, and establishes national standards for the performance of all pupils in the subjects it includes. These standards can be used to set targets for improvement, measure progress towards those targets, and monitor and compare performance between individuals, groups and schools. To promote continuity and coherence The National Curriculum contributes to a coherent national framework that promotes curriculum continuity and is sufficiently flexible to ensure progression in pupils’ learning. It facilitates the transition of pupils between schools and phases of education and provides a foundation for lifelong learning. To promote public understanding The National Curriculum increases public understanding of, and confidence in, the work of schools and in the learning and achievements resulting from compulsory education. It provides a common basis for discussion of educational issues among lay and professional groups, including pupils, parents, teachers, governors and employers. Developing the school curriculum While these four purposes do not change over time, the curriculum itself cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself. Teachers, individually and collectively, have to reappraise their teaching in response to the changing needs of their pupils and the impact of economic, social and cultural change. Education only flourishes if it successfully adapts to the demands and needs of the time.

Aims of the English curriculum (synthesised)

Successful learners who… Confident individuals who… Responsible citizens who…

• have the essential learning skills of literacy, numeracy and information and communication technology

• are creative, resourceful and able to solve problems

• have enquiring minds and think for themselves to process information, reason, question and evaluate

• communicate well in a range of ways • understand how they learn and learn from

their mistakes • are able to learn independently and with

others • know about big ideas and events that shape

our world • enjoy learning and are motivated to achieve

the best they can now and in the future.

• have a sense of self-worth and believe in themselves

• relate well to others and form good relationships

• are self-aware and deal well with their emotions

• have secure values and beliefs • become increasingly independent, are able

to take the initiative and organise themselves • make healthy lifestyle choices • are physically competent and confident • take managed risks and stay safe • recognise their talents and have ambitions • are willing to try new things and make the

most of opportunities • are open to the excitement and inspiration

offered by the natural world and human achievements.

• are well prepared for life and work • are enterprising • are able to work cooperatively with others • respect others and act with integrity • understand different cultures and traditions

and have a strong sense of their own place in the world

• appreciate the benefits of diversity • challenge injustice, are committed to human

rights and strive to live peaceably with others

• maintain and improve the environment, locally and globally

• take account of the needs of present future generations in the choices they make

• feel that they can change things for the better.

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 safe, healthy and fulfilling lives

• responsible citizens who make a positive contribution to society.

Appendix 4

building a 21 century curriculum - home - devon county …€¦ · · 2007-12-03curriculum...

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