Shaping a Curriculum for the 21st CenturyRethinking the Primary Curriculum conference – 25 May 2006

Our aims:

to get you to think about curriculum

to share some of our work with schools… and developing materials

to invite you join in

and enjoy possibilities

Welcome…

Mick WatersDirector of CurriculumQualifications and Curriculum Authority

‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

A Changing Society…

technology

an ageing population

the gap between rich and poor

global culture and ethnicity

changing maturity levels in schools

expanding knowledge of learning

a changing economy

The Curriculum

The curriculum should be treasured. There should be real pride in ‘our’ curriculum: the learning that the nation has decided it should set before its young. Teachers, parents, the wider education community, the employment community, the media and the public at large should all see the curriculum as something that they embrace, support and celebrate. Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers to them.

Some curriculum possibilities

what is the curriculum?

a curriculum for the future

a curriculum standard

working with system leaders

The entire planned learning experience

lessons, events, routines, extended hours

outside school• Clubs• Local band• Charity work• Part-time job

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 improve *

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

Succ

Whole

Personal Development

Developing individuals…

Whole CurriculumSkills, 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 (May 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 ArtMa Sci ICT DT Hist Geog RECit/PSMfLPEMusic

The curriculum as the entire planned learning experience

Components Lessons

Out of schoolExtended HoursRoutinesEventsLocation Environment

A Standard for the Curriculum

the universal element the unique elements

local authority issues school cluster potential individual school characteristics

based on five outcomes the school as ‘broker’ of flexibility

time space people

to entire planned learning experience the community ‘signs up’

Outcome Implication Experience Subject & Theme Out ofSchool

Participation

Respect

Common Good

Contribution

Sacrifice

Investment

Charity Efforts

Government

School Council

Famous philanthropists

Tending plants

War

Faith principles

Concept of returnsCaring for creatures

Team Sport

Team Project: performance

Anti-litter, pollution

Community Art

Jobs

Communication

Local community challenge

Citizenship

Science

History

History, Science

Citizenship

Social Studies

Religious Education

Statistics

English, ICT

Physical education

Sculpture

Routines

Science, Citizenship

Drama, Music

Science

Citizenship

Outcome Implication Experience Subject &Theme

Out ofSchool

Safe Art/ English

PSHE

English

Maths

PSHE

PE

Enterprise

Maths

Citizenship

Drug awareness

Adventure

Art/ Lit.criticism

financial literacy

First Aid

wolf behind the door

start a business

stock marketchallenge

speaking out/objecting

Precaution

Remediation andRepair

Risk

Cubs and Browniesdance grouplocal bandcharity workhobby school newspaper 'buddy' schemelibrary use

being healthy

stay safe

enjoying and achieving

making a positive contribution

economic well-being

TeacherLearning MentorLocal PoliceHealth VisitorLibrarianSENCO

being healthy

stay safe

enjoying and achieving

making a positive contribution

economic well-being

Outcome Implication Experience Subject & Theme Out ofSchool

Healthy routines

Statistics, history, science, ICT

Citizenship

PSHEMusic

PE

History, science

Healthy schools

Arts, PSHERE

History

PSHE

singingexercise

order

drug awarenessplague, virus, infection

lead and follow

medical science

self esteem

famous artists etc.spiritual rituals

cleanliness

contraception

abuse avoidance

maintenance

routine & discipline

social, mental& physical

protect

Outcome Implications Experience Subject & Theme Out of School

economic activity clubs

part-time job

charity

community effort

sport

cross-generation work

language of business

barter/trade

division of labour

workplace knowledge

work = effort x time

doing a good job

investment

enterprise

profit and loss

industry awareness

long-term project management

technology

philanthropy, cultural difference

socialism, pluralism, communism

cottage industry/mass productionself employment, homeworking

practical work

part-time work, discipline/pride

grow from seed, blue chip

medical, media, travel, law, hospitality, retail, finance, care, manufacture, science

competition, Young Enterprise

Stock market challenge

language in context

routines

sport, determined to succeed

physics, work experience

history, MFL

general knowledge

statistics

science, statistics

careers guidance, general knowledge

MFL, community languages,mobility

school production

robot technology

history, social science

People who…

Push back boundaries; go beyond limits

Live on the edge

Achieve perfection

Are brilliant but unpredictable

Appeal to some but upset others

Have big ideas

Children in your class

People who…

Some childhood essentials..? Make, do and mend…

a collection tending plants taking things to bits caring for creatures enjoying the weather an adventure being in a club

…… how long, how often? making something to use at home or

school

A world class curriculum

?

BSF

QCA LA s

NCSL

1

2

4

3

5

TDA

7

6

Making our curriculum world class

Creating an education epidemic – contagious professionalism

D & R

prototype … pilot … trials … research and analysis with schools

structural partnerships

NCSL DfES … Innovation Unit

GTC Ofsted

SS & AT TDA

LAs LSCs

Employers and Business Childhood agencies

contagious professionalism

Achieving development

not build and launch

float and sail

all hands on deck

who is in the crow’s nest?

who is in the boiler room?

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 people

learn

The Blueprint for a World Class Curriculum

The needs of the learner are central to the curriculum. The blueprint explores the dimensions that allow the curriculum to focus on the learners’ needs, meet its overall aims and ensure the

highest achievement for all.

THE LEARNER 

Learning activities are arranged to help all learners meet the curriculum aims and achieve well

A single curriculum is provided for all learners

Learners are prepared for the key stage

Learning is shallow and consists mainly of memorising information

Learners understand the connection between their learning and their local and global context

Learners see learning as disconnected from their lives

Learning ensures the understanding of concepts and the development of lasting and transferable skills

Learners are prepared for lifelong learning

The curriculum is planned to match the full range of aspirations and capabilities

HOW? (Part 1) 

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

Learning is based on the order of the curriculum documentation

All learning is through a single approach

Lessons tend to be didactic and learners are passive

There are realistic experiences where learning is in context

 Learning is decontextualised

Learners are engaged in open-ended learning situations where they collaborate with others to solve problems

There is a wide range of teaching and learning styles and opportunities

Planning is based on a clear shared understanding of how people learn

All learners follow the same programme

Learning is dictated by routines and set plans

There are flexible pathways to shared destinations

There is room for flexibility, creativity and response to developing needs

HOW? (Part 2) 

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

Learners are expected to present al work in writing for a teacher

Learners are told what resources to use

Learners follow programmes set out by others

Learners see mistakes as opportunity for learning, and have the confidence to take risks

Learners fear failure

Learners are involved in making decisions about their own learning

Learners have access to the resources they need

Learners have opportunities to demonstrate their learning in different ways and to different audiences

Assessments are made at the end of the learning process

Assessment is used formatively to guide learning

WHO? 

A range of people are involved in providing learning experiences.

Teachers make the only input

The curriculum is seen as imposed from outside

 A set curriculum is taught to all learners

The learner is actively involved in the design of the curriculum

The school’s curriculum is developed by whole community in shared responsibility

A range of experts, including peers, is used

WHERE? 

Learning tales place in a range of contexts and settings

All learning takes place in the classroom

Learning activities take place in school

Learners are actively involved in community and environmental projects

Learning takes place in a wide range of settings in and out of the classroom and the school

WHEN? 

Time is allocated according to learning need

Time allocation is decided by the needs of the timetable

 Learning is planned for lessons only

 Learning is seen as happening only in school

Learners have opportunities to manage their own time

 Teachers make all decisions about time

There is recognition of learning that takes place outside of the school

Learning is planned throughout the school day and beyond through lessons, routines and events

Time is flexibly allocated according to learning need

WHAT? 

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

The curriculum is planned to cover the content

Learning activities focus on the needs of the majority of learners

Challenge and progression vary across the school

There are flexible learning pathways to a range of destinations

There is a single programme for all learners

Progression routes are well established

There are opportunities for all learners to progress and develop well

The overall aims of the curriculum, and the need to maximise progress are used as the key criteria for selecting content

People who…

…recently Fact/ Knowledge New words/ meanings – 40% Skills Change wheel/ change nappy – 33% Understanding Realising why/ how/ things I’ve always known – 20% Maxims - 7%

Most important thing I learned…

People who…

…ever

Fact/ Knowledge I Paris is the capital of France/ Drake and the Armada – 0% Skills Reading/ Getting on with other people – 33% Understanding Third World debt – 17% Maxims How to live life – 50%

Most important thing I learned…

GENEROSITY

PROFICIENCY

BE

LO

NG

IN

G

I N D E P E N D E N C E

CIRCLE OF COURAGE

From: Brendtro, L.K., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming youth as risk: Our hope for the future. Bloomington, IN: National Education Service

The role of Governors

sleeping partners

uncritical lovers

hostile witnesses

critical friends

Governors and the curriculum

encourage the ‘sign up’ by the community

look for progression in expectations of pupils

focus on events and routines as well as lessons

look at the learning diet of ‘random’ pupils

explore overlaps between Key Stages

What next?

… try things in schools and settings or your local area

… let us know what you are doing

… tell us what works and what doesn’t

… make learning irresistible

Contact: curriculum@qca.org.uk

If you need to do anything to us, please discuss it with us first.

We want to know and be involved with what is happening to us.

Please tell us in a way we can understand.

If you need to examine us or talk about us

please don’t let everyone see or hear

it.

We want to be able to tell you about the

good and bad things that happen to us.

A framework for learning

Lessons — OOHL — Routines — Events

Aims

Content

National Curriculum

Qualities

SMSC

Approaches RelationshipsAudiencesPurposesSkills

Teaching Style Rules/BehaviourEnvironments

Space Materials and Apparatus

PeopleTimeFurniture