shaping a meaningful curriculum final

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26/2/2009 Creating a Meaningful Curriculum P. Burnley & H. Duggan Outstanding Schools ‘Outstanding schools offer rich, exciting programmes of learning. Their school curriculum gives each school its own distinct identity and ethos, which reflects a good understanding of and close partnership with the wider school community.’ Excellence and Enjoyment Document : DFES May 2003

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Page 1: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Outstanding Schools

‘Outstanding schools offer rich, excitingprogrammes of learning. Their schoolcurriculum gives each school its own

distinctidentity and ethos, which reflects a goodunderstanding of and close partnershipwith the wider school community.’Excellence and Enjoyment Document : DFES May 2003

Page 2: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Shaping a Meaningful Curriculum

How do I begin to create a meaningful and relevant curriculum?

Page 3: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Shaping a Meaningful Curriculum

Aims• To reflect and think

about the current state

• Encapsulating a vision

• Identifying the gap

Page 4: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Background – Excellence and

Enjoyment Doc. What are the Key Changes bought about by

theGovernments Excellence and Enjoyment

Document?

• School Character and Innovation: e.g. developing strengths in sports; music; AEN or working closely with local community

• Take ownership of the curriculum: designing the timetable – What and how things are taught.

• Be creative and innovative: how things are taught and how the school is run.

• Use tests, targets and tables to help every child develop to his or her potential: helping parents/public to understand progress and school performance

Page 5: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Background - The New QCA Curriculum

QCA are currently reshaping their vision of thecurriculum.

Key dates: • Interim report October 31st 2008

• Final report March 31st 2009

• Statutory consultation summer 2009

• First teaching September 2011

Page 6: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

The New QCA Curriculum What do you think their remit involves? We should be concerned with the development of the whole

child as well as their level of attainment

A strong coherent curriculum which has the flexibility to personalise learning is crucial to driving up standards

The curriculum must inspire a commitment to life-long learning

The review should enable schools to have an even greater flexibility to meet individual needs and strengths.

A Framework : ‘The Big picture of the Curriculum’

Page 7: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

What do you know about your schoolcontext?

What:• makes your school special and

individual?• are the needs of your children? and• are the needs of the wider school

community?

Your Context

Page 8: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Future State Creating the Vision

What do you want your curriculum to look like?

Think about in what ways your curriculum will be unique,

reflecting your school context.

Consider the: • resources that are readily available for you to use in

your locality;• range of resources you have already in your school;

and • kind of experiences that will enhance the learning

needs of the children.

Page 9: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Your Current State What does your school curriculumcurrently look like?

What are its key features? (e.g. QCA schemes of

work)

Have you identified anything that you want to change about it? If so what?

Page 10: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Achievable

4

3

2

1

1 2 3 4

Important

Page 11: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

The Balance Loop

Desired State

Page 12: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Balance Loop (cont.)• A balancing loop attempts to move some current

state (the way things are) to a desired state (goal or objective) though some action (whatever is done to reach the goal).

• The desired state interacts with the current state to produce a gap. The desired state is considered to be fixed during this consideration. The gap created by the difference between the desired state and the current state is really the motivation for action, and the larger the gap the greater the tendency to produce action. The action taken then adds to the current state. The current state subtracts from the gap, thus reducing it. When the action succeeds in moving the current state to a point where it is equal to the desired state the gap is reduced to zero and there is no more motivation for action.

Page 13: Shaping a meaningful curriculum final

26/2/2009Creating a Meaningful Curriculum

P. Burnley & H. Duggan

Curriculum Synthesis

Best fit Curriculum