Worcestershire Primary Curriculum Conference

November 2009

Oct 2009

‘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’

What might the future hold for these children?

“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

So what do you think?

Opportunities Challenges Questions

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

What are the implications for you as school leaders?

‘If you don’t know where you are going, you’re unlikely to end up there’

Forest Gump

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)

Final thought on change

Change is inevitable…

except from vending machines.

Anon