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3. how will you organise learning co dev toolkit - activity gr.01
3. how will you organise learning co dev toolkit - activity gr.01
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3. how will you organise learning co dev toolkit - activity gr.01


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  • 1. If the curriculum is to be inspiring and challenging for all learners, preparing them well for the 21st century, it has to be dynamic, responsive to change, relevant and engaging. To help schools reflect on their curriculum, QCA has developed a curriculum ‘big picture’ that illustrates the idea of the curriculum as the entire planned learning experience. This includes the lessons that learners have during the school day, but also recognises how much young people learn from routines, events, the extended school day and activities that take place out of school. The big picture, like the activities in this pack, is organised around three key questions: • What are you trying to achieve for your learners through the curriculum? • How can you best organise learning to enable you to achieve your aims for learners? • How will you know when you are achieving your aims? This and all other activities with a green band at the top relate to the second of the questions above. HOW will you organise learning?A CTI VIT Y Personalising the curriculum 1 TALKING POINT: How does the big picture relate to your school? Take a look at the curriculum big picture with colleagues (resource A). What does the word ‘curriculum’ mean to you as a school? Do you think of the national curriculum? The subject programmes of study? A set of content to cover? Or do you see the entire learning experience, as described in the big picture? RE SOUR C E •RE S O U R C E• © Qualifications and Curriculum Authority
  • 2. PRACTICAL ACTION: Moving towards greater personalisation There are many aspects of the curriculum about which you can make choices that help you move towards a more personalised, tailored curriculum for your learners. Take seven sheets of A3 paper and write headings for a different aspect of the curriculum at the top of each, for example time, staff, space for learning, involving learners in curriculum decisions, teaching approaches, learning activities, and assessment. Then, as shown in the example below, work with colleagues to write two descriptions for each aspect: what happens when it is used rigidly, and what happens when it is used flexibly. Write these at either end of the line showing the move towards a more personalised curriculum. Where are you now on this continuum? Where would you need to be to really meet the needs of your learners? What could you do to move there? Example: Using time Time for learning is rigidly dictated by the timetable Time is used flexibly, informed by the nature of learning need towards a more personalised curriculum TALKING POINT: How do you organise learning? Discuss the middle section of the big picture (how learning can be organised) with colleagues. • To what extent does coverage of subjects dominate curriculum planning in your school? • How could other components of the curriculum have a greater influence? • How flexible are you in the way you organise learning? How well do you personalise the curriculum to meet the needs of your learners? RE SOUR C E •RE S O U R C E•