A Curriculum for the future

                Making Learning Irresistible


            Cambridgeshire Governors’ Conferen...
The role of Governors


sleeping partners

uncritical lovers

hostile witnesses

critical friends
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

sustain...
A big picture of the curriculum
Working draft September 2008
                                                                    A big picture of the curr...
Building a curriculum that works


Develop a modern, world-class curriculum that will inspire
and challenge all learners a...
The secondary curriculum


recent review well received

enthusiasm, innovation, energy

schools reconstructing curriculum ...
Three key questions

                                                                                                     ...
Successful           Confident          Responsible
 Learners           Individuals          Citizens


   Attainment and ...
Coherence… for the learner




                             Personal
Subjects
                             Development



...
The entire planned learning experience


   lessons, events, routines, extended hours



   beyond school
     • Clubs
   ...
Cross-curriculum dimensions


The cross curricular dimensions reflect the major ideas and
challenges that face society and...
A new look at subjects



Subjects now…

•   linked to curriculum aims
•   focused on the essentials
•   explicit links to...
Subject programmes of study

Rethinking
subjects
Building a curriculum that works


Develop a modern, world-class curriculum that will inspire
and challenge all learners a...
QCA and the Primary Curriculum Review

working alongside Sir Jim Rose in meeting the remit

building on evidence base

pre...
From national parameters...

                        Aims for Primary Education
       Successful learners, who enjoy lear...
Curriculum models


 Local versions
 North Somerset, Cornwall, Sandwell, Gloucester
 Mantle of the Expert
 International P...
The entire planned learning experience


   lessons, events, routines, extended hours



   beyond school
     • Clubs
   ...
A distinctive purpose for key stage 2
a world of learning

open eyes to potential and possibilities

extended horizons

re...
Programmes of Learning

are only ingredients

they need blending

to distribute between learning in

- lessons            ...
A world of primary learning


a wonderland

an expanding world

pathways to explore

new skills to learn

a springboard

a...
Approaches to curriculum design



 Subject                   Areas of                 Skills            Theme
  based    ...
Challenging false polarities
It is possible to have:
• skills and knowledge
• direct teaching and child led exploration
• ...
Draft: work in development not for circulation
Curriculum Aims
Curriculum Aims

Encouraging all children to be…

• successful learners who enjoy
  learning, make progress and
  achieve
...
Essentials for learning and life
Essentials for learning and life
Aims, essentials & areas of learning
6 Areas of learning
The organisation of an Area of Learning
Working draft January 2008
                                                                    A big picture of the curric...
1&2




Knowledge

Areas of Learning

Experiences
                    primary
Audiences

Purposes

Approaches
            ...
Building a curriculum that works


Develop a modern, world-class curriculum that will inspire
and challenge all learners a...
What do schools need to do?

help chidren develop an appetite for learning

use the ingredients

to create a learning feas...
The curriculum challenge

space for teachers to ‘educate’

why does a youngster decide to stay in or drop
out?

in a lesso...
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

f...
What next?

  … try things in schools and settings or your local area

  … let us know what you are doing

  … tell us wha...
Is it too obvious to state that young
people will enjoy and value a
curriculum that enables them to
enjoy and value themse...
A Curriculum for the future

                Making Learning Irresistible


            Cambridgeshire Governors’ Conferen...
Naace Strategic Conference 2009: Mick Waters
Naace Strategic Conference 2009: Mick Waters
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Naace Strategic Conference 2009: Mick Waters

  1. 1. A Curriculum for the future Making Learning Irresistible Cambridgeshire Governors’ Conference Mick Waters Director of Curriculum Qualifications and Curriculum Authority 07 March 2009
  2. 2. The role of Governors sleeping partners uncritical lovers hostile witnesses critical friends
  3. 3. Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future
  4. 4. A Changing Society… technology an ageing population the gap between rich and poor global culture and ethnicity sustainability changing maturity levels in schools expanding knowledge of learning a changing economy
  5. 5. A big picture of the curriculum
  6. 6. Working draft September 2008 A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become Successful learners Confident individuals Responsible citizens Curriculum aims 1 who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society Every Child What Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Matters outcomes are we trying to achieve? Skills Attitudes and attributes Knowledge and understanding Focus for learning eg literacy, numeracy, ICT, personal, eg determined, adaptable, confident, eg big ideas that shape the world learning and thinking skills risk-taking, enterprising The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Lessons Locations Environment Events Routines Extended hours Out of school Building on learning Including all learners with Opportunities for spiritual, moral, A range of approaches eg In tune with Matching time to learning need Learning beyond the school opportunities social, cultural, emotional, Using a range of enquiry, active learning, human eg deep, immersive and regular 2 approaches intellectual and physical audience and purpose including community for learner choice and practical and constructive development frequent learning development personalisation and business links How do we Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Whole curriculum Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – organise dimensions Technology and the media – Creativity and critical thinking. learning? Communication, Creative Knowledge and Mathematical Personal, social and Physical Statutory language and literacy development understanding of the world development emotional development development expectations PSHE A&D Ci D&T En Ge Hi ICT Ma MFL Mu PE SC RE PW EW+FC To make learning and teaching more effective so that learners understand quality and how to improve 3 Gives helpful feedback for Helps identify clear Links to national Informs future Embraces peer- Is integral to Draws on a wide range Assessment Promotes a broad and Maximises pupils’ Uses tests and tasks the learner and other targets for standards which are planning and and self- effective teaching of evidence of pupils’ engaging curriculum progress appropriately fit for purpose stakeholders improvement consistently interpreted teaching assessment and learning learning How well are we achieving To secure our aims? Accountability Civic Attainment and Behaviour Further involvement in education, Healthy lifestyle employment or training participation improved standards and attendance measures choices Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)
  7. 7. Building a curriculum that works Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Mick Waters March 2009 Director of Curriculum, QCA
  8. 8. The secondary curriculum recent review well received enthusiasm, innovation, energy schools reconstructing curriculum design benefits already felt standards; academic, personal, social
  9. 9. Three key questions The curriculum aims to enable all young people to become Successful learners Confident individuals Responsible citizens Curriculum aims 1 who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society Every Child What Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Matters outcomes are we trying to achieve? Skills Attitudes and attributes Knowledge and understanding Focus for learning eg literacy, numeracy, ICT, personal, eg determined, adaptable, confident, eg big ideas that shape the world learning and thinking skills risk-taking, enterprising The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Lessons Locations Environment Events Routines Extended hours Out of school Opportunities for Assessment uses Assessment Personalised - Resource well- Varied and matched Assessment is spiritual, moral, Relevant, a wide range of Involve develops offering challenge matched to to learning need fit for purpose social, cultural, In tune with purposeful evidence to learners Approaches to learners’ self- and support to learning need e.g. enquiry, and integral to emotional, human and for a encourage proactively in 2 esteem and enable all learners to enable all learners eg. use of time, learning instruction, active, learning and intellectual and development range of learners to their own commitment to make progress and space, people, practical, theoretical teaching physical audiences reflect on their learning their learning achieve materials development own learning How do we Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Whole curriculum Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – organise dimensions Technology and the media – Creativity and critical thinking. learning? Communication, Creative Knowledge and Mathematical Personal, social and Physical Statutory language and literacy development understanding of the world development emotional development development expectations PSHE A&D Ci D&T En Ge Hi ICT Ma MFL Mu PE SC RE PW EW+FC To make learning and teaching more effective so that learners understand quality and how to improve 3 Uses a variety of Uses information Builds capacity Uses ‘critical friends’ to Uses both quantitative Uses a wide range Creates a continuous techniques to Involves the whole Is rigorous, open Looks at the whole Evaluating impact data and qualitative intelligently to identify among the staff for offer insights and of metrics improvement cycle collect and analyse school community and honest child trends and goals school improvement challenge assumptions information How well information are we achieving To secure our aims? Accountability Civic Attainment and Behaviour Further involvement in education, Healthy lifestyle employment or training participation improved standards and attendance measures choices
  10. 10. Successful Confident Responsible Learners Individuals Citizens Attainment and Civic Achievement Participation Attitude and Engagement Healthy Lifestyle Reduced NEET Choices
  11. 11. Coherence… for the learner Personal Subjects Development Skills
  12. 12. The entire planned learning experience lessons, events, routines, extended hours beyond school • Clubs • Hobbies and pastimes • Local band • Charity work • Part-time job • Work experience
  13. 13. Cross-curriculum dimensions The cross curricular dimensions reflect the major ideas and challenges that face society and have significance for individuals. They can provide powerful unifying themes that give learning relevance and help young people make sense of the world. – Identity and cultural diversity – Healthy lifestyles – Community participation – Enterprise – Sustainable futures and the global dimension – Technology and the media – Creativity and critical thinking
  14. 14. A new look at subjects Subjects now… • linked to curriculum aims • focused on the essentials • explicit links to each other • support broader learning
  15. 15. Subject programmes of study Rethinking subjects
  16. 16. Building a curriculum that works Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Mick Waters March 2009 Director of Curriculum, QCA
  17. 17. QCA and the Primary Curriculum Review working alongside Sir Jim Rose in meeting the remit building on evidence base presenting - view on models, structures and detail timescale - draft proposals: Autumn 2008 - programmes of learning: Spring 2009 - consultation: Summer2009 - implementation: Autumn 2011
  18. 18. From national parameters... Aims for Primary Education Successful learners, who enjoy learning, make progress and achieve. Confident Individuals who are able to live safe, healthy and fulfilling lives. Responsible Citizens who can make a positive contribution to society. Areas of Learning / Skills and competences Personal Well-being: Subjects Attributes and values Independent Enquirers Communication, Creative Thinkers Language and literacy The Principled National Reflective Learners Mathematics Enterprising Framework Team Workers Expressive Arts Creative Self Managers Humanities Resilient Effective Participators Physical Development Principles of Curriculum Design Secures the fundamentals in Secures personal development literacy and numeracy Considers the entire planned learning Provides opportunities for experience depth and breadth In tune with child development The School Curriculum Designing the School Curriculum
  19. 19. Curriculum models Local versions North Somerset, Cornwall, Sandwell, Gloucester Mantle of the Expert International Primary Curriculum Opening Minds Musical Futures, Learning Outside the Classroom Alternatives or interpretations ?
  20. 20. The entire planned learning experience lessons, events, routines, extended hours beyond school • Clubs • Hobbies and pastimes • Local band • Charity work • Part-time job • Work experience
  21. 21. A distinctive purpose for key stage 2 a world of learning open eyes to potential and possibilities extended horizons register and confidence a rite of passage… with adults approaches to learning
  22. 22. Programmes of Learning are only ingredients they need blending to distribute between learning in - lessons - events - routines - beyond school with schools as the broker for learning - time - place - people Programmes of study An appetising feast taking account of need, specialism, interest and taste.
  23. 23. A world of primary learning a wonderland an expanding world pathways to explore new skills to learn a springboard a safety net a cocoon
  24. 24. Approaches to curriculum design Subject Areas of Skills Theme based learning based based England, Norway, IB, Scotland, NI, RSA, Opening Minds, Slovenia Queensland, NZ Enquiring minds The challenge and opportunity is to create a The challenge and opportunity is to create a design that draws on the best of each approach. design that draws on the best of each approach.
  25. 25. Challenging false polarities It is possible to have: • skills and knowledge • direct teaching and child led exploration • good standards and well-rounded learners • literacy and numeracy and a broad and balanced curriculum • specialist subject teaching and thematic teaching that makes connections between subjects • developing skills regularly and often and deep immersive learning over extended periods • the big ideas and events from the past and connections to the contemporary issues of our time
  26. 26. Draft: work in development not for circulation
  27. 27. Curriculum Aims
  28. 28. Curriculum Aims Encouraging all children to be… • 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
  29. 29. Essentials for learning and life
  30. 30. Essentials for learning and life
  31. 31. Aims, essentials & areas of learning
  32. 32. 6 Areas of learning
  33. 33. The organisation of an Area of Learning
  34. 34. Working draft January 2008 A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become Successful learners Confident individuals Responsible citizens Curriculum aims 1 who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society Every Child What Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Matters outcomes are we trying to achieve? Skills Attitudes and attributes Knowledge and understanding Focus for learning eg literacy, numeracy, ICT, personal, eg determined, adaptable, confident, eg big ideas that shape the world learning and thinking skills risk-taking, enterprising The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Lessons Locations Environment Events Routines Extended hours Out of school Building on learning Including all learners with Opportunities for spiritual, moral, A range of approaches eg In tune with Matching time to learning need Learning beyond the school opportunities social, cultural, emotional, Using a range of enquiry, active learning, human eg deep, immersive and regular 2 approaches intellectual and physical audience and purpose including community for learner choice and practical and constructive development frequent learning development personalisation and business links How do we Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Whole curriculum Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – organise dimensions Technology and the media – Creativity and critical thinking. learning? Communication, Creative Knowledge and Mathematical Personal, social and Physical Statutory language and literacy development understanding of the world development emotional development development expectations PSHE A&D Ci D&T En Ge Hi ICT Ma MFL Mu PE SC RE PW EW+FC To make learning and teaching more effective so that learners understand quality and how to improve 3 Gives helpful feedback for Helps identify clear Links to national Informs future Embraces peer- Is integral to Draws on a wide range Assessment Promotes a broad and Maximises pupils’ Uses tests and tasks the learner and other targets for standards which are planning and and self- effective teaching of evidence of pupils’ engaging curriculum progress appropriately fit for purpose stakeholders improvement consistently interpreted teaching assessment and learning learning How well are we achieving To secure our aims? Accountability Civic Attainment and Behaviour Further involvement in education, Healthy lifestyle employment or training participation improved standards and attendance measures choices Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)
  35. 35. 1&2 Knowledge Areas of Learning Experiences primary Audiences Purposes Approaches primary Childhood
  36. 36. Building a curriculum that works Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Mick Waters March 2009 Director of Curriculum, QCA
  37. 37. What do schools need to do? help chidren develop an appetite for learning use the ingredients to create a learning feast recognising individual taste, considerations and needs see a big picture for curriculum
  38. 38. The curriculum challenge space for teachers to ‘educate’ why does a youngster decide to stay in or drop out? in a lesson……..in schooling how do we get teachers to be inspired rather than burdened?
  39. 39. The role of Governors sleeping partners uncritical lovers hostile witnesses critical friends
  40. 40. 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
  41. 41. 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
  42. 42. Is it too obvious to state that young people will enjoy and value a curriculum that enables them to enjoy and value themselves? British Association of Advisers and Lecturers in British Association of Advisers and Lecturers in Physical Education Physical Education
  43. 43. A Curriculum for the future Making Learning Irresistible Cambridgeshire Governors’ Conference Mick Waters Director of Curriculum Qualifications and Curriculum Authority 07 March 2009

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