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Naace Strategic Conference 2009: Mick Waters
 

Naace Strategic Conference 2009: Mick Waters

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    Naace Strategic Conference 2009: Mick Waters Naace Strategic Conference 2009: Mick Waters Presentation Transcript

    • A Curriculum for the future Making Learning Irresistible Cambridgeshire Governors’ Conference Mick Waters Director of Curriculum Qualifications and Curriculum Authority 07 March 2009
    • 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 sustainability changing maturity levels in schools expanding knowledge of learning a changing economy
    • A big picture of the curriculum
    • 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)
    • 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
    • The secondary curriculum recent review well received enthusiasm, innovation, energy schools reconstructing curriculum design benefits already felt standards; academic, personal, social
    • 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
    • Successful Confident Responsible Learners Individuals Citizens Attainment and Civic Achievement Participation Attitude and Engagement Healthy Lifestyle Reduced NEET Choices
    • Coherence… for the learner Personal Subjects Development Skills
    • 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
    • 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
    • A new look at subjects Subjects now… • linked to curriculum aims • focused on the essentials • explicit links to each other • support broader learning
    • Subject programmes of study Rethinking subjects
    • 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
    • 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
    • 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
    • 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 ?
    • 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
    • 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
    • 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.
    • A world of primary learning a wonderland an expanding world pathways to explore new skills to learn a springboard a safety net a cocoon
    • 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.
    • 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
    • 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 • confident individuals who are able to live safe, healthy and fulfilling lives • responsible citizens who make a positive contribution to society
    • 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 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)
    • 1&2 Knowledge Areas of Learning Experiences primary Audiences Purposes Approaches primary Childhood
    • 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
    • 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
    • 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?
    • 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
    • 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
    • A Curriculum for the future Making Learning Irresistible Cambridgeshire Governors’ Conference Mick Waters Director of Curriculum Qualifications and Curriculum Authority 07 March 2009