Shaping a meaningful curriculum final

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A process for poeple wishing to change their school curriculmn

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Shaping a meaningful curriculum final

  1. 1. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Outstanding Schools<br />‘Outstanding schools offer rich, exciting<br />programmes of learning. Their school<br />curriculum gives each school its own distinct<br />identity and ethos, which reflects a good<br />understanding of and close partnership<br />with the wider school community.’<br />Excellence and Enjoyment Document : DFES May 2003 <br />
  2. 2. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Shaping a Meaningful Curriculum<br />How do I begin to create a meaningful and relevant curriculum?<br />
  3. 3. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Shaping a Meaningful Curriculum <br />Aims<br />To reflect and think about the current state<br />Encapsulating a vision<br />Identifying the gap<br />
  4. 4. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Background – Excellence and Enjoyment Doc.<br />What are the Key Changes bought about by the<br />Governments Excellence and Enjoyment Document? <br />School Character and Innovation:e.g. developing strengths in sports; music; AEN or working closely with local community<br />Take ownership of the curriculum:designing the timetable – What and how things are taught.<br />Be creative and innovative:how things are taught and how the school is run.<br />Use tests, targets and tables to help every child develop to his or her potential:helping parents/public to understand progress and school performance<br />
  5. 5. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Background - The New QCA Curriculum<br />QCA are currently reshaping their vision of the<br />curriculum.<br />Key dates:<br /><ul><li>Interim report October 31st 2008
  6. 6. Final report March 31st 2009
  7. 7. Statutory consultation summer 2009
  8. 8. First teaching September 2011</li></li></ul><li>Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />The New QCA Curriculum<br /> What do you think their remit involves? <br /><ul><li>We should be concerned with the development of the whole child as well as their level of attainment
  9. 9. A strong coherent curriculum which has the flexibility to personalise learning is crucial to driving up standards
  10. 10. The curriculum must inspire a commitment to life-long learning
  11. 11. The review should enable schools to have an even greater flexibility to meet individual needs and strengths.
  12. 12. A Framework : ‘The Big picture of the Curriculum’</li></li></ul><li>Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Your Context<br />What do you know about your school<br />context?<br />What:<br />makes your school special and individual?<br />are the needs of your children? and<br />are the needs of the wider school community?<br />
  13. 13. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Future State<br />Creating the Vision<br />What do you want your curriculum to look like? <br />Think about in what ways your curriculum will be unique,<br />reflecting your school context. <br />Consider the: <br />resources that are readily available for you to use in your locality;<br />range of resources you have already in your school; and <br />kind of experiences that will enhance the learning needs of the children.<br />
  14. 14. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Your Current State<br />What does your school curriculum<br />currently look like?<br />What are its key features? (e.g. QCA schemes of<br />work) <br />Have you identified anything that you want to <br />change about it? If so what?<br />
  15. 15. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Achievable<br />4<br />3<br />2<br />1<br />Important<br />1 2 3 4 <br />
  16. 16. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />The Balance Loop<br />Desired State<br />
  17. 17. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Balance Loop (cont.)<br />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).<br />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.<br />
  18. 18. Creating a Meaningful Curriculum<br />P. Burnley & H. Duggan<br />Curriculum Synthesis <br />Best fit Curriculum<br />

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