1. The New Secondary Curriculum
• De Vere University Arms, Cambridge – 26/06/09
Cross Curricular DimensionsCross Curricular Dimensions
Steve Keeble
Lead Practitioner
Curriculum Change
North Suffolk

2. ‘ We want young people to understand, consider and
influence the world in which they live. The
curriculum has to help them to explore key
dimensions by bringing their learning together
around key issues that affect our changing
society.’
Mick Waters, Director of Curriculum, QCA

4. Using the dimensions
• Although dimensions are not a statutory part of the
National Curriculum, schools will find them useful in
designing and planning their curriculum.
• Individual dimensions should not be considered in
isolation as they are often interdependent and mutually
supportive. Identity and cultural diversity and community
participation can be interlinked in promoting community
cohesion

5. 2
How
do we
organise learning?
Environment RoutinesLocationsLessonsLearning outside the classroomEvents Extended hours
Once you have identified your priorities design and implement curriculum changes as an entire planned learning experience, made up of a
number of components, underpinned by a broad set of common values and purposes
Dimensions provide a focus for learning
within and between subjects, in PLTS and
across the entire planned learning
experience. Develop the ethos of your
school around the dimension you (Or
OFSTED) have identified as the priority for
your learners

6. Designing compelling
learning experiences
focused on a
dimension
Subjects - identify how each subject can
contribute to your dimension. Use the subject
comparison tool on the NC website to help you
select appropriate key concepts, processes, range
and content and curriculum opportunities across
subjects
Other dimensions – dimensions are
interdependent and mutually supportive.
Create links between your core dimension
and others.
Assessment – make this an integral
part of teaching and learning, using day
to day interactions with learners to
recognise learning as it happens and
shape next steps.
Resources- consider how you marshal
resources relevant to your dimension to provide
easy access for learners eg. Use of ICT and
link to community resources provided by school
library service and museums
People – consider who will contribute to
your compelling learning experience such
as experts from outside the school from
local community organisations, museums,
art galleries, libraries, NGO’s
Time - think about time
creatively eg. introduce
single lesson days or week-
long lesson days as a way
of developing the flexibility
of the timetable
Place – consider where learning
will take place, ensuring that any
learning outside the classroom
interconnects with learning in the
classroom. Does your school
environment – corridors, hall,
library etc link to your priority
dimension ?
PLTs – plan how to develop
these skills through a range of
experiences and subject contexts
linked to your selected
dimension. Encourage learners
to develop and transfer skills
across a range of contexts.

7. School Example
• The challenge asks students to choose a sport, identify
current accessibility issues for spectators of the sport
and think about new ways that technology could be used
to improve the spectator experience of the sport.

8. The Process 1
• Curriculum Opportunities
English/PE/Citizenship/ICT/Music/Art/
• Dimensions
Healthy Lifestyles
Community Participation
Enterprise
Technology and the Media
Creativity and Critical Thinking

10. The Process 2
• What is the community attitude to sports?
• What is the community experience of new
technology?
• What is the community accessibility to sports
events and new technology?
• How could we improve the community
experience of sport?
• How will we counteract negativity to new
technology?

13. “A curriculum fit for the 21st century should
encourage critical thinking so that pupils are not
only aware of global issues and events from
different points of view but also that they can take
part in working on their solutions.”
Mick Waters, Director of Curriculum, QCA