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Creatingaa learning learning adventure Creating adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009 We weren’t born yesterday In just a few years time….we could be: voters standing for council married jurors The role of Governors sleeping partners uncritical lovers hostile witnesses critical friends 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 Skills for life, learning and work…growing up sensitivity teamwork organisation tact commitment honesty determination reading writing diplomacy generosity procedural reliability independent thought customer awareness mathematics flexibility punctuality speaking and listening ruthlessness assertiveness fearless competitiveness makes connections confident questioning thirst for knowledge takes risks independent willing to have a go listens and reflects makes a difference gets on well with others perseveres critical self-editing generates ideas flexible communicates well creative skilled self-esteem literate curious shows initiative acts with integrity shaper learns from mistakes ‘can do’ attitude thinks for themselves Skills mentioned in the national curriculum critical understanding….exploring… expressing own views … analysing…investigating…collaboratively…. creative thinking….enjoy….participating in decision-making…fair and unfair…. express and explain own opinions…work with others…handling disagreements…plan and organise…judge… design thinking…innovate…competence…explore others’ ideas…using imagination…present information…persuasive techniques… debates…performing… show independence… communicate….solving problems creatively… judge value… discuss…make connections… different techniques… reason inductively… alternative solutions…engage with someone else’s reasoning…. deal with unexpected responses and unfamiliar situations… different ways of seeing the world… comparing experiences and perspectives… engage and analyse…explore how thoughts, feelings, emotions can be expressed… leadership skills… express and communicate ideas… make decisions…improve performance of others… solving problems… test ideas… independent enquiry… understand risk… choices… self-esteem… relationships… rights and responsibilities…value differences between people….managing risk…developing relationships… justify…independent values Towards a learning purpose know what you are trying to achieve…talk and show purpose keep talking about futures fire imaginations ask how it is going and how we are doing enjoy the journey celebrate arrivals and stops on the way recognise fellow travellers…on purpose Creatingaa learning learning adventure Creating adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009 Working draft January 2008 A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become 1 What are we trying to achieve? Curriculum aims Every Child Matters outcomes Focus for learning Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society Be healthy Stay safe Enjoy and achieve Make a positive contribution Attitudes and attributes Skills eg determined, adaptable, confident, risk-taking, enterprising eg literacy, numeracy, ICT, personal, learning and thinking skills Achieve economic wellbeing Knowledge and understanding eg big ideas that shape the world The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components 2 How do we organise learning? Learning approaches Whole curriculum dimensions Statutory expectations Lessons Locations A range of approaches eg enquiry, active learning, practical and constructive Environment In tune with human development Building on learning beyond the school including community and business links Events Routines Matching time to learning need eg deep, immersive and regular frequent learning Extended hours Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Out of school Using a range of audience and purpose Including all learners with opportunities for learner choice and personalisation Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Communication, language and literacy A&D Ci D&T Creative development En Knowledge and understanding of the world Ge Hi ICT Mathematical development Ma MFL Personal, social and emotional development Mu PE PSHE PW EW+FC Physical development RE SC To make learning and teaching more effective so that learners understand quality and how to improve 3 How well are we achieving our aims? Assessment fit for purpose Gives helpful feedback for Helps identify clear Is integral to Draws on a wide range Promotes a broad and Maximises pupils’ the learner and other targets for effective teaching of evidence of pupils’ engaging curriculum progress stakeholders improvement and learning learning Links to national standards which are consistently interpreted Informs future planning and teaching Uses tests and tasks appropriately Embraces peerand selfassessment To secure Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) 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 HANDLE WITH CARE BREAKABLE FRAGILE HIGHLY FLAMMABLE THIS WAY UP BEST BEFORE DO NOT APPLY UNDUE PRESSURE MAY CONTAIN NUTS Stretch for best results Stir up sediment Bring to the boil and simmer Squeeze to release bubbles Stir well Inflate to bounce Making the curriculum real link to adult life (aspiration) cultural heritage and cohesion (pride) doing things that matter (responsibility) Successful Learners Confident Individuals Attainment and Achievement Responsible Citizens Civic Participation Attitude and Engagement Employment Education Training Healthy Lifestyle Choices Creatingaa learning learning adventure Creating adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009 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 1 What are we trying to achieve? Curriculum aims Every Child Matters outcomes Focus for learning Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society Be healthy Stay safe Enjoy and achieve Make a positive contribution Attitudes and attributes Skills eg determined, adaptable, confident, risk-taking, enterprising eg literacy, numeracy, ICT, personal, learning and thinking skills Achieve economic wellbeing Knowledge and understanding eg big ideas that shape the world The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components 2 How do we organise learning? Approaches to learning Whole curriculum dimensions Statutory expectations Lessons Locations Environment Opportunities for Varied and matched Assessment is spiritual, moral, to learning need fit for purpose social, cultural, e.g. enquiry, and integral to emotional, instruction, active, learning and intellectual and practical, theoretical teaching physical development Events In tune with human development Routines Extended hours Assessment Personalised develops offering challenge learners’ selfand support to esteem and enable enableallalllearners learnersto commitment to make progress and their learning achieve Relevant, purposeful and for a range of audiences Out of school Assessment uses Resource wella wide range of Involve matched to evidence to learners learning need encourage proactively in eg. use of time, learners to their own space, people, reflect on their learning materials own learning Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Communication, language and literacy A&D Ci D&T Creative development En Knowledge and understanding of the world Ge Hi ICT Mathematical development Ma MFL Personal, social and emotional development Mu PE PSHE PW EW+FC Physical development RE SC To make learning and teaching more effective so that learners understand quality and how to improve 3 How well are we achieving our aims? Evaluating impact Uses information Uses both quantitative Uses a wide range Looks at the whole data and qualitative intelligently to identify of metrics child trends and goals information Creates a continuous improvement cycle Uses a variety of Builds capacity Uses ‘critical friends’ to techniques to Involves the whole among the staff for offer insights and collect and analyse school community school improvement challenge assumptions information Is rigorous, open and honest To secure Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Successful Learners Confident Individuals Attainment and Achievement Responsible Citizens Civic Participation Attitude and Engagement Reduced NEET Healthy Lifestyle Choices Coherence… for the learner Personal Development Subjects 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 Creatingaa learning learning adventure Creating adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009 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 Approaches to curriculum design Subject based Areas of learning England, Norway, Slovenia IB, Scotland, NI, Queensland, NZ Skills based RSA, Opening Minds, Enquiring minds Theme based The challenge and opportunity is to create a design that draws on the best of each approach Proposals to change the primary curriculum Curriculum aims The aims of the secondary curriculum should be extended to the primary curriculum to enable all children to become: • successful learners • confident individuals • responsible citizens Essentials for learning and life The essentials are embedded throughout the whole curriculum They are: • literacy, numeracy and ICT capability • learning and thinking skills, personal and emotional skills and social skills What’s in areas of learning? Each area of learning has a common format and includes: - an importance statement - essential knowledge - key skills - breadth of learning - curriculum progression - cross-curricular studies Proposals to revise level descriptions for subjects Attainment targets • Curriculum level descriptions will continue to be subject-based • Minor amendments are proposed for the majority of subjects across levels 1 to 3 • These changes will bring the level descriptions into line with: – the proposed primary areas of learning – levels 4 to 8 (revised and published as part of the secondary curriculum review) Timeline May – July 2009: Public consultation September 2009: Government decisions expected January 2010: First materials available on national curriculum website September 2011: First teaching of the revised primary curriculum Timelines For primary: The proposed changes would come into effect after 2011 when the new primary curriculum is in place For key stage 3: All proposed changes would come into effect in 2011 Getting involved and finding out more … Look online www.qca.org.uk/curriculumconsultation Look at the interactive guide Programmes of Learning are only ingredients they need blending to distribute between learning in - lessons - routines - events - 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. 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 ? Working draft January 2008 A big picture of the curriculum Three key questions The curriculum aims to enable all young people to become 1 What are we trying to achieve? Curriculum aims Every Child Matters outcomes Focus for learning Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society Be healthy Stay safe Enjoy and achieve Make a positive contribution Attitudes and attributes Skills eg determined, adaptable, confident, risk-taking, enterprising eg literacy, numeracy, ICT, personal, learning and thinking skills Achieve economic wellbeing Knowledge and understanding eg big ideas that shape the world The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components 2 How do we organise learning? Learning approaches Whole curriculum dimensions Statutory expectations Lessons Locations A range of approaches eg enquiry, active learning, practical and constructive Environment In tune with human development Building on learning beyond the school including community and business links Events Routines Matching time to learning need eg deep, immersive and regular frequent learning Extended hours Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Out of school Using a range of audience and purpose Including all learners with opportunities for learner choice and personalisation Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Communication, language and literacy A&D Ci D&T Creative development En Knowledge and understanding of the world Ge Hi ICT Mathematical development Ma MFL Personal, social and emotional development Mu PE PSHE PW EW+FC Physical development RE SC To make learning and teaching more effective so that learners understand quality and how to improve 3 How well are we achieving our aims? Assessment fit for purpose Gives helpful feedback for Helps identify clear Is integral to Draws on a wide range Promotes a broad and Maximises pupils’ the learner and other targets for effective teaching of evidence of pupils’ engaging curriculum progress stakeholders improvement and learning learning Links to national standards which are consistently interpreted Informs future planning and teaching Uses tests and tasks appropriately Embraces peerand selfassessment To secure Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training 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 Childhood primary Subjects 1&2 Knowledge Areas of Learning Experiences primary Audiences Purposes Approaches Childhood primary Creatingaa learning learning adventure Creating adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009 Subject programmes for learning school garden international visit brownies and cubs choir band let’s pretend orchestra fieldwork assembly clubs and societies school council old people’s links residential visits volunteering charity work retreats animal care school performance extreme sports work study school team school newspaper What do schools need to do? help children 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 Creatingaa learning learning adventure Creating adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009