Transcript Curriculum Innovation

Curriculum Innovation
20th November
Programme for the day
• Purpose and understanding of
innovation
• Engaging stakeholders
• Leadership and management
Aims
• Explore the meaning of curriculum
innovation and establishing a shared
purpose.
• Explore the processes of Leadership
and Management of change in schools
• Signpost support for the process
Key Messages
• Share the vision and purpose in your
school.
• Recognise this is about raising
standards.
• Ensure the process is rigorous–
measured risk taking, and knowing the
impact.
• Outcomes for children – making learning
relevant for their lives.
There is no one best way …
• Schools need to build on existing strengths
and areas of high confidence
• You might want to start small with a few
committed members of staff who can then
help embed the project and over time get the
whole staff on board.
• You might want to start with the whole staff
and models of coaching and mentoring or
collaborative classroom-based CPD
QCA’s Aim
‘To develop a modern, worldclass curriculum that will
inspire and challenge all
learners and prepare them for
the future’
Shift Happens: school-based
activity
Education only flourishes if it
successfully adapts to the demands and
needs of the time.
The curriculum cannot remain static. It
must be responsive to changes in
society and the economy, and changes
in the nature of schooling itself.
National Curriculum 2000
A Changing Society
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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
Three key questions
• What are we trying to achieve?
• How do we organise learning?
• How well are we achieving our
aims?
Talking point: NC Aims
• Have you read these before?
• How helpful are they?
• To what extent have they
influenced your curriculum
design?
QCA Aims
• Successful learners
• Confident individuals
• Responsible citizens
Do you agree with the new aims?
• What do the aims mean to you? To your
school?
• As a staff can you come up with the
detail that reflects both the national aims
and your own local context?
Co-creating the vision
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Successful learners who …
– have the essential learning skills of
literacy, numeracy and information and
communication technology
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Confident individuals who …
– have a sense of self-worth and personal
identity
Responsible citizens who …
– are able to work cooperatively with others
What do you want for your
learners?
• What would you expect to see in your
young people when they become
successful learners, confident
individuals and responsible citizens?
Picturing the ideal
• How would you describe a well-education young person?
• With staff, draw a young person in the middle of the sheet – a
stick person will do!
• Ask everyone to write words/phrases around the drawing to
create a description of a well-educated young person.
• Encourage your colleagues to draw on the ideas from earlier
discussions and your school mission statement.
• Do you agree with each other?
• Skills, Knowledge, Attitudes and Attributes
• Consider each one, and decide if it is a skill ( hand) attribute (
heart ) or knowledge ( Head).
21st century needs
• Consider the balance across the skills,
knowledge or attitudes and attribute
• Are your support staff involved?
• Parents? Governors? The learners
themselves?
• This is a starting point for your
curriculum design.
National Context
• Ofsted on Curriculum Innovation
– Types of innovations:
p4 &5
– Barriers: bottom of p6 – top p8
– Successful innovation: p18-20
Ofsted Report on Curriculum
Innovation
Key findings:
• Innovations led to clear improvements in
achievement and personal development;
• Principal barriers include anxiety about
tests, standards, Ofsted, sustainability,
skills of staff, parent attitudes;
• Success clearly linked to strong
leadership at all levels;
Ofsted – success factors:
• Rigorous self evaluation;
• Clarity on the rationale for change;
• Clear process for evaluation including
timescales, success criteria, involvement of all
stakeholders, CPD programmes;
• Most successful schools based their reforms
on considerable background research –
learning, teaching and approaches to
curriculum.
Other stakeholders
• What do the children think?
• Engaging the governing body with
curriculum change
The Five Components of Personalised
Learning
Assessment
for Learning
Effective Teaching and Learning
Curriculum Enrichment and Choice
Organising the School for Personalised Learning
Beyond the Classroom
Curriculum Innovation:
afternoon session
• Somerville: a case study
There is no one best way but …
It is impossible to over-state the
importance of leadership in making
personalising learning work. Leadership
that is focused on learning has the
greatest impact on performance and
achievement.
John West-Burnham (2008, NCSL)
NCSL Online learning resource
www.ncsl.org.uk
Three key questions
• What are we trying to achieve?
• How do we organise learning?
• How well are we achieving our
aims?
Jacqueline S. Thousand & Richard A.
Villa
Managing Complex Change; 2001
Dimensions of change
Vision
Skills
Incentives
Resources
Action Plans
Success
Skills
Incentives
Resources
Action Plans
Confusion
Incentives
Resources
Action Plans
Anxiety
Resources
Action Plans
Slow Change
Action Plans
Frustration
Vision
Vision
Skills
Vision
Skills
Incentives
Vision
Skills
Incentives
Resources
False Starts
Leading change
• Strategic: bring the possibilities of PL to life
for staff, parents, governors, children and
linking the components of PL into school
improvement strategies and long-term
planning.
• Operational: incremental movement of the
school toward embedding working practices.
• Cultural: focusing on vision and values;
criteria for review and evaluation.