Transcript School Curriculum - National Union of Teachers
NUT National Education Conference
Developing a Quality Curriculum
Dave Peck The Curriculum Foundation
Content
1. The context of the new National Curriculum 2. What do we mean by a quality curriculum?
3. How do we develop one?
The Context of the New National Curriculum • • • • • • September 2014!!! It’s a joke The global 21 st century curriculum race Shift away from threshold measures to progress measures Abolition of NC levels If we don’t thoroughly overhaul the curriculum now……
Also available: Top Quality Snake Oil http://www.coreknowledge.org.uk/curriculum.php
Maths English Science Geography History RE PE Music Languages Art & Design Design Technology Computing
Where do the boundaries lie?
Curriculum Paradigm Subject knowledge Subjects Plus Characteristics The curriculum is all the documented subject learning schools (are required to) teach In addition to this subject teaching there are wider elements of the curriculum addressed in other ways e.g. through tutor time, visits, assemblies, performances, extra-curricular(!) activities All Planned (Learning ?) Experiences All-inclusive Everything planned is part of the curriculum i.e. all of the above learning opportunities plus sports events, parents’ evenings, visitors to the school, volunteering opportunities, duties, peer support, etc.
Everything that happens in school reflects the school ethos and culture and hence everything that happens in school (including unstructured time such as breaks) or through school is part of the curriculum
6
The Context of the New National Curriculum • • • • • The review has been driven by the ‘small government’ doctrine …. teachers are the experts It is an ‘essential knowledge’ curriculum some sections are detailed & others are very sparse It’s not national, nor new, nor a curriculum Major focus on literacy & numeracy: fluency Prescription is in inverse proportion to age
How much curriculum freedom?
Subject English Maths Science Art & design Citizenship Computing Design & technology Cooking and nutrition Geography History Languages Music PE No of pages KS 1 & 2
67 39 32 1 N/a 1 2 1 3 4 2 1 2
KS3
3 6 10 1 1 1 2 1 2 3 2 1 1
The State We’re In
• • • • • • Few senior leaders / teachers have had any professional development in curriculum development / design Few teachers have curriculum development / design experience Many teachers see themselves as curriculum delivery technicians Many teachers believe the curriculum is something handed down to them by higher authority that they have to do to pupils Many do not feel confident about implementing the new NC But there is some good news: YoC
Asking the right questions about the new curriculum
• • • • What is all the ‘stuff’ we have to teach?
How much of it is in our existing curriculum?
How can we ‘slot in’ what’s missing?
Job done?
• • How effective is learning now? How much does it need to change to make learning (in the context of the new curriculum) really effective?
Which approach feels most comfortable? Why?
What do we mean by effective learning?
Your own experience of learning?
Ineffective Highly effective
1 2
Unengaging; teacher-led; monotonous; unquestioned facts; task-oriented; unmemorable; summative assessment; alien / unconnected
3 4 5 6
What part does an outstanding curriculum play?
7 8 9 10
Inspiring; teacher / group / paired / student-led; varied; debatable interpretations; learning-oriented; very memorable; formative assessment; relevant / personalised
If we agree it’s about deep learning…
How effective is learning now? How do you know?
How much does it need to change?
Do you have an agreed statement / description of quality learning? If so, how was it derived? Who was consulted?
Is it part of the school’s DNA?
Where does the National Curriculum sit?
Often negative feelings stem from criticism suffered long ago. It’s as if we had been hypnotised to accept our non-existent limitations.
Peter Kline
The Everyday Genius
Foothills….
Create Evaluate Apply Understand Remember
or peak?
Year Group & Subject Key Unit Competency
To be able to …….
Knowledge and understanding Learning Unit: Learning Objectives Skills Attitudes and values Content No. of lessons Learning Activities (To address learning objectives plus generic competencies, literacy and numeracy, cross-cutting issues) Contribution to generic competencies: Contribution to literacy: Contribution to numeracy: Contribution to cross-cutting issues: Links to other subjects: Materials:
Lenses on the School Student learning and outcomes Perceptions Cohort Teaching & Assessment Content
Features of schools making change Black Country Challenge
Mick Waters 2012 • • • • • • • Accept the qualification / curriculum divide Consult the learners at every stage Pursue coherent themes in learning Deploy teachers in teams Extend sessions – avoid five starts a day Revamp homework Rethink the use of exercise books • • • • • • • • • Enjoy articulacy and mathematicality Exploit ICT Say LO to WALT less often Co-ordinate products Provide audiences Keep assessment in its place Talk about jobs Use artefacts, visits and people Talk about talents and rigour
What do we mean by ‘the curriculum’?
UNESCO’s International Bureau of Education considers three interrelated dimensions of the curriculum: • • •
the intended or official curriculum as defined in guidelines, frameworks and guides that specify what students are expected to learn and should be able to do; the implemented curriculum that is actually taught in the classroom, including how it is delivered and who teaches it; and the attained curriculum that represents what students have actually learned.
They go on to point out that the challenge is ensuring coherence and congruence between curriculum policy documents, the actual pedagogical process and learning outcomes.
18
What do young people need to succeed in the 21 st century? How would you describe a young person who is equipped for life?
Take 10 minutes to complete your description Your list will probably include skills, attitudes, qualities, values and dispositions
19
questioning makes connections confident takes risks There is no right answer thirst for knowledge healthy independent willing to have a go undoubtedly includes some of the following: persevering gets on well with others generates ideas critical self-editing communicates well self-esteem respectful skilled creative literate flexible shows initiative compassionate shaper acts with integrity loves learning learns from mistakes curious ‘can do’ attitude thinks for themselves 20
A lot of information....
How can we use it?
Which qualities relate to the heart?
What do we want young people to be able to do?
in the process?
people to know?
What does it tell us about: Aims?
It always leads to some
The school curriculum?
Somewhere Primary School
Strengths of our pupils
• • • • • • • • • • They are...
Thoughtful Articulate Literate Numerate Creative Happy Confident Caring and empathetic Friendly Good social skills
Areas for Development
• • • • • • • We aim to encourage our pupils to be more...
Independent and self motivated Resourceful Resilient Responsible Creative Have greater respect for property Have a bigger picture of the world
Theory into practice
• • • • • If we want learners to be more….
Independent and self motivated Resourceful Resilient Responsible Creative • • The curriculum must….
???
???
Maths English Science Geography History RE PE Music Languages Art & Design Design Technology Computing
Maths English Science Geography History RE PE Music Languages Art & Design Design Technology Computing
Planning the school curriculum
Assemblies Lessons Local study School garden Subject-focused lessons Working with artist Residential Visit Themes Museum Visits Expertise of staff Field study Coaching After school activities Newspaper Pupil responsibility: routines
Planning the school curriculum
Subject areas Assemblies Lessons Local study School garden Subject focused lessons Working with artist Residential Visit Themes Field study Museum Visits After school activities Expertise of staff Coaching Newspaper Pupil responsibility: routines Key skills
Lessons
A joined-up curriculum
Assemblies Local study School garden Subject-focused lessons Working with artist Residential Visit Themes Museum Visits Expertise of staff Field study Coaching After school activities Newspaper Pupil responsibility: routines
When?
Where?
How?
Who?
What?
Organising learning in a curriculum for the future
C20 th Standardised units (60 min sessions) Metronomic Classroom Serial experiences Narrow range T/L Learner as receiver Teacher The class 30 -1 Content and coverage Towards the test C21 th Flexible: Time matched to learning need Regular/often – deep/immersive Range of locations – flexible spaces - permeable school – cyber- space Connected and interdisciplinary Wider range of approaches – project-based, enquiry-based, co-constructed, student initiated School as broker – employer, artist, poet, community, peers other goupings Outcomes and impact Towards lifelong learning
A choice or a compromise?
Performance Measures Learners’ best interests
Chasing cusps All treated equally Little / no focus on skills and competencies Comprehensive focus on skills and competencies Course selection in best interests of school outcomes Course selection in best interests of learners Focus on continuous progress Focus on key examination years and intervention Focus on tried and tested teaching and learning Focus on innovation and memorable experiences
The Year of the Curriculum
A curriculum design programme produced by the Curriculum Foundation in partnership with the NUT The programme consists of four modules, each with two units: What are we trying to achieve?
How shall we organise learning?
How shall we evaluate success?
http://www.teachers.org.uk/campaigns/curriculum How do we make it happen?
The school curriculum and the National Curriculum
School Curriculum National Curriculum
Maintained schools since 1988 National Curriculum
Getting the balance right How much ‘school curriculum’ can be created and how will it be used
National
for the benefit of learners?
National School Curriculum National
Whose is the school curriculum? Who will design it?
Curriculum
Who will be consulted?
Is it a topic, a lesson, a homework, an assembly?
School Curriculum
National Curriculum
The body?
Mary Seacole and the Crimean War?
Abuse of alcohol and other drugs?
Know where food comes from?
…great artists, architects and designers in History?
….or a bin job?
What should we do with the school curriculum?
School Curriculum
Personalisation
Excite imagination
Latin
World history
PSHE /
National Curriculum
Trips / visits
Skills and competences for learning and life
Aims Sense of agency Citizenship Hopefulness Environment and sustainability
Big ideas
Drama
Learners interests and talents Creativity
Relevance
The Romans Churchill Picasso Rhythm Parts of a plant
Magnetism
Properties of materials The branches of learning reflecting major areas of human endeavour and ways of thinking
The Romans Churchill Picasso Rhythm The Trunk The quality of pupils’ learning experiences Parts of a plant
Magnetism
Properties of materials
Explaining Your Curriculum: The Tree Model
Curricular impact … do this?
does your curriculum 1 Outstanding
The school’s
Quality of leadership in, and management of, the school
curriculum
promotes and sustains a thirst for knowledge and a love of learning. It covers a wide range of subjects and provides opportunities for
academic, technical and sporting excellence. It has a very positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic
achievement, their physical wellbeing, and their
spiritual, moral, social and cultural development.
2 Good
The school’s curriculum achievement, encourages a thirst for knowledge and a love of learning. It covers a range of subjects and provides opportunities for academic, technical and sporting excellence and contributes well to pupils’ academic their physical wellbeing, understanding of safety matters. and their spiritual, moral, social and cultural development.
It promotes positive behaviour and a good
Pupil Premium
The school’s actions have secured improvement in achievement for those supported by the pupil premium, which is rising rapidly, including in English and mathematics.
The school’s actions have secured improvement in achievement for those supported by the pupil premium, which is rising, including in English and mathematics.
Impact of policies There are excellent policies underpinning practice which ensure that pupils have high levels of literacy, or pupils are making excellent progress in literacy.
The well thought out policies ensure that pupils make at least good progress in literacy.
Parents/carers The school has highly successful strategies for engaging with parents to the benefit of pupils
, including those who find working with the school difficult.
The school works well with parents, including those who might find working with the school difficult, to achieve positive benefits for pupils.
Safeguarding
The school’s arrangements for safeguarding pupils meet statutory requirements. The school’s arrangements for safeguarding pupils meet statutory requirements.
42
Attitudes Views Ethos Behaviour Management Bullying Safety 1 Outstanding The behaviour and safety of pupils at the school Pupils’ consistently display a thirst for knowledge and a love of learning, including in independent, group and whole class work, which have a very strong impact on their progress in lessons. Pupils’ attitudes to learning are of an equally high standard across subjects, years, classes and with different staff.
Parents, staff and pupils are unreservedly positive about both behaviour and safety.
Pupils’ behaviour outside lessons is almost always impeccable. Pupils’ pride in the school is shown by their excellent conduct, manners and punctuality. Pupils are keenly aware how good attitudes and behaviour contribute to school life, adult life and work.
Skilled and highly consistent behaviour management by all staff makes a strong contribution to an exceptionally positive climate for learning. There are excellent improvements in behaviour over time for individuals or groups with particular behaviour needs.
Pupils are fully aware of different forms of bullying, including cyber bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying and derogatory or aggressive language in all their forms are rare and dealt with highly effectively. All groups of pupils are safe and feel safe at school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe, including in relation to e safety. 2 Good
Pupils’ attitudes to all aspects of learning, including in independent, group and whole class work, are consistently positive, and have a good impact on the progress they make Pupils respond very quickly to staff’s instructions and requests allowing lessons to flow smoothly and without interruption. Low-level disruption in lessons is uncommon. Pupils’ attitudes to learning are positive across subjects, years, classes and with different staff. Pupils understand the importance of good attitudes and behaviour in school life, adult life and work. There are few well founded concerns expressed by parents, staff and pupils about behaviour and safety. There is a positive ethos in, and around, the school. Pupils conduct themselves well at all different times of day, including at lunch time, attend regularly, have good attitudes and are punctual to lessons. Behaviour is managed consistently well. There are marked improvements in behaviour over time for individuals or groups with particular behavioural needs.
Pupils have a good awareness of different forms of bullying. There are few instances of bullying and these are dealt with effectively by the school. Pupils are safe and feel safe at school and at alternative provision placements and understand how to keep themselves safe in different situations.
43
Overall impact The quality of teaching in the school 1 Outstanding
Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school,
including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, are making rapid and sustained progress. 2 Good
Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able , make good progress and achieve well over time.
Expectations
All teachers have
consistently high expectations of all pupils .
Teachers have high expectations.
Expertise Strategies
They plan and teach lessons that enable pupils
across the curriculum. to learn exceptionally well
They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum. Teachers use well-judged and
often imaginative teaching strategies ,
including setting appropriate homework that, together with
clearly directed and timely support and intervention
, match individual needs accurately. Consequently, pupils
learn exceptionally well across the curriculum.
Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.
Basic skills Motivate & enthuse Feedback and Questioning The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum. Teachers and other adults authoritatively impart knowledge to ensure students are engaged in learning, and generate high levels of commitment to learning across the school. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning .
Consistently
high quality marking and constructive feedback
from teachers ensure that pupils make rapid gains.
Assessment
Reading, writing, communication and mathematics are taught effectively. Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged. Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning. Teachers
assess pupils’ learning and progress regularly and accurately at all key stages, including in the Early Years Foundation Stage
to improve.
.
They ensure that pupils know 44
Designing your curriculum
How do we design a curriculum which promotes and sustains a thirst for knowledge and a love of learning?
with attitudes to learning of an equally high standard across subjects, years, classes and with different staff?
in which the teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum?
in which teachers and other adults authoritatively impart knowledge to ensure students are engaged in learning?
To what extent must curriculum policy and practice be established at school level? Is there a tension between doing the right thing and league table outcomes? If so how is it addressed?
Question for teachers:
Do you see yourself as …..
….. a curriculum delivery technician… or….. a professional designer of learning?
What are we going to do now?
Design and implement a complete world class curriculum for our learners in our schools • Build in all the learning experiences • needed for: knowledge and understanding; skills and competencies; attitudes and values National Curriculum in perspective Use ‘Year of the Curriculum’ programme Be an evangelist for a 21 st century curriculum for England