Transcript Slide 1
Does the secondary curriculum meet the needs of all learners? Broad and Balanced? Meets the needs of the learners? Traditional content Personal development What are we aiming to achieve in our curriculum? The Aims The curriculum aims to enable all young people to become: – successful learners who enjoy learning, make progress and achieve – confident individuals who are able to live safe, healthy and fulfilling lives – responsible citizens who make a positive contribution to society Successful Learners:• have the essential learning skills of literacy, numeracy and information and communication technology • are creative, resourceful and able to identify and solve problems • have enquiring minds and think for themselves to process information, reason, question and evaluate • communicate well in a range of ways • understand how they learn and learn from their mistakes • are able to learn independently and with others • know about big ideas and events that shape our world • enjoy learning and are motivated to achieve the best they can now and in the future. Confident Individuals:• • • • • • • • • • • have a sense of self-worth and personal identity relate well to others and form good relationships are self-aware and deal well with their emotions have secure values and beliefs, and have principles to distinguish right from wrong become increasingly independent, are able to take the initiative and organise themselves make healthy lifestyle choices are physically competent and confident take managed risks and stay safe recognise their talents and have ambitions are willing to try new things and make the most of opportunities are open to the excitement and inspiration offered by the natural world and human achievements. Responsible Citizens:• • • • • • • • • • are well prepared for life and work are enterprising are able to work cooperatively with others respect others and act with integrity understand their own and others' cultures and traditions, within the context of British heritage, and have a strong sense of their own place in the world appreciate the benefits of diversity challenge injustice, are committed to human rights and strive to live peaceably with others sustain and improve the environment, locally and globally take account of the needs of present and future generations in the choices they make can change things for the better. Three questions driving curriculum design, development and implementation • WHAT are we trying to achieve? • HOW do we organise learning to achieve our aims? • HOW well are we achieving our aims? So what’s changed? • An increased focus on whole curriculum design underpinned by Aims • Increased flexibility – less prescription but focus on key concepts and processes in subjects. • More room for personalisation and locally determined curriculum • More emphasis on skills –functional and wider skills for learning and life • More emphasis on personal development and ECM • More opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions • A real opportunity for renewal and re-invigoration (BSF, Diplomas) The Aims The curriculum aims to enable all young people to become: – successful learners who enjoy learning, make progress and achieve – confident individuals who are able to live safe, healthy and fulfilling lives – responsible citizens who make a positive contribution to society Coherence… for the learner Personal Development Subjects Skills and dimensions Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject. A new look at subjects Importance Why the subject matters and how it contributes to the aims An increased focus on Skills A new framework for Personal, learning and thinking skills • • • • • • Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators Functional skills English, Mathematics and ICT In POS Embedded in GCSE and Diploma Stand-alone qualifications An increased focus on personal development The new Aims and the PLT skills framework emphasise the importance of personal development and ECM in the curriculum. New non-statutory programmes of study for • personal wellbeing • economic wellbeing and financial capability draw together, in a coherent way, requirements for personal, social and health education, sex education, the social and emotional aspects of learning, careers education, enterprise, financial capability and work-related learning. Cross-curriculum dimensions The non-statutory 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 Bringing it all together in a well designed curriculum The curriculum, which is the entire planned learning experience… 1. What are we trying to achieve? 2. How do we organise learning? …has clear aims and purposes – – – …is organised in a way that is likely to achieve the aims – – 3. How well are we achieving our aims? reflecting learners needs local priorities national priorities orchestrates time, staffing, space, approaches to teaching, learning and assessment to best effect makes links across subjects, skills and cross-curricular dimensions …is evaluated and developed in response to changing needs – is self-evolving and improving Three key questions 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims? Three key questions To secure 1 What are we trying to achieve? Accountability measures Attainment and improved standards Behaviour and attendance 2 How do we organise learning? 3 How well are we achieving our aims? Further involvement in education, employment or training Civic participation Healthy lifestyle choices Three key questions 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims? To secure Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Three key questions 1 What are we trying to achieve? The curriculum aims to enable all young people to become Successful learners who enjoy learning, make progress and achieve 2 Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Every Child Matters How do we organise learning? Be healthy 3 How well are we achieving our aims? Make a positive contribution Stay safe Enjoy and achieve Achieve economic wellbeing 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 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 Achieve economic wellbeing 2 How do we organise learning? 3 How well are we achieving our aims? To secure Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Three key questions Focus for learning 1 What are we trying to achieve? Attitudes and attributes 2 Skills eg literacy, numeracy, ICT, personal, learning and thinking skills eg determined, adaptable, confident, risk-taking, enterprising How do we organise learning? 3 How well are we achieving our aims? Knowledge and understanding eg big ideas that shape the world Three key questions 1 The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes What are we trying to achieve? Components Environment Events Extended hours Lessons Locations Out of school 2 How do we organise learning? Routines 3 How well are we achieving our aims? Three key questions 1 The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes What are we trying to achieve? Learning approaches 2 How do we organise learning? 3 How well are we achieving our aims? A range of approaches eg enquiry, active learning, practical and constructive Building on learning beyond the school including community and business links In tune with human development Matching time to learning need eg deep, immersive and regular frequent learning Using a range of audience and purpose Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Including all learners with opportunities for learner choice and personalisation 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 Components 2 Learning approaches How do we organise 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 Lessons Locations Environment A range of In tune approaches eg with enquiry, active human learning, developm practical and ent constructive Building on learning beyond the school including community and business links Events Routines Achieve economic wellbeing Knowledge and understanding eg big ideas that shape the world Extended hours Opportunities for Matching time to spiritual, moral, learning need, eg social, cultural, deep, immersive emotional, and regular intellectual and frequent learning physical development Using a range of audience and purpose Out of school Including all learners with opportunities for learner choice and personalisation 3 How well are we achieving our aims? To secure Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training 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 Lessons Environment Building on learning beyond the school including community and business links Events Routines Extended hours Opportunities for Matching time to spiritual, moral, learning need eg social, cultural, deep, immersive emotional, and regular intellectual and frequent learning 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. Whole curriculum dimensions Statutory expectations Locations A range of In tune approaches eg with enquiry, active human learning, developm practical and ent constructive 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 3 How well are we achieving our aims? To secure Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training Assessment fit for purpose Three key questions 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims? To make learning and teaching more effective so that learners understand quality and how to improve Is integral to effective teaching and learning Draws on a wide range of evidence of pupils’ learning Promotes a broad and engaging curriculum Maximises pupils’ progress Gives helpful feedback for the learner and other stakeholders Helps identify clear targets for improvement Links to national standards which are consistently interpreted Informs future planning and teaching Uses tests and tasks appropriately Embraces peer- and selfassessment Useful links • • • • • • • • http://www.dfes.gov.uk/14-19 http://www.lsc.gov.uk/National/default.htm http://www.info4local.gov.uk/ http://www.qca.org.uk/ http://www.ssda.org.uk/ http://www.aoc.co.uk/ http://www.specialistschools.org.uk/ http://www.direct.gov.uk/Homepage/fs/en