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Making learning matter more Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future National Middle Schools Forum Mick Waters Director of Curriculum, QCA 22 October 2008 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 Some tensions in progress the golden age the world challenge narrow and broad long term goals and short term accountability skills sets for the future the future and the present makes connections questioning thirst for knowledge confident 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 literate curious shows initiative acts with integrity self-esteem shaper learns from mistakes skilled creative ‘can do’ attitude thinks for themselves Making learning matter more Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future National Middle Schools Forum Mick Waters Director of Curriculum, QCA 22 October 2008 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) From national parameters... Aims for Primary Education Successful learners, who enjoy learning, make progress and achieve. Confident Individuals who are able to live safe, healthy and fulfilling lives. Responsible Citizens who can make a positive contribution to society. Areas of Learning / Subjects Skills and competences Independent Enquirers Communication, Language and literacy Creative Thinkers Mathematics Reflective Learners Expressive Arts Team Workers Humanities Self Managers Physical Development Effective Participators Personal Well-being: Attributes and values Principled Enterprising Creative The National Framework Resilient Principles of Curriculum Design Secures the fundamentals in literacy and numeracy Provides opportunities for depth and breadth Secures personal development Considers the entire planned learning experience In tune with child development Designing the School Curriculum The School Curriculum Programmes for 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. Programmes for learning provides a design framework focuses upon key attributes for • future learning • pupil engagement • coherence puts range and content into context Programmes for learning offers the learner a ‘bigger picture’ • less spoon feeding and regurgitation • less subject hopscotch picks up key drivers for engagement • purpose • process • audience 1&2 Knowledge Areas of Learning Experiences primary Audiences Purposes Approaches Childhood primary Making learning matter more Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future National Middle Schools Forum Mick Waters Director of Curriculum, QCA 22 October 2008 Successful Learners Confident Individuals Attainment and Achievement Responsible Citizens Civic Participation Attitude and Engagement Employment Education Training Healthy Lifestyle Choices Values….on reflection…. What devalues? What values? the learning the learning the person linear…a greasy pole making connections the person exposed contributing skin deep plunging can’t recall off piste a fixed mindset a growth mindset can’t do risks velcro tailoring and bubble wrap herding belonging Disciplined innovation thoughtful approach to a learning need knowing what we are trying to achieve clear on what success will look like baseline starting point established all partners know what is planned and why with the reasons articulated Focus of innovation pupils observing lessons education visits in RE transfer of writing skills eco-occasion out of school art cultural heritage oil painting enterprise learning independently transition in English and mathematics Focus of innovation What are we trying to achieve? How did we organise? What was the impact? - how do we know? What are the common messages and trends? Is innovation worth it?... some observations based upon attributes needed in the modern age gives a focus for skills in context authentic purpose, process and audience…and challenge helps children take the lead…puts assessment in context part of an easy network impact on personal learning and thinking skills evident improvement in academic performance….where there is room Programmes of study acknowledges professionalism of teachers parents should want to know their children are being included Children might… build on what they can already do pick up the challenge relish the skills in context employ dormant personal qualities take their excitement home influence their parents through enthusiasm exceed what they could previously do Programmes of study Include them in the innovation …and see the results across the range of learning I am a learner take me places show me things Who they are, how they work, what they do, and why? let me have a go, let me be me Making learning matter more Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future National Middle Schools Forum Mick Waters Director of Curriculum, QCA 22 October 2008