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Making our curriculum world class Looking after learners, today and tomorrow Mark Orrow-Whiting Programme Adviser, QCA “… standards in writing and mathematics are declining because young people are spending too much time… … listening to the gramophone.” The Times 1912 In September 2005 600,000 eager children started school. They will leave their mark on most of the 21st Century and be in active employment until at least 2070. “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 1999 Forces for change • Changes in society, social structures and the nature of work. • The impact of technology on subjects and schooling. • New understandings about the nature of learning. • Increased global dimension to life, learning and work. • The public policy agenda (DfES strategy/white papers, ECM) promoting innovation and personalisation. “To develop a modern, world-class curriculum that inspires and challenges all learners and prepares them for the future” What are the characteristics of a good learner? make connections questioning confident – take risks skilled persevere independent thirst for knowledge creative critical – self editing willing to have a go communicates well curious literate generate ideas listen and reflect flexible be shapers get on well with others act with integrity show initiative self-esteem think for themselves ‘can do’ attitude make a difference learn from mistakes What do employers want? Boeing’s desired attributes of an engineer • • • • • • • Awareness of customer and societal needs Good communication skills High ethical standards An ability to think creatively and critically Flexibility – self confidence to adapt Curiosity and a desire to learn A profound understanding of the importance of teamwork The Challenge… The curriculum conversation The three key questions • What are we trying to achieve through the curriculum? • How do we need to organise the curriculum to achieve these aims? • How effectively are we evaluating the impact of the curriculum and continuously improving it? Aims of the curriculum We want the curriculum to enable all young people to become: • successful learners who enjoy learning, make progress and achieve • confident individuals who are able to live a safe, healthy and fulfilling life • active and responsible citizens who make a positive contribution to society. The ‘big picture’ of the curriculum Curriculum Aim Aim Five outcomes The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens Successful learners Confident Individuals Responsible Citizens - who make a who make progress and achieve who lead safe and healthy lives positive contribution to society Enjoy and achieve Developing individuals… Whole Curriculum Skills, Knowledge and Attributes Working draft (May 06) Safe To do Healthy Participation Economically active To be To know and understand Knowledge and Understanding Skills PersonalDevelopment Development Personal Big Ideas that shape the world Chronology, conflict, scientific method, etc. Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Attitudes and dispositions, determined, adaptable, learning to learn The curriculum as the entire planned learning experience Components Location Lesson s Events Environment Routines Extended Hours Out of school Learning Approaches A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation Areas of Learning Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social National Curriculum Eng Ma Sci ICT DT Hist Geog Art Music PE MfL Cit/P S RE Assessment fit for purpose Assessment Building a more open relationship between learner and teacher Clear learning intentions shared with pupils Understood, shared/negoti ated success criteria Celebrate success against agreed success criteria Advice on what Peer and to improve and self how to improve assessment it Peer and self evaluation of learning Taking risks for learning Testing Individual target setting Using error positively * To make learning and teaching more effective * So that learners understand quality and how to improve * To secure… Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy Lifestyle Choices Reduced NEET The future curriculum in science Science and innovation framework 2004-2014: next steps wants… • more young people taking science A levels • more pupils getting at least level 6 at the end of ks3 • more pupils achieving A*-C grades in science GCSEs • more physics, chemistry and mathematics specialist teachers • science in the School Acountability Framework • all pupils achieving level 6 to be entitled to study three separate science GCSEs Changes to science • New KS4 PoS – based on “how science works” • KS3 review – to reduce congestion, and remove the science ‘shopping list of facts’ • A level review – to reduce the assessment burden • Applied science diploma? • Primary Science? Freedom to innovate Creating a curriculum framework with room for creativity so that it can be shaped to meet the needs of all learners [email protected] or visit the website www.qca.org.uk/science