Transcript Name of presentation

New Opportunities
The new Secondary Curriculum: A Curriculum For The Future
2025
Why change?
Developing
life-long
…
Developing
Life
Longlearners
Learners…
 self directed and self reliant
 cultural and social adaptability
 enterprise and initiative
 individual maturity and sense of self and belonging
 creativity and innovation
 influence and responsibilities
 mobility
 managing information via technology
Young people might well ask… why?
Why do I get taught at the speed of other pupils?
Why do I take exams in the summer?
Why am I forced to fail exams this year when I could pass them next?
Why do I learn a foreign language alongside others who can’t speak it?
Why do I have to watch a teacher struggle to use yesterday’s
technology?
Why do I have to memorise stuff I can look up on my mobile phone?
Why is there only one timetable when there are millions of individually
customised Yahoos?
Why are there so few subjects when I have hundreds of TV channels?
Why am I taught separate subjects when life is integrated?
Why do I have to write at school when everyone types in life?
Why do I have to accept a bad teacher when I never accept a bad
burger?
Why is school analogue and grey when life is digital and technicolour?
What did employers say?
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The basic skills are essential… but we also need
young employees who:
can take responsibility and show initiative
have good interpersonal skills.. can work in teams
are flexible and adaptable
have ability to solve problems and generate new
ideas
have a good mix of qualifications, practical skills
and personal qualities
The education system should do more to market the benefits of
learning to young people and develop a genuine customer service
ethos.
Three questions driving curriculum design,
development and implementation
• WHAT are we trying to achieve?
• HOW do we organise learning?
• HOW well are we achieving our aims?
The KS3 Curriculum – Big on Skills, Short on content
• In todays world, our pupils must become
‘navigators’. The most effective members of the
global village are the ones who can navigate the
best.
• Its now more important to find things out rather
than to simply recall them.
• The modern world requires us to be able to
master complex and conflicting tasks –does
our curriculum cater for this?
“All that we ever learn from spoon
feeding is the shape of the spoon”
“The illiterate of the future are not
those who cannot read but those
who cannot learn, unlearn and
relearn.” Tohler
The results of experiment reported in November 2000
Scan 1, act of memorising (visual images).
Scan 2, act of recall
Scans 3 and 4, Processing information, comparison, decision making.
Country Dance
Parts of a plant
Florence
Nightingale
Romans in Britain
The Victorians
Sex Education
Macbeth
Sikhism
Spreadsheets
The life cycle of a river
Friction
Holocaust
Responsible
citizen
Confident
individual
Successful
learner
Functional
skills
Thinking
skills
Research
skills
Social
skills
Learning
skills
compassionate
confident
curious
resilient
enterprising
principled
Personal, Learning and Thinking Skills (PLTS)
Time to play ……
Can you name the
country from just the
following slides……
Lessons from Finland…..
• Create a flexible but highly skilled
workforce
• High quality, high status teachers
• Local curriculum development
• Trust, cooperation and responsibility
• No ‘initiativitis’ – innovation and risk
taking essential
• Leaders who teach
Subject programmes of study
Rethinking
subjects
A new look at subjects: a example from history
Key Concepts
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Chronological Understanding
Cultural, ethnic and religious diversity
Change and continuity
Causation
Significance
Interpretation
Key Processes
• Historical enquiry
• Using evidence
• Communicating about the past
Subject programmes of study
Rethinking
subjects
school garden
international visit scouts & guides
choir
band
mock trials
fieldwork
old people’s links
orchestra
assembly
clubs and societies
school council
Duke of Edinburgh
volunteering
charity work
animal care
school performance
Young Enterprise
work placement
retreats
school team
school newspaper
What must the Departments do?
• Each department must audit their Scheme of
work, identifying areas that we do well and less
well. Simply saying ‘ we already do it’ is not
enough. Proof is needed.
• Each department must seek out best practice
across the school – Science is the obvious
department to begin with having already ‘made
the change’.
• Has to be a key part of next years DIP, and
training needs to be carefully considered.
The Science Journey
‘
From Content
to Skills’
Objectives For The Session
• Explore the reasons why Science had to make a
change to the way the subject is delivered.
• Understand the ‘cultural change in attitudes’ that
had to be undertaken.
• Look at how we sought to ‘embed’ institutional
change.
• Explore some examples of good practice.
Email received Friday 11th January 2008
• Dear Colleagues
• It has recently come to my attention that the % Sc1
contribution to the 2008 tests will be in the order of
40%. In the 2007 tests, WHEN SECONDARY
ATTRIBUTES ARE TAKEN INTO ACCOUNT, Sc1
accounted for about 35%. The markscheme booklet
does not make this clear as only primary attributes are
taken into account. [Teacher assessment has been
calculated in this way since 2007 [see Teacher
Assessment weightings on page 22 of the 2008 ARA –
details below]]
• Please share this with your colleagues and
emphasise the need for explicit teaching of Sc1.
So what changed?
Science is split into 4 attainment targets in the old
National Curriculum.
• Knowledge, Skills and Understanding (i.e Ideas and
evidence in Science, Investigative Skills, Considering
evidence, evaluating etc…)
• Biology, Chemistry, Physics Content
However, Prior to 2003 it was generally accepted by all
concerned that the blue bit only happened sporadically
and in some institutions never at all.
December 2003 – we all get rumbled
Out of the blue, a letter was on my desk in December
2003. Generally it said the following:
“ Dear HOD,
We know that most schools don’t bother with SC1, even
though its in the NC, so we are going to have lots of
questions in next years SATs whether you like it or not.
Tough.”
In the best traditions of QCA there was just one page of
‘guidance’ as to how the questions would be structured,
and that was it! No other information was ever
forthcoming.
What was the change we needed to make?
• There are those in Science Education who
believe Science to be a ‘Body of Knowledge’.
Our Job is to ‘transplant’ that knowledge into
pupils brains.
• Others believe that Science is all about asking
questions, designing investigations, interpreting
outcomes and critically evaluating evidence.
Science is, literally, a thinking process.
• Which of the above most closely mirrors your
own experience?
What did pupils need to be able to do?
‘Ideas & Evidence’
1. Interplay between empirical questions,
evidence & scientific explanations. (e.g. What
is the actual evidence that supports global
warming?) – links to argumentation
2. Important to test explanations by using
them to make predictions to see if the
expected ‘evidence’ matches. e.g. John
Snow 1854 – Cholera outbreak in central
london.
Drinking coffee 'can double miscarriage risk'
By Rebecca Smith, Medical Editor
Last Updated: 8:11am GMT 21/01/2008
• Drinking as little as two cups of coffee a day
while pregnant doubles the risk of miscarriage, a
new study has warned.
• The study examined the outcomes of 1,063
pregnancies in San Francisco over two years.
But not mentioned……..
• Data supply was voluntary. Not done as part of
clinical trial – completely subjective. All
participants volunteered the data themselves.
• Another study published earlier this month in the
journal Epidemiology found there is no
significant risk of miscarriage with low doses of
caffeine. No headlines.
‘It's too hot to shop as records tumble’ – July 2006
- Telegraph
• The continuing hot weather is
proving a problem for shops,
with sales down five per cent
on this time last year.
• The heatwave looks likely to
make this July the hottest
month since records began
in 1659.
‘8 out of 10 owners say their cats prefer it’
Early Plague
Doctor
The Cholera Outbreak of 1854.
• In 1849 Snow published "On the Mode of
Communication of Cholera“.
• proposed that the "Cholera Poison"
reproduced in the human body and was
spread through the contamination of food or water.
• This theory was opposed to the more commonly
accepted idea that Cholera, like all diseases, was
transmitted through inhalation of contaminated vapors.
• Although he was awarded for this work, without the
technology and knowledge that we have today, Snow
had no way to prove his theory.
‘Ideas & Evidence’ - Continued
Pupils need to look at how Scientists work today
and how they worked in the past including:
• the roles of experimentation,
• evidence available
• and creative thought (i.e. producing a model to
explain observed phenomena, or reviewing
earlier ones)
Ptomelaic Model
Copernican model
Investigative Skills
• Make predictions
• Indentify and control variables
• Determine how much data needs to be recorded
/ collected to get reliable results
• Produce methodology that will produce good
results
• Be able to present the data produced (i.e
graphs, tables, charts)
• Be able to critically evaluate own results /
procedure and make improvements.
PIRATES
What did we try to do?
• First attempt – we tried to ‘tweak’ our existing
SOWs. However, we found that this ‘elastoplast’
response was never going to facilitate the
‘institutional change’ we were looking for.
• We dumped the entire SOW, and rewrote for Yr7
beginning September 2004. Content was out,
skills were in. Enquiry and ‘How Science Works’
to be at the forefront off all rewrites. Very painful
for some staff who were desperate to add ‘stuff’
to be learned.
Timeframe for rewrites
• Year 7 ready for Sep 2004
• Year 8 ready for Sep 2005
• Year 9 ready for Sep 2006
Yr7 pupils who joined us in sep 2004 were the
first to have done the new SOW all the way
through and did their SATs in 2007. Best SATs
results since the good old days!
The Year 9 classes who did their SATs in 2005,
2006 were on the old SOW, but we tried to
introduce as much ‘Enquiry’ skills as possible.
Institutional Change
• Its widely accepted that in any organisation that
‘Institutional change’ takes about 3 years. This is
the time it takes, if done properly, for a new idea
or approach to become second nature.
• How many times have you been told in your
career that “this is the next big thing”, had one
training session in which everyone was
enthusiastic, and then it was quietly forgotten
about because it was never followed up?
Science SATs Results Since 2002
Year
2002
2003
2004
2005
2006
2007
Level 5
88
86
79
78
78
84
Level 6
49
60
43
35
55
54
Embedding Institutional change
So what do I do next?
• Find a partner
• Pick a class in Year 7/8 (or even 10)
• Choose an activity which you can do in class with your
pupils.
• Bring evidence to the next meeting showing how you got
on. Video would be brilliant, but is at the top end of
expectation!
• The whole point of this process is that you try out new
ideas, interact with the materials on offer, and feedback
good practice to the department as a whole.
• REMEMBER: We will only make progress towards being
an ‘enquiry’ driven department through challenging our
old ideas and trying out new things.
Sharing Good Practice Sessions
Each session will involve all participants being
placed into smaller groups, with the groups
being rearranged for each session.
The full schedule is given below, please add to
diaries and attend as many as possible.
September 29th, October 13th, November 17th,
December 12th, January 12th, February 27th,
March 28th, April 26th, May 23rd, June 13th, July
5th
How do I
Evaluate?’
‘
Evaluating My Subject
1.
2.
3.
What MUST we
change?
What do we need to
DEVELOP more?
What do we do really
WELL?
Remember the PLATs…. (Personal, Learning & Thinking Skills)