Transcript Making our curriculum world class Looking after learners, today and tomorrow Mike Rumble Curriculum Adviser.

Making our curriculum world class
Looking after learners, today and tomorrow
Mike Rumble
Curriculum Adviser
QCA’s Aim
‘To develop a modern, worldclass curriculum that will
inspire and challenge all
learners and prepare them for
the future’
Our curriculum conversation
Three key questions
1. What are we trying to achieve through the
curriculum?
2. How do we best organise learning to achieve
these aims?
3. How effectively are we evaluating the impact
of the curriculum and continuously
improving it?
Our curriculum conversation
Three key questions
1. What are we trying to achieve through the
curriculum?
2. How do we best organise learning to achieve
these aims?
3. How effectively are we evaluating the impact
of the curriculum and continuously
improving it?
makes connections
confident
questioning
thirst for knowledge
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
self-esteem
literate
curious shows initiative
acts with integrity
shaper
learns from mistakes
skilled
creative
‘can do’ attitude
thinks for themselves
By the time I leave school I
would like to have learnt...
“How to be a true historian
and how to act properly”
Curriculum Aims
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
• responsible citizens who make a positive
contribution to society.
“I want to learn how to complain in a shop”
Successful learner
Confident individual
Responsible Citizen
•Communication skills
•Speaking and listening
•Tone – style – vocabulary –
clarity
•Negotiation and influencing
•Deal with emotions
•Sense of fairness – challenge
injustice: rights and responsibilities
•Self confidence
•Assertive not aggressive
•Self efficacy “ feel they can
change things for the better”
•Economic awareness
Our curriculum conversation
Three key questions
1. What are we trying to achieve through the
curriculum?
2. How do we best organise learning to achieve
these aims?
3. How effectively are we evaluating the impact
of the curriculum and continuously
improving it?
A big picture of the curriculum
Three key
questions
1
WHAT are
we trying to
achieve?
2
HOW do
we
organise
learning?
3
HOW
WELL
are we
achieving
our aims?
Working draft
June 2007
A big picture of the curriculum
Three key
questions
1
WHAT are
we trying to
achieve?
Working draft
June 2007
A big picture of the curriculum
To secure
Accountability measures
Attainment and
improved standards
Behaviour and
attendance
2
HOW do
we
organise
learning?
Further involvement
in education,
employment or
training
3
HOW
WELL
are we
achieving
our aims?
Civic participation
Healthy lifestyle
choices
Working draft
June 2007
Three key
questions
A big picture of the curriculum
1
WHAT are
we trying to
achieve?
2
HOW do
we
organise
learning?
3
HOW
WELL
are we
achieving
our aims?
Securing
Accountability
measures
Attainment and
improved standards
Behaviour and
attendance
Civic participation
Healthy lifestyle
choices
Further involvement in
education, employment or
training
Working draft
June 2007
Three key
questions
A big picture of the curriculum
The curriculum aims to enable all young people to become
Curriculum aims
1
WHAT are
we trying to
achieve?
Successful learners
Confident individuals
Responsible citizens
who enjoy learning, make progress and achieve
who are able to lead safe and healthy lives
who make a positive contribution to society
Every child
matters outcomes Enjoy and achieve
Stay Safe
Be Healthy
Make a Positive Contribution
Achieve economic wellbeing
2
HOW do
we
organise
learning?
3
HOW
WELL
are we
achieving
our aims?
Securing
Accountability
measures
Attainment and
improved standards
Behaviour and
attendance
Civic participation
Healthy lifestyle
choices
Further involvement in
education, employment
or training
Working draft
June 2007
A big picture of the curriculum
Focus for learning
Attitudes and
attributes
Skills
eg, literacy, numeracy, ICT,
personal, learning and thinking
skills
e.g. determined, adaptable,
confident,
risk-taking, enterprising
Knowledge and
understanding
eg, big ideas that shape the
world
Working draft
June 2007
Three key
questions
A big picture of the curriculum
The curriculum aims to enable all young people to become
Curriculum aims
1
WHAT are
we trying to
achieve?
Successful learners
Confident individuals
Responsible citizens
who enjoy learning, make progress and achieve
who are able to lead safe and healthy lives
who make a positive contribution to society
Every child
matters outcomes Enjoy and achieve
Focus for
learning
Stay Safe
Be Healthy
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
2
HOW do
we
organise
learning?
3
HOW
WELL
are we
achieving
our aims?
Securing
Accountability
measures
Attainment and
improved standards
Behaviour and
attendance
Civic participation
Healthy lifestyle
choices
Further involvement in
education, employment
or training
Three key
questions
Working draft
June 2007
A big picture of the curriculum
1
WHAT are
we trying to
achieve?
The curriculum as an entire planned learning experience
underpinned by a broad set of common values and purposes
Components
Lessons
Events
Routines
Locations
Out of school
Environment
2
HOW do
we
organise
learning?
3
HOW
WELL
are we
achieving
our aims?
Extended
hours
Three key
questions
Working draft
June 2007
A big picture of the curriculum
The curriculum as an entire planned learning experience
1
underpinned by a broad set of common values and purposes
WHAT are
we trying to
achieve?
Learning approaches
Including enquiry,
active learning,
practical and
constructive
Including all
learners
In tune with human
development
Community and
business links
Matching time to
learning need, e.g,
deep, immersive
and regular
frequent learning
Taking risks
Opportunities for
learner choice and
personalisation
2
HOW do
we
organise
learning?
3
HOW
WELL
are we
achieving
our aims?
Building on
learning beyond
the school
Using a range of
audiences and
purposes
Three key
questions
Working draft
June 2007
A big picture of the curriculum
The curriculum as an entire planned learning experience
1
underpinned by a broad set of common values and purposes
WHAT are
we trying to
achieve?
Dimensions
Cultural
diversity and
identity
Health &
Lifestyles
Community
and civic
participation
2
HOW do
we
organise
learning?
3
HOW
WELL
are we
achieving
our aims?
Sustainable
futures and the
global
dimension
Enterprise and
entrepreneurship
technology
and the media
Creativity and
critical
thinking
Working draft
June 2007
Three key
questions
A big picture of the curriculum
The curriculum aims to enable all young people to become
Curriculum aims
1
WHAT are
we trying to
achieve?
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 and healthy
lives
who make a positive contribution to
society
Enjoy and achieve
Stay Safe
Be Healthy
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
Locations
Environment
A range of approaches,
In tune with
including enquiry, active Including all
human
learning, practical and
learners
development
constructive
Events
Routines
Extended hours
Out of school
Building on
Matching time to learning
Using a range Opportunities for
learning
Community and
need, eg, deep,
Taking
of audiences learner choice and
beyond the business links immersive and regular
risks
and purposes personalisation
school
frequent learning
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts
Dimensions
Cultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable
futures and the global dimension – technology and the media – creativity and critical thinking
3
HOW
WELL
are we
achieving
our aims?
Securing
Accountability
measures
Attainment and
improved standards
Behaviour and
attendance
Civic participation
Healthy lifestyle
choices
Further involvement in
education, employment or
training
Working draft
June 2007
Three key
questions
A big picture of the curriculum
The curriculum aims to enable all young people to become
Curriculum aims
1
WHAT are
we trying to
achieve?
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 and healthy
lives
who make a positive contribution to
society
Enjoy and achieve
Stay Safe
Be Healthy
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
Locations
Environment
A range of approaches,
In tune with
including enquiry, active Including all
human
learning, practical and
learners
development
constructive
Events
Routines
Extended hours
Out of school
Building on
Matching time to learning
Using a range Opportunities for
learning
Community and
need, eg, deep,
Taking
of audiences learner choice and
beyond the business links immersive and regular
risks
and purposes personalisation
school
frequent learning
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts
Dimensions
National
curriculum
Cultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable
futures and the global dimension – technology and the media – creativity and critical thinking
Communication,
language and literacy
Creative
development
A&D
D&T
CEG
Ci
En
Knowledge and
understanding of the world
Ge
Hi
ICT
Mathematical
development
Ma
MFL
Personal, social and
emotional development
Physical
development
Mu
RE
PE
PSHE
Sc
3
HOW
WELL
are we
achieving
our aims?
Securing
Accountability
measures
Attainment and
improved standards
Behaviour and
attendance
Civic participation
Healthy lifestyle
choices
Further involvement in
education, employment or
training
Working draft
June 2007
Three key
questions
A big picture of the curriculum
The curriculum aims to enable all young people to become
Curriculum aims
1
WHAT are
we trying to
achieve?
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 and healthy
lives
who make a positive contribution to
society
Enjoy and achieve
Stay Safe
Be Healthy
Attitudes and attributes
eg, determined, adaptable, confident,
risk-taking, enterprising
Make a Positive Contribution
Skills
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
Learning
approaches
2
HOW do
we
organise
learning?
Lessons
Locations
A range of approaches,
including enquiry, active
learning, practical and
constructive
Environment
Including all
learners
Events
Building on
learning
beyond the
school
In tune with
human
development
Routines
Extended hours
Community
Matching time to
and
learning need, eg, deep,
business
immersive and regular
links
frequent learning
Taking
risks
Out of school
Using a range
of audiences
and purposes
Opportunities for
learner choice
and
personalisation
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts
Dimensions
Cultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable
futures and the global dimension – technology and the media – creativity and critical thinking
Communication,
language and literacy
3-5
National
curriculum
5-16
A&D
CEG
Ci
Creative
development
D&T
En
Knowledge and
understanding of the world
Ge
Hi
ICT
Mathematical
development
Ma
MFL
Personal, social and
emotional development
Physical
development
Mu
RE
PE
PSHE
Sc
Assessment fit for purpose
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
Accountability
measures
Is integral to
effective
teaching and
learning
Draws on a
wide range of
evidence of
pupils’
learning
Attainment and
improved standards
Gives helpful
Promotes a
Maximises feedback for the
broad and
pupils’
learner and
engaging
progress
other
curriculum
stakeholders
Behaviour and
attendance
Helps identify Links to national
clear targets standards which
for
are consistently
improvement
interpreted
Civic participation
Informs
future
planning
and
teaching
Healthy lifestyle
choices
Uses tests
and tasks
appropriately
Embraces
peer- and
selfassessment
Further involvement in
education, employment or
training
Freedom to innovate
‘We know that schools and colleges are most effective when
they have the autonomy to innovate …..and adapt to their local
circumstances ..’
White Paper, 2005 p11.32
Innovation – The successful
exploitation of ideas
Transformation
Innovation
Introduction of new technologies, processes, services and
products that significantly disrupt the way that markets operate,
or are a significant departure from the organisation's existing
business activities.
High financial and/or
Reputational Risk
- low cost airlines
- web based banking
- I POD
Relative Innovation
Medium financial and/or Reputational
Risk
Incremental Innovation
Low financial and/or
Reputational Risk
Moderate improvements to existing products, processes
and services, and/or developing new markets
- Bacardi Breezer
- Dyson Cleaner
- Supermarket on-line shopping
Individuals and teams working to improve their
daily activities and/or minor product or service
enhancements.
- waste reduction
- Coke with lemon
- Improved customer care
By the time I leave school I
would like to have learnt...
“How to make the right
choices in life”
www.qca.org.uk/futuresinaction