Transcript New Opportunities The new Secondary Curriculum: A curriculum for the future

New Opportunities
The new Secondary Curriculum: A curriculum for the future
So what’s changed?
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An increased focus on whole curriculum design underpinned by Aims
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Increased flexibility – less prescription but focus on key concepts and processes
in subjects.
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More room for personalisation and locally determined curriculum
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More emphasis on skills –functional and wider skills for learning and life
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More emphasis on personal development and ECM
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More opportunities for coherence and relevance - linking learning to life outside
school, making connections between subjects, cross-curricular themes and
dimensions
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A real opportunity for renewal and re-invigoration (BSF, Diplomas)
Coherence… for the learner
Personal
Development
Subjects
Skills and
dimensions
A new look at subjects: a example from history
Key Concepts
• Chronological Understanding
• Cultural, ethnic and religious diversity
• Change and continuity
• Causation
• Significance
• Interpretation
Key Processes
• Historical enquiry
• Using evidence
• Communicating about the past
A new look at subjects: music and geography
Range and content
• Performance in a range of context
Student concerts, public concerts, assemblies, formal and
informal… might include on-line.
• A range of classical and popular traditions
Western classical, other national and cultural traditions,
folk, jazz, contemporary, film, TV, stage
• The role of music in society and the music industry
Curriculum opportunities
• Use resources..maps and GIS
• Field work in different locations outside the classroom
• Make links to other subjects and the wider curriculum
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
‘can do’ attitude
creative
thinks for themselves
Three questions driving curriculum
development
• WHAT are we trying to achieve?
• HOW do we organise learning?
• HOW well are we achieving our aims
and how will we know?
Working draft September - December 2007
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
Accountability
measures
Helps
Links to
Is integral
Gives helpful
Draws on a
Promotes a
identify
national
to
Maximise feedback for
wide range
broad and
clear
standards
effective
s pupils’ the learner
of evidence
engaging
targets for which are
teaching
progress and other
of pupils’
curriculum
improveme consistently
and
stakeholders
learning
nt
interpreted
learning
To secure
Attainment and
improved standards
Behaviour
and attendance
Civic
participation
Healthy lifestyle
choices
Informs
Embraces
Uses tests
future
peer- and
and tasks
planning
selfappropriatel
and
assessme
y
teaching
nt
Further involvement in education,
employment or training
Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)
What do young people say about their
curriculum?
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Putting it all together
Progress in subjects/Areas of Learning?
Progress in skills?
• Personal, Learning and Thinking Skills
• Other skills frameworks e.g. Opening
Minds
• SEAL – not a framework for skills
progression but activities for developing
skills
Knowledge, Understanding and Skills
• The PoS provide a curriculum framework for the
knowledge and understandin
• There are several frameworks for the skills –
PLTS, Opening Minds, SEAL, Enquiring Minds,
Learning to Learn
• What is the picture re progression?
- Appendix 6 - Exemplar draft level descriptors
- Lancashire Grid for Learning Competency
framework
- A Framework for PLTS
- The Learning School – heirarchy of needs
- Pathways to Independence
Personal Well being
The process of progression could be based on the
following principles:
• Makes any assessment an integral part of
creating a motivating culture that rewards
achievement
• Draws on a wide variety of evidence that
illustrates the growing capacity of the young
person
• Recognises growing independence and ability to
use skills more frequently and under their own
volition
• Enables schools to adapt assessment of
Personal Well being
An approach to assessing well being skills
- Adapt existing methods and frameworks,
incorporating:
• Some kind of grid or table with a set of
progressive descriptors of a young person’s
behaviour
• Label the rows with the set of descriptors
• Label the columns
• Incorporate variants for use by the young person
themselves, parents etc.
Schools which have started developing their own
frameworks have tended to use:
• A grid or table with a set of descriptors of student
behaviour, labelled as rows
• A set of level ‘descriptors’ labelling the columns
• Incorporated variants for use by students,
parents etc.
• The number of ‘levels’ often used a range of 1-5
or red/amber/green to denote progress
• In considering ‘levels’, used descriptors of how
an element was displayed e.g. independence
[with help, on my own, helping others, teaching
others], frequency [rarely, sometimes, mostly.
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What seems to work?
Student involvement
Teachers as learning tutors/coaches/guides
Extending skills endeavour to all areas in and
outside school
Make connections between contexts and
situations e.g. creativity in football to creativity in
subjects and problem solving generally
Simple recognition of progress – gold, silver,
bronze/emergent, practised. expert/basecamp,
core, summit etc.
A simple ’Passport’ that can be signed by staff
and parents when a student has had the
The Back on Track report – towards a better PRU
curriculum
• Should it be 25 hours’ entitlement?
• A core entitlement? Personalised?
• What about the bright kids who get
excluded?
• What about the more vulnerable ones?
• What about staffing? CPD?
• What about leadership?
What do young people say?
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They want to be challenged
They want to spend time talking about their work
They want to use ICT
They want to work in groups or with others
What else do they say about the curriculum?
Is it their curriculum?
What about the hardest to reach?
• Be creative
• Listen to what they say
• Ask them not what they want to be but who they
want to be
• Be patient
• Allocate time and staff who can form the right
relationships and use the flexibility in the new
curriculum to make it work for you and them
• Start from what you want to achieve and use the
three questions
Three questions driving curriculum
development
• WHAT are we trying to achieve?
• HOW do we organise learning?
• HOW well are we achieving our aims
and how will we know?