Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future

1. Creating a learning adventure Creating a learning adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009

2. We weren’t born yesterday In just a few years time….we could be: • voters • standing for council • married • jurors

3. The role of Governors • sleeping partners • uncritical lovers • hostile witnesses • critical friends

4. 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

5. teamwork commitment procedural reliability organisation honesty independent thought flexibility determination customer awareness punctuality Skills for life, learning and work…growing up sensitivity tact diplomacy generosity reading writing mathematics speaking and listening ruthlessness assertiveness fearless competitiveness

6. questioning thirst for knowledge makes connections confident takes risks independent willing to have a go listens and reflects makes a difference gets on well with others perseveres generates ideas literate critical self-editing flexible shows initiative curious communicates well acts with integrity creative shaper learns from mistakes skilled ‘can do’ attitude self-esteem thinks for themselves

7. Skills mentioned in the national curriculum critical understanding….exploring… expressing own views … analysing…investigating…collaboratively…. creative thinking….enjoy….participating in decision-making…fair and unfair…. express and explain own opinions…work with others…handling disagreements…plan and organise…judge… design thinking…innovate…competence…explore others’ ideas…using imagination…present information…persuasive techniques… debates…performing… show independence… communicate….solving problems creatively… judge value… discuss…make connections… different techniques… reason inductively… alternative solutions…engage with someone else’s reasoning…. deal with unexpected responses and unfamiliar situations… different ways of seeing the world… comparing experiences and perspectives… engage and analyse…explore how thoughts, feelings, emotions can be expressed… leadership skills… express and communicate ideas… make decisions…improve performance of others… solving problems… test ideas… independent enquiry… understand risk… choices… self-esteem… relationships… rights and responsibilities…value differences between people….managing risk…developing relationships… justify…independent values

8. Towards a learning purpose • know what you are trying to achieve…talk and show purpose • keep talking about futures • fire imaginations • ask how it is going and how we are doing • enjoy the journey • celebrate arrivals and stops on the way • recognise fellow travellers…on purpose

9. Creating a learning adventure Creating a learning adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009

10. Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Lessons Locations Environment Events Routines Extended hours Out of school A range of approaches eg enquiry, active learning, practical and constructive In tune with human development Matching time to learning need eg deep, immersive and regular frequent learning Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Using a range of audience and purpose Including all learners with opportunities for learner choice and personalisation Building on learning beyond the school including community and business links Communication, language and literacy Creative development Knowledge and understanding of the world Mathematical development Personal, social and emotional development Physical development A & D Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE PW EW+FC RE SC Promotes a broad and engaging curriculum Maximises pupils’ progress Helps identify clear targets for improvement Links to national standards which are consistently interpreted Uses tests and tasks appropriately Embraces peer- and self-assessment Draws on a wide range of evidence of pupils’ learning Gives helpful feedback for the learner and other stakeholders Informs future planning and teaching Is integral to effective teaching and learning Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Working draft January 2008 A big picture of the curriculum Three key questions 1 What are we trying to achieve? The curriculum aims to enable all young people to become Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Focus for learning 2 How do we organise learning? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Learning approaches 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. Whole curriculum dimensions Statutory expectations 3 How well are we achieving our aims? To make learning and teaching more effective so that learners understand quality and how to improve Assessment fit for purpose To secure Accountability measures Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)

11. The entire planned learning experience lessons, events, routines, extended hours beyond school Clubs Hobbies and pastimes Local band Charity work Part-time job Work experience

12. DO NOT APPLY UNDUE PRESSURE HANDLE WITH CARE THIS WAY UP FRAGILE MAY CONTAIN NUTS HIGHLY FLAMMABLE BEST BEFORE BREAKABLE

13. Bring to the boil andsimmer Stretch for best results Stir well Stir up sediment Squeeze to release bubbles Inflate to bounce

14. Making the curriculum real • link to adult life (aspiration) • cultural heritage and cohesion (pride) • doing things that matter (responsibility)

15. Successful Learners Confident Individuals Responsible Citizens Attainment and Achievement Civic Participation EmploymentEducationTraining Healthy Lifestyle Choices Attitude and Engagement

16. Creating a learning adventure Creating a learning adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009

18. The secondary curriculum recent review well received enthusiasm, innovation, energy schools reconstructing curriculum design benefits already felt standards; academic, personal, social

19. Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Personalised - offering challenge and support to enable all learners tomake progress and achieve Personalised - offering challenge and support to enable all learnersmake progress and achieve Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Resource well-matched to learning need eg. use of time, space, people, materials Resource well-matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences Relevant, purposeful and for a range of audiences Assessment is fit for purpose and integral to learning and teaching Assessment is fit for purpose and integral to learning and teaching Assessment develops learners’ self-esteem and commitment to their learning Assessment develops learners’ self-esteem and commitment to their learning Involve learners proactively in their own learning Involve learners proactively in their own learning Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical In tune with human development In tune with human development Three key questions The curriculum aims to enable all young people to become The curriculum aims to enable all young people to become 1 What are we trying to achieve? Successful learners who enjoy learning, make progress and achieve Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Responsible citizens who make a positive contribution to society Curriculum aims Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Every Child Matters outcomes Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world Knowledge and understanding eg big ideas that shape the world Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Focus for learning Focus for learning 2 How do we organise learning? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Components Lessons Lessons Locations Locations Environment Environment Events Events Routines Routines Extended hours Extended hours Out of school Out of school Approaches to learning Approaches to learning 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. 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. Whole curriculum dimensions Whole curriculum dimensions Communication, language and literacy Communication, language and literacy Creative development Creative development Knowledge and understanding of the world Knowledge and understanding of the world Mathematical development Mathematical development Personal, social and emotional development Personal, social and emotional development Physical development Physical development Statutory expectations Statutory expectations A & D A & D Ci Ci D & T D & T En En Ge Ge Hi Hi ICT ICT Ma Ma MFL MFL Mu Mu PE PE PSHE PW EW+FC PSHE PW EW+FC RE RE SC SC 3 How well are we achieving our aims? Uses information intelligently to identify trends and goals Uses a wide range of metrics Builds capacity among the staff for school improvement Uses ‘critical friends’ to offer insights and challenge assumptions Involves the whole school community Is rigorous, open and honest Uses both quantitative data and qualitative information Creates a continuous improvement cycle Uses a variety of techniques to collect and analyse information Looks at the whole child Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance To make learning and teaching more effective so that learners understand quality and how to improve Evaluating impact To secure Accountability measures

20. Successful Learners Confident Individuals Responsible Citizens Attainment and Achievement Civic Participation Reduced NEET Healthy Lifestyle Choices Attitude and Engagement

21. Coherence… for the learner Subjects Personal Development Skills

22. The entire planned learning experience lessons, events, routines, extended hours beyond school Clubs Hobbies and pastimes Local band Charity work Part-time job Work experience

23. Cross-curriculum dimensions The cross curricular dimensions reflect the major ideas and challenges that face society and have significance for individuals. They can provide powerful unifying themes that give learning relevance and help young people make sense of the world. Identity and cultural diversity Healthy lifestyles Community participation Enterprise Sustainable futures and the global dimension Technology and the media Creativity and critical thinking

24. A new look at subjects Subjects now… linked to curriculum aims focused on the essentials explicit links to each other support broader learning

25. Subject programmes of study skills and ways of thinking Key processes Range and content opportunities Curriculum Key concepts knowledge and understanding essential ideas Importance why the subject matters contexts for learning Rethinkingsubjects

27. Creating a learning adventure Creating a learning adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009

28. The entire planned learning experience lessons, events, routines, extended hours beyond school Clubs Hobbies and pastimes Local band Charity work Part-time job Work experience

29. Approaches to curriculum design Subject based England, Norway, Slovenia Areas of learning IB, Scotland, NI, Queensland, NZ Skills based RSA, Opening Minds, Enquiring minds Theme based The challenge and opportunity is to create a design that draws on the best of each approach

31. Proposals to change the primary curriculum

32. Curriculum aims • The aims of the secondary • curriculum should be • extended to the • primary curriculum • to enable allchildrento become: • successful learners • confident individuals • responsible citizens

33. Essentials for learning and life • The essentials are embedded throughout the whole curriculum • They are: • literacy, numeracy and ICT capability • learning and thinking skills, personal and emotional skills and social skills

35. What’s in areas of learning? • Each area of learning has a common format and includes: • an importance statement • essential knowledge • key skills • breadth of learning • curriculum progression • cross-curricular studies

36. Proposals to revise level descriptions for subjects

37. Attainment targets • Curriculum level descriptions will continue to be subject-based • Minor amendments are proposed for the majority of subjects across levels 1 to 3 • These changes will bring the level descriptions into line with: • the proposed primary areas of learning • levels 4 to 8 (revised and published as part of the secondary curriculum review)

38. Timeline May – July 2009: Public consultation September 2009: Government decisions expected January 2010: First materials available on national curriculum website September 2011: First teaching of the revised primary curriculum

39. Timelines For primary: The proposed changes would come into effect after 2011 when the new primary curriculum is in place For key stage 3: All proposed changes would come into effect in 2011

40. Getting involved and finding out more …

41. Look online www.qca.org.uk/curriculumconsultation

42. Look at the interactive guide

43. Programmes of study are only ingredients they need blending to distribute between learning in - lessons - events - routines - beyond school with schools as the broker for learning - time - place - people An appetising feast taking account of need, specialism, interest and taste. Programmes of Learning

44. Local versions North Somerset, Cornwall, Sandwell, Gloucester Mantle of the Expert International Primary Curriculum Opening Minds Musical Futures, Learning Outside the Classroom Curriculum models Alternatives or interpretations ?

45. Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Lessons Locations Environment Events Routines Extended hours Out of school A range of approaches eg enquiry, active learning, practical and constructive In tune with human development Matching time to learning need eg deep, immersive and regular frequent learning Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Using a range of audience and purpose Including all learners with opportunities for learner choice and personalisation Building on learning beyond the school including community and business links Communication, language and literacy Creative development Knowledge and understanding of the world Mathematical development Personal, social and emotional development Physical development A & D Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE PW EW+FC RE SC Promotes a broad and engaging curriculum Maximises pupils’ progress Helps identify clear targets for improvement Links to national standards which are consistently interpreted Uses tests and tasks appropriately Embraces peer- and self-assessment Draws on a wide range of evidence of pupils’ learning Gives helpful feedback for the learner and other stakeholders Informs future planning and teaching Is integral to effective teaching and learning Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Working draft January 2008 A big picture of the curriculum Three key questions 1 What are we trying to achieve? The curriculum aims to enable all young people to become Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Focus for learning 2 How do we organise learning? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Learning approaches 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. Whole curriculum dimensions Statutory expectations 3 How well are we achieving our aims? To make learning and teaching more effective so that learners understand quality and how to improve Assessment fit for purpose To secure Accountability measures Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)

46. 1 & 2 Knowledge Areas of Learning Experiences primary Audiences Purposes Approaches primary Childhood

47. Subjects 1 & 2 Knowledge Areas of Learning Experiences primary Audiences Purposes Approaches primary Childhood

48. Creating a learning adventure Creating a learning adventure Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Gloucestershire Governors’Conference Mick Waters 08 June 2009

49. opportunities Curriculum contexts for learning Subject programmes for learning school garden brownies and cubs international visit choir school council band let’s pretend orchestra old people’s links fieldwork assembly residential visits clubs and societies volunteering animal care charity work school performance retreats extreme sports work study school team school newspaper

50. What do schools need to do? • help children develop an appetite for learning • use the ingredients • to create a learning feast • recognising individual taste, considerations and needs • see a big picture for curriculum