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Developing a Quality Curriculum

Developing a Quality Curriculum

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Developing a Quality Curriculum

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  1. NUT National Education Conference Developing a Quality Curriculum Dave Peck The Curriculum Foundation

  2. Content • The context of the new National Curriculum • What do we mean by a quality curriculum? • How do we develop one?

  3. The Context of the New National Curriculum • September 2014!!! • It’s a joke • The global 21st century curriculum race • Shift away from threshold measures to progress measures • Abolition of NC levels • If we don’t thoroughly overhaul the curriculum now……

  4. http://www.coreknowledge.org.uk/curriculum.php Also available: Top Quality Snake Oil

  5. Maths English Science Geography History Music RE PE Art & Design Design Technology Languages Computing

  6. Where do the boundaries lie?

  7. The Context of the New National Curriculum • The review has been driven by the ‘small government’ doctrine …. teachers are the experts • It is an ‘essential knowledge’ curriculum - some sections are detailed & others are very sparse • It’s not national, nor new, nor a curriculum • Major focus on literacy & numeracy: fluency • Prescription is in inverse proportion to age

  8. How much curriculum freedom?

  9. The State We’re In • Few senior leaders / teachers have had any professional development in curriculum development / design • Few teachers have curriculum development / design experience • Many teachers see themselves as curriculum delivery technicians • Many teachers believe the curriculum is something handed down tothem by higher authority that they have to do topupils • Many do not feel confident about implementing the new NC • But there is some good news: YoC

  10. Asking the right questions about the new curriculum • What is all the ‘stuff’ we have to teach? • How much of it is in our existing curriculum? • How can we ‘slot in’ what’s missing? • Job done? • How effective is learning now? • How much does it need to change to make learning (in the context of the new curriculum) really effective? Which approach feels most comfortable? Why?

  11. What do we mean by effective learning? Your own experience of learning? Highly effective Ineffective Unengaging; teacher-led; monotonous; unquestioned facts; task-oriented; unmemorable; summative assessment; alien / unconnected Inspiring; teacher / group / paired / student-led; varied; debatable interpretations; learning-oriented; very memorable; formative assessment; relevant / personalised What part does an outstanding curriculum play?

  12. If we agree it’s about deep learning… How effective is learning now? How do you know? How much does it need to change? Do you have an agreed statement / description of quality learning? If so, how was it derived? Who was consulted? Is it part of the school’s DNA? Where does the National Curriculum sit?

  13. Often negative feelings stem from criticism suffered long ago. It’s as if we had been hypnotised to accept our non-existent limitations. Peter Kline The Everyday Genius

  14. Foothills…. or peak?

  15. Monitoring Progress - Different Lenses on the School Different Lenses on the Curriculum Perceptions Teaching & Assessment

  16. Features of schools making changeBlack Country Challenge Mick Waters 2012 Accept the qualification / curriculum divide Consult the learners at every stage Pursue coherent themes in learning Deploy teachers in teams Extend sessions – avoid five starts a day Revamp homework Rethink the use of exercise books Enjoy articulacy and mathematicality Exploit ICT Say LO to WALT less often Co-ordinate products Provide audiences Keep assessment in its place Talk about jobs Use artefacts, visits and people Talk about talents and rigour

  17. What do we mean by ‘the curriculum’? • UNESCO’s International Bureau of Education considers three interrelated dimensions of the curriculum: • the intended or official curriculum as defined in guidelines, frameworks and guides that specify what students are expected to learn and should be able to do; • the implemented curriculum that is actually taught in the classroom, including how it is delivered and who teaches it; • and the attained curriculum that represents what students have actually learned. • They go on to point out that the challenge is ensuring coherence and congruence between curriculum policy documents, the actual pedagogical process and learning outcomes.

  18. What do young people need to succeed in the 21stcentury? How would you describe a young person who is equipped for life? Take 10 minutes to complete your description Your list will probably include skills, attitudes, qualities, values and dispositions

  19. questioning thirst for knowledge makes connections healthy confident takes risks independent willing to have a go listens and reflects makes a difference gets on well with others persevering generates ideas literate critical self-editing flexible compassionate shows initiative communicates well acts with integrity self-esteem respectful shaper learns from mistakes curious ‘can do’ attitude skilled thinks for themselves creative There is no right answer but your description undoubtedly includes some of the following: loves learning

  20. A lot of information.... How can we use it? Which qualities relate to the heart? What do we want young people to be able to do? What do we want young people to know? What does it tell us about: Aims? Values? Competencies? The school curriculum? Who should be engaged in the process? The more stakeholders / groups the better? It always leads to some valuable discussions

  21. Somewhere Primary School Strengths of our pupils Areas for Development We aim to encourage our pupils to be more... Independent and self motivated Resourceful Resilient Responsible Creative Have greater respect for property Have a bigger picture of the world They are... • Thoughtful • Articulate • Literate • Numerate • Creative • Happy • Confident • Caring and empathetic • Friendly • Good social skills

  22. Theory into practice If we want learners to be more…. • Independent and self motivated • Resourceful • Resilient • Responsible • Creative The curriculum must…. • ??? • ???

  23. Maths English Science Geography History Music RE PE Art & Design Design Technology Languages Computing

  24. English Science Maths Geography History RE PE Music Languages Art & Design Design Technology Computing

  25. Assemblies Lessons Local study School garden Subject-focused lessons Working with artist Residential Visit Themes Museum Visits Expertise of staff Community projects Field study Coaching After school activities Newspaper Pupil responsibility: routines Planning the school curriculum

  26. Assemblies Lessons Local study School garden Subject-focused lessons Working with artist Residential Visit Themes Museum Visits Expertise of staff Community projects Field study Coaching After school activities Newspaper Pupil responsibility: routines Planning the school curriculum Subject areas Personal development Competencies Key skills

  27. Assemblies Lessons Local study School garden Subject-focused lessons Working with artist Residential Visit Themes Museum Visits Expertise of staff Community projects Field study Coaching After school activities Newspaper Pupil responsibility: routines A joined-up curriculum

  28. Organising learning in a curriculum for the future C20th C21th Flexible: Time matched to learning need Regular/often – deep/immersive Range of locations – flexible spaces - permeable school – cyber- space Connected and interdisciplinary Wider range of approaches – project-based, enquiry-based, co-constructed, student initiated School as broker – employer, artist, poet, community, peers - other goupings Outcomes and impact Towards lifelong learning Standardised units (60 min sessions) Metronomic Classroom Serial experiences Narrow range T/L Learner as receiver Teacher The class 30 -1 Content and coverage Towards the test When? Where? How? Who? What?

  29. A choice or a compromise?

  30. The Year of the Curriculum A curriculum design programme produced by the Curriculum Foundation in partnership with the NUT The programme consists of four modules, each with two units: http://www.teachers.org.uk/campaigns/curriculum

  31. The school curriculum and the National Curriculum Maintained schools since 1988 National Curriculum

  32. Getting the balance right • National Curriculum How much ‘school curriculum’ can be created and how will it be used for the benefit of learners? Whose is the school curriculum? Who will design it? Who will be consulted?

  33. Is it a topic, a lesson, a homework, an assembly? The body? Mary Seacole and the Crimean War? Abuse of alcohol and other drugs? Know where food comes from? …great artists, architects and designers in History? ….or a bin job?

  34. What should we do with the school curriculum? Personalisation Excite imagination World history Skills and competences for learning and life Sense of agency Latin Trips / visits Aims PSHE / Citizenship Hopefulness Big ideas Learners interests and talents Environment and sustainability Creativity Local curriculum Relevance Drama Outdoor learning / play

  35. The Romans Churchill Parts of a plant Magnetism Picasso Properties of materials Rhythm The branches of learning reflecting major areas of human endeavour and ways of thinking Thinking skills Social skills Personal skills Essential lit, num & ICT L2L skills Enquiry skills Creativity Independence Enterprise

  36. The Romans Churchill Parts of a plant Magnetism Picasso Properties of materials Rhythm The Trunk The quality of pupils’ learning experiences Thinking skills Social skills Personal skills Essential lit, num & ICT L2L skills Enquiry skills Creativity Team working Critical thinking

  37. Explaining Your Curriculum:The Tree Model

  38. Designing your curriculum How do we design a curriculum • which promotes and sustains a thirst for knowledge and a love of learning? • with attitudes to learning of an equally high standard across subjects, years, classes and with different staff? • in which the teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum? • in which teachers and other adults authoritatively impart knowledge to ensure students are engaged in learning? To what extent must curriculum policy and practice be established at school level? Is there a tension between doing the right thing and league table outcomes? If so how is it addressed?

  39. Question for teachers: Do you see yourself as ….. ….. a curriculum delivery technician… or….. a professional designer of learning?

  40. What are we going to do now? • Design and implement a complete world class curriculum for our learners in our schools • Build in all the learning experiences needed for: • knowledge and understanding; • skills and competencies; • attitudes and values • National Curriculum in perspective • Use ‘Year of the Curriculum’ programme • Be an evangelist for a 21st century curriculum for England

  41. "Education is not filling a bucket, but lighting a fire." W. B. Yeats