Curriculum Futures and innovation Looking after learners, today and tomorrow

1. Curriculum Futuresand innovationLooking after learners, today and tomorrow Gareth Mills Head of programme Futures and innovation To develop a modern world-class curriculum that will inspire and challenge all learners and prepare them for the future. Mick Waters Director of Curriculum

2. “Education only flourishes if it successfully adapts to the demands and needs of the time. The curriculum cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself.” Quote from National Curriculum 1999

3. 70% 1 2 3 4 A curriculum fit for the future… are we there yet? • “If it ain’t broke… so steady as she goes.” • “Almost there… nip and tuck.” • “A fair way to go… and have a some good ideas about what needs to be done.” • “A fair way to go… but unsure about significant aspects of how to get there.”

4. A curriculum for fit for the future Clear design principles • aims and outcomes – show how the content and approaches to learning relate to these aims • a strong emphasis on skills and personaldevelopment (ECM) • value knowledge – linked to creativity, knowledge creation, interconnectedness • be flexible enough to be organised in different ways and have room to innovate Dimensions • be relevant and connected to life outside school – the big issues, work, community • encourage a propensity to act – make a difference • have active and experiential learning as key approaches • use technology to extend (when, where, how) learning takes place • have a strong international dimension – and promote global citizenship Evaluation • be evaluated against a broad set of outcomes – beyond WYTIWYG.

5. X Government • Broad description of outcomes based on the well being of • individuals • society • economy • based on values that underpin a plural liberal democracy. X Learners Schools and communities • Building on local strengths and ethos • Local needs • Local resources such as community and business expertise • What interests me • What my talents are • In a way that works for me

6. Innovation… what’s working? • Capturing the energy and innovation of users as co-developers. • Pupil voice and choice • Learners as leaders (coaches, teachers, officials) • Explicit focus on learning skills – AfL, thinking skills, L2L • Authenticity • Are teachers are the only teachers? • The permeable school • The whole experience – beyond lessons • “Community service” • Flexibility, especially in starting points for learning and the creative use of resources • Time * People *Place • Harnessing technology …innovation informing best and ‘next’ practice

7. Curriculum A Curriculum B Curriculum C Curriculum D A system where we anticipate a more diverse and customised curriculum Curriculum Quality Mark

8. A Curriculum Design Standard? • Design principles - (e.g the curriculum is the whole planned experience – co-designed and personalised - learner voice – impact against outcomes) • Aims and outcomes – what does success look like? As rationale for content and approaches • Components – common, local and personal • Dimensions – personal development, ethical, cultural.. • Approaches – enquiry, practical, active learning • Evaluated – against a balanced scorecard • Mechanisms to be self-renewing - sustainable and improving

9. From the national curriculum to our curriculum Contagious professionalism - capturing the energy and ideas of users as co-developers In the search for a future world class curriculum, we will work with stakeholders to find broader way of defining what the curriculum is and to develop instruments which help with both designing and assuring it.

10. 1 2 NCSL BSF 3 4 5 QCA heads LA s ? Making our curriculum world classCreating an education epidemic – contagious professionalism Quality Curriculum Mark

11. Trends in schooling and curriculum development From To • Schools as ‘place’ school as ‘service’ • Sole provider broker • Centralised innovation led and co-developed • ‘One size fits all’ more tailored and customised • Coverage/delivery meeting aims and outcomes • What children learn and how children learn • Content skills and personal qualities • Teacher teachers,community,experts, business • 9 to 3:30 - location anytime anywhere learning

12. Curriculum Futures

13. Ways forward High quality, world class curriculum design • Clear design principles • A broad definition of ‘curriculum’ • Aims:outcomes driven • National, local and personalised aspects • Dimensions or areas of learning – personal, skills, ethical, cultural… • Approaches to learning – enquiry, experiential, practical • Evaluated against a balanced scorecard • Sustaining and self-renewing Phase 1 • Participation in the ‘curriculum futures’ debate • Capturing and sharing innovation Phase 2 • Establish a network of co-developers • A curriculum “specification” or blueprint • Development tools and case studies • A kitemark? – quality/impact not coverage/delivery • Pilots and field trials – promoting innovation and building the evidence base