Mick Waters Director of Curriculum, QCA

1. Mick Waters Director of Curriculum, QCA ‘Leading an accountable curriculum’ Essex Secondary Headteachers’ Conference 02 November 2007

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

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. Some curriculum possibilities • what is the curriculum? • a curriculum for the future • a curriculum standard • working with system leaders

6. The entire planned learning experience The entire planned learning experience • lessons, events, routines, extended hours • outside school • Clubs • Local band • Charity work • Part-time job

7. 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 November 2007 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)

8. Curriculum influence Government Community School Learner

9. Curriculum influence Government Community School Learner

10. Curriculum influence Government Community School Learner

11. Curriculum influence Government Community School Learner

13. KS3: What needs to be different? (1) • more clarity about the purpose and value of education and learning • clarity of possible route ways through school and beyond • more diverse design within clear parameters; local interpretation within a national framework • the use of the curriculum to encourage analysis of choice, diversity, specialism and need • a shared emphasis on ‘doing better’; raising standards in literacy, numeracy and ICT as well as citizenship, health, enterprise, creativity and internationalism • more clarity about the purpose and value of education and learning • clarity of possible route ways through school and beyond • more diverse design within clear parameters; local interpretation within a national framework • the use of the curriculum to encourage analysis of choice, diversity, specialism and need • a shared emphasis on ‘doing better’; raising standards in literacy, numeracy and ICT as well as citizenship, health, enterprise, creativity and internationalism

14. KS3: What needs to be different? (2) • assessment to enhance learning • coherence and consistency from KS2 to KS4 • acknowledgement of success and progress in a range of areas of learning that recognises and values pupils’ development as people • planning KS3 as a single stage with emphasis on clear aims driving outcomes • assessment to enhance learning • coherence and consistency from KS2 to KS4 • acknowledgement of success and progress in a range of areas of learning that recognises and values pupils’ development as people • planning KS3 as a single stage with emphasis on clear aims driving outcomes

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

16. A distinctive purpose for key stage 3 • a world of learning • open eyes to potential and possibilities • extended horizons • register and confidence • a rite of passage… with adults • approaches to learning

17. A curriculum • for the 21st century • adaptable • challenging • inspiring for our changing societyeconomytechnology for pupils’ different needsfor schools in different circumstances real audiencesreal purposesreal skills engagingexpanding horizons

18. Some issues… • from concern about subject content • to concern about the nature and impact of subjects • to a focus on effectiveness of learning • supporting schools and settings in building their curriculum • harmonising thinking and practice in curriculum

19. 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 Subject programmes of study Rethinkingsubjects

20. Importance of the subject enquiry encourages questioning, investigation and critical thinking about issues affecting the world and peoples lives, for the present and future. inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet. is a creative discipline. It can stimulate moments of pleasure and wonder for all pupils when the solve a problem for the first time, discover a more elegant solution, or notice hidden connections.

21. Sorts of teaching and learning • open ended investigative activity • passionate and committed subject teaching (meeting a joyful and authorative expert) • coaching and mentoring (spotting need; developing specialism) • independent study (pupil or teacher initiated)

22. Key stage 3: Essential learning experiences..? (1) • two theatre performances; one Shakespeare • visit an art gallery • visit a museum • a five day programme on education in England: • practical task with up to four others to contribute to a practical learning approach in an aspect of a subject, beyond the bounds of schools • build a hide for bird watching • restore a small area of recreation ground • a games event for younger pupils • a survey for a local citizenship issue • 2 days fieldwork per subject • one directly linked to another subject

23. Key stage 3: Essential learning experiences..? (2) • work with five others to prepare, host, serve and manage a healthy meal for diners in the local community • an unaccompanied journey of 50 miles with one change in transport • an observation at a local council meeting or a court in session • a half day at either the police station, fire station or hospital • active and extended contact with young people in a country beyond the UK • represent the school in an informal capacity

24. opportunities Curriculum contexts for learning Subject programmes of study Rethinkingsubjects school garden scouts & guides international visit choir school council band mock trials orchestra old people’s links fieldwork assembly Duke of Edinburgh clubs and societies volunteering animal care charity work school performance Young Enterprise retreats work placement school team school newspaper

30. What is a specialism? • not; what is left when I have failed all else • doing it a lot? • becoming immersed • being proud and confident • exploring new contexts • setting my own course of study • being recognised as a peer by specialists

31. Content session length x teacher availability x spaces x pupil group x lessons = the hurried curriculum • Prioritises content – proficiency over learning for understanding • Eliminates students’ voices from the learning process

32. { { Lessons, events, routines + staff + resource content

33. 8 weeks 8 weeks 6 weeks 5 weeks 4 weeks 8 weeks Spreading the content

34. Spreading the new content

35. 8 weeks 8 weeks 6 weeks 5 weeks 4 weeks 8 weeks Spreading the new content

36. Dear Timetabler The best way that the Geography department can design compelling learning experiences that will contribute to our schools aims is as follows. • 8 X 2 hour sessions for specialist teaching = 16 hours. • 2 days of field work (one summer, one winter) both followed by half-day de-briefing sessions = 12 hours. • A themed week (in collaboration with Citizenship, DT and English team to engage in a community based make-over activity) = 5 hrs • 10 X 30 minute skill-builder sessions = 5 hrs (including orienteering day with PE) • 5 X 20 minute assemblies to link current affairs with geography – global citizenship with sustainability Total 38 hours Thank you Phil A Day Head of Humanities

37. Dear Timetabler – requirements for Art • 18 X 2 hour sessions for specialist teaching each half term – each half term themed with other subject 1. Images in History (History and citizenship) 2. Recording life events (RE and citizenship) 3. Fashion and media images (DT, PSHEE) • The intensive half terms followed by opportunities for independent study supported by teacher seminars/one to ones - bookable in lunch and after school sessions and through the VLE. • 3 days for visiting galleries, working in locations or working with Artists in residence = near the start if each half term themed weeks/potential to link with history and museum trip. • Book week – illustrations in texts (in collaboration with English Department and linked to bookmaking project in feeder primary – 2 day project • 6 X 30 minute on-line homework research tasks • Annual Exhibition and Auction in Community Centre (Enterprise project) Annual Exhibition and Auction Supported independent study Themed half-term specialist teaching

38. Essential Learning experiences In order to design compelling learning experiences that will contribute to our schools aims we commit to 6 thematic weeks a year – these will be problem based, require teamwork and make links across subjects to issues in the real world. In Year 7, this will include… A formal programme of timetabled lessons incorporate the themes and build skills towards a successful implementation of the ‘thematic weeks’.

39. Some starting points • listen to the learner • look at institutional habit • use ICT well • use other adults • engage with parents and communities • create real purpose and audience

40. What do schools need to do? • help adolescents 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

41. People who… • Push back boundaries; go beyond limits • Live on the edge • Achieve perfection • Are brilliant but unpredictable • Appeal to some but upset others • Have big ideas Children in your class

42. Is it too obvious to state that young people will enjoy and value a curriculum that enables them to enjoy and value themselves? British Association of Advisers and Lecturers in Physical Education