1. Developing a Quality Curriculum
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 RE PE
Music
Art & Design
Design Technology
Languages
Computing

6. Where do the boundaries lie?
Curriculum Paradigm
Characteristics
Subject knowledge
The curriculum is all the documented subject learning schools (are required to) teach
Subjects Plus
In addition to this subject teaching there are wider elements of the curriculum addressed in other ways e.g. through tutor time, visits, assemblies, performances, extra-curricular(!) activities
All Planned (Learning ?)
Experiences
Everything planned is part of the curriculum i.e. all of the above learning opportunities plus sports events, parents’ evenings, visitors to the school, volunteering opportunities, duties, peer support, etc.
All-inclusive
Everything that happens in school reflects the school ethos and culture and hence everything that happens in school (including unstructured time such as breaks) or through school is part of the curriculum

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 to them by higher authority that they have to do to pupils
Many do not feel confident about implementing the new NC
But there is some good news:
YoC
ACTIVITY: How will you do this?

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 1 2 3 4 5 6 7 8 9 10
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
ACTIVITY: Effective / ineffective learning
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
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?
Create
Evaluate
Apply
Understand
Remember

16. Different Lenses on the Curriculum
Content
Cohort
Student learning and outcomes
Monitoring Progress - Different Lenses on the School
Different Lenses on the Curriculum
Perceptions
Teaching & Assessment

17. Features of schools making change Black 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

18. 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.

19. What do young people need to succeed in the 21st century?
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

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

23. A lot of information.... Who should be engaged in the process?
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

25. Somewhere Primary School
Strengths of our pupils
Areas for Development
They are...
Thoughtful
Articulate
Literate
Numerate
Creative
Happy
Confident
Caring and empathetic
Friendly
Good social skills
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

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

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

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

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

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

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

32. 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?

33. Learners’ best interests
A choice or a compromise?
Performance Measures
Learners’ best interests
Chasing cusps
All treated equally
Little / no focus on skills and competencies
Comprehensive focus on skills and competencies
Course selection in best interests of school outcomes
Course selection in best interests of learners
Focus on key examination years and intervention
Focus on continuous progress
Focus on tried and tested teaching and learning
Focus on innovation and memorable experiences

34. 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:
What are we trying to achieve?
How shall we organise learning?
How shall we evaluate success?
How do we make it happen?

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

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

37. 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?
School Curriculum
National Curriculum
….or a bin job?

38. What should we do with the school curriculum?
National 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

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

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

41. Explaining Your Curriculum: The Tree Model

42. Quality of leadership in, and management of, the school
1 Outstanding
2 Good
Curricular impact …does your curriculum do this?
The school’s curriculum promotes and sustains a thirst for knowledge and a love of learning. It covers a wide range of subjects and provides opportunities for academic, technical and sporting excellence. It has a very positive impact on all pupils’ behaviour and safety, and contributes very well to pupils’ academic achievement, their physical wellbeing, and their spiritual, moral, social and cultural development.
The school’s curriculum encourages a thirst for knowledge and a love of learning. It covers a range of subjects and provides opportunities for academic, technical and sporting excellence and contributes well to pupils’ academic achievement, their physical wellbeing, and their spiritual, moral, social and cultural development. It promotes positive behaviour and a good understanding of safety matters.
Pupil Premium
The school’s actions have secured improvement in achievement for those supported by the pupil premium, which is rising rapidly, including in English and mathematics.
The school’s actions have secured improvement in achievement for those supported by the pupil premium, which is rising, including in English and mathematics.
Impact of policies
There are excellent policies underpinning practice which ensure that pupils have high levels of literacy, or pupils are making excellent progress in literacy.
The well thought out policies ensure that pupils make at least good progress in literacy.
Parents/carers
The school has highly successful strategies for engaging with parents to the benefit of pupils, including those who find working with the school difficult.
The school works well with parents, including those who might find working with the school difficult, to achieve positive benefits for pupils.
Safeguarding
The school’s arrangements for safeguarding pupils meet statutory requirements.
The school’s arrangements for safeguarding pupils meet statutory requirements.

43. The behaviour and safety of pupils at the school
1 Outstanding
2 Good
Attitudes
Pupils’ consistently display a thirst for knowledge and a love of learning, including in independent, group and whole class work, which have a very strong impact on their progress in lessons. Pupils’ attitudes to learning are of an equally high standard across subjects, years, classes and with different staff.
Pupils’ attitudes to all aspects of learning, including in independent, group and whole class work, are consistently positive, and have a good impact on the progress they make Pupils respond very quickly to staff’s instructions and requests allowing lessons to flow smoothly and without interruption. Low-level disruption in lessons is uncommon. Pupils’ attitudes to learning are positive across subjects, years, classes and with different staff. Pupils understand the importance of good attitudes and behaviour in school life, adult life and work.
Views
Parents, staff and pupils are unreservedly positive about both behaviour and safety.
There are few well founded concerns expressed by parents, staff and pupils about behaviour and safety.
Ethos
Pupils’ behaviour outside lessons is almost always impeccable. Pupils’ pride in the school is shown by their excellent conduct, manners and punctuality. Pupils are keenly aware how good attitudes and behaviour contribute to school life, adult life and work.
There is a positive ethos in, and around, the school. Pupils conduct themselves well at all different times of day, including at lunch time, attend regularly, have good attitudes and are punctual to lessons.
Behaviour Management
Skilled and highly consistent behaviour management by all staff makes a strong contribution to an exceptionally positive climate for learning. There are excellent improvements in behaviour over time for individuals or groups with particular behaviour needs.
Behaviour is managed consistently well. There are marked improvements in behaviour over time for individuals or groups with particular behavioural needs.
Bullying
Pupils are fully aware of different forms of bullying, including cyber- bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying and derogatory or aggressive language in all their forms are rare and dealt with highly effectively.
Pupils have a good awareness of different forms of bullying. There are few instances of bullying and these are dealt with effectively by the school.
Safety
All groups of pupils are safe and feel safe at school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe, including in relation to e- safety.
Pupils are safe and feel safe at school and at alternative provision placements and understand how to keep themselves safe in different situations.

44. The quality of teaching in the school Feedback and Questioning
1 Outstanding
2 Good
Overall impact
Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, are making rapid and sustained progress.
Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, make good progress and achieve well over time.
Expectations
All teachers have consistently high expectations of all pupils.
Teachers have high expectations.
Expertise
They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum.
They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.
Strategies
Teachers use well-judged and often imaginative teaching strategies, including setting appropriate homework that, together with clearly directed and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.
Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.
Basic skills
The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.
Reading, writing, communication and mathematics are taught effectively.
Motivate & enthuse
Teachers and other adults authoritatively impart knowledge to ensure students are engaged in learning, and generate high levels of commitment to learning across the school.
Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
Feedback and Questioning
Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.
Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.
Assessment
Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains.
Teachers assess pupils’ learning and progress regularly and accurately at all key stages, including in the Early Years Foundation Stage. They ensure that pupils know how well they have done and what they need to do to improve.
Motivate and enthuse…what does this mean??? How can you motivate and enthuse someone when you may not know your stuff well enough? How can you get better at Maths? Science? Computing?
Reading for example…who reads for pleasure?

45. 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?
ACTIVITY: ANSWER THE QUESTIONS

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

47. 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

48. "Education is not filling a bucket, but lighting a fire."
W. B. Yeats 48