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The Year of the Curriculum Dave Peck CEO The Curriculum Foundation.

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Presentation on theme: "The Year of the Curriculum Dave Peck CEO The Curriculum Foundation."— Presentation transcript:

1 The Year of the Curriculum Dave Peck CEO The Curriculum Foundation

2 Why The Year of the Curriculum? September 2014 National Curriculum disapplication 2013/14 The global 21 st century curriculum race Shift away from threshold measures to progress measures Abolition of NC levels If we dont overhaul the curriculum now……

3 What can we achieve today? The curriculum and….. …the national picture …the international context …planning your aims …principles - the school leaders dilemma …marrying school and national curriculum …competencies …world class principles

4 How are schools responding? Unreliable survey results: Confident ready in time59% Audit current content / slot in new NC content43% Start from curriculum aims16% Assessment integral to curriculum design40% Continue to use NC levels / not sure38% / 59% Confident new curriculum more engaging than old41%

5 Where do we begin? Could you detail what you regard as the essential elements of a 21 st century curriculum for the young people in this school?

6 What do we mean by the curriculum? UNESCOs 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. UNESCOs 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. © Curriculum Foundation6

7 The National Curriculum in England: 2.2The school curriculum comprises all the learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum. 3.2 …There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils knowledge, understanding and skills as part of the wider school curriculum. The National Curriculum in England: 2.2The school curriculum comprises all the learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum. 3.2 …There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils knowledge, understanding and skills as part of the wider school curriculum. What do we mean by the curriculum? © Curriculum Foundation7

8 Its very difficult and very important! How many teachers receive curriculum development training? How many develop a curriculum from scratch? How many are confused about the definition of the word curriculum? How can children succeed if the curriculum is poor? What are we doing about it?

9 The Year of the Curriculum A curriculum design programme produced in partnership with the NUT What are we trying to achieve? How shall we organise learning? How shall we evaluate success? How do we make it happen? The programme consists of four modules, each with two units:

10 Year of the Curriculum CPD Conferences: Tuesday 25th February, Manchester The Mechanics' Centre Tuesday 4th March, Newcastle Hilton Tuesday 11th March, London, NUT HQ: Mander Hall Tuesday 25th March, Exeter, The Rougemont Hotel by Thistle Details NUT website

11 Getting started Vision What is it for? Aims What will it do? Values What values will it develop? Principles What does this mean for the curriculum?

12 EVALUATION !!!! Without a clear vision or aims… …..how can we know whether we are doing it right? …..how can we know what we are getting wrong?

13 What do young people need to succeed in the 21 st century? How would you describe a young person who is equipped for life? Take a couple of minutes to complete your description Your list will probably include skills, attitudes, qualities, values and dispositions © Curriculum Foundation 13

14 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 There is no right answer but your description undoubtedly includes some of the following: loves learning © Curriculum Foundation14

15 To what extent does the current curriculum deliver? Does the current curriculum…… …. instill the values on your list? …. develop the attitudes on your list? …. teach the skills on your list? …. develop the competencies on your list? …. prepare young people for the 21 st century? If we express curriculum aims simply in terms of knowledge, do you think we can prepare our young people properly for life in the 21 st century? Does the current curriculum…… …. instill the values on your list? …. develop the attitudes on your list? …. teach the skills on your list? …. develop the competencies on your list? …. prepare young people for the 21 st century? If we express curriculum aims simply in terms of knowledge, do you think we can prepare our young people properly for life in the 21 st century? © Curriculum Foundation15

16 What does this mean for the curriculum? Vision What is it for? Aims What will it do? Values What values will it develop? Principles What does this mean for the curriculum? More about principles later…..

17 Curriculum Aims – The Changing National Picture The new National Curriculum in England Framework (September 2013) has only two paragraphs in section 3 under the heading Aims: 3.1 The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. 3.2 The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils knowledge, understanding and skills as part of the wider school curriculum. To what extent will these aims shape your thinking about your schools aims? The new National Curriculum in England Framework (September 2013) has only two paragraphs in section 3 under the heading Aims: 3.1 The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. 3.2 The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils knowledge, understanding and skills as part of the wider school curriculum. To what extent will these aims shape your thinking about your schools aims? © Curriculum Foundation17

18 International Perspectives Where?Curriculum aims Australia has committed to … ….supporting all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. Alberta, Canada ….students develop an interrelated set of attitudes, skills and knowledge that can be drawn upon and applied for successful learning, work and living New ZealandConfident, connected, actively involved lifelong learners Hong Kong….essential life-long learning experiences for whole-person development in the domains of ethics, intellect, physical development, social skills and aesthetics …. all students can become active, responsible and contributing members of society, the nation and the world Singapore….holistically nurturing students to become well-rounded persons - morally, intellectually, physically, socially and aesthetically © Curriculum Foundation18

19 Higher Order Thinking © Curriculum Foundation19 Create Evaluate Apply Understand Remember Blooms Taxonomy of Learning Objectives has remained a key element of teacher training since its publication in 1956 Clearly if young people are to be engaged in deep learning it is critical that the curriculum is designed to take account of all levels and not just memorisation and recall

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21 1.I am actively engaged in, and passionate about teaching and learning 2.I provide students with multiple opportunities for learning based on surface and deep thinking 3.I know the learning intentions and success criteria of my lessons and I share these with students 4.I am open to learning and actively learn myself 5.I have a warm and caring classroom climate in which errors are welcome 6.I seek regular feedback from my students 7.My students are actively involved in knowing about their learning (that is they are assessment capable) 8.I can identify progression in learning across multiple curricular levels in my student work and activities 9.I have a wide range of teaching strategies in my day to day teaching repertoire 10.I use evidence of learning to plan the next learning steps with students Which of these is dependent on a learner-centred approach? To what extent can a teacher be effective teaching a traditional curriculum? Personal Health Check for Visible Learning (Hattie)

22 Impact on International Standards © Curriculum Foundation22 PISA tests students ability to apply their learning to think critically, solve problems and make judgements Japan responded by moving away from a narrow knowledge-based curriculum and to focus more on skills and broader understanding Andreas Schleicher Division Head OECD i/c PISA PISA tests students ability to apply their learning to think critically, solve problems and make judgements Japan responded by moving away from a narrow knowledge-based curriculum and to focus more on skills and broader understanding Andreas Schleicher Division Head OECD i/c PISA So if the curriculum is to improve the nations performance in PISA tests it must have a strong focus on the higher levels of learning not just knowledge

23 December 2013 Nations kids top fields in PISA tests For the first time ever, Japanese 15 year-olds topped the list in reading and science performance in an international academic survey last year covering 34 developed countries, according to data released Tuesday by the OECD. Japanese students also performed send best in Math in the triennial study…..

24 Who said this? Right wing critics of education want children to be lectured for six hours a day in serried ranks Sir Michael Wilshaw January 2014

25 The Traditional Approach

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

27 The School Leaders Dilemma Every child must have the knowledge to pass their examinations. THAT is what the National Curriculum is all about and THAT is the priority in our school. To survive in the global economy of today, our young people need the skills to continue to learn throughout their lives. We must produce confident, employable young adults who can make their way in the world.

28 The debate in your own school…. Every school is positioned somewhere along this continuum with respect to its interpretation of the curriculum. Where is your school now and where do you want it to be? How will your schools belief with respect to the scope of the curriculum be reflected in curriculum aims and values? Every school is positioned somewhere along this continuum with respect to its interpretation of the curriculum. Where is your school now and where do you want it to be? How will your schools belief with respect to the scope of the curriculum be reflected in curriculum aims and values? Subject knowledge Subjects Plus All Planned ExperiencesAll-inclusive © Curriculum Foundation28

29 The school curriculum and the National Curriculum School Curriculum National Curriculum Maintained schools since 1988 National Curriculum

30 School Curriculum National Curriculum Wheres the silver lining? National Curriculum How much school curriculum can be created and how will it be used for the benefit of learners?

31 What should we do with the school curriculum? School Curriculum National Curriculum Excite imagination World history Skills and competences for learning and life Sense of agency Hopefulness Big ideas Learners interests and talents Environment and sustainability Creativity Local curriculum Personalisation Relevance Drama PSHE / Citizenship Aims

32 New Zealand Key Competencies Critical thinking and problem solving Using languages, symbols and texts Managing self Relating to others Many high performing countries have a set of competencies at the heart of their curriculum. 32© Curriculum Foundation

33 Singapore 21 st Century Competencies Decision making Critical and media skills Information and communication skills 33© Curriculum Foundation

34 South Korea Student Competencies critical thinking and problem solving communication innovation and creativity investigation co-operation 34© Curriculum Foundation

35 There is no one right set of competencies. Different countries have different sets – but there is a similarity around: Critical thinking – problem solving Working co-operatively Communicating well Innovation - creativity The current English Secondary National Curriculum has the 6 Personal, learning and thinking skills (PLTS). The never- implemented Rose Primary Curriculum had the Essentials of Learning and Life. The new English National Curriculum does not include competencies – so, given their importance internationally, you might like to develop your own as a school. Perhaps this what the time and space is for? There is no one right set of competencies. Different countries have different sets – but there is a similarity around: Critical thinking – problem solving Working co-operatively Communicating well Innovation - creativity The current English Secondary National Curriculum has the 6 Personal, learning and thinking skills (PLTS). The never- implemented Rose Primary Curriculum had the Essentials of Learning and Life. The new English National Curriculum does not include competencies – so, given their importance internationally, you might like to develop your own as a school. Perhaps this what the time and space is for? 35© Curriculum Foundation

36 Whose Curriculum Is It? Working with Stakeholders Which competencies? Many schools work with their stakeholders to think through what should be in the curriculum. So who should be consulted? Teachers – the trained professionals? Employers – those in need of able and skilled future employees? Parents – who need to be confident of the appropriateness of the curriculum and informed enough to support childrens learning? Governors – with overall responsibility for the quality of the curriculum? Students – whom we hope will be inspired by the curriculum? This is a matter for each school to decide Whose Curriculum Is It? Working with Stakeholders Which competencies? Many schools work with their stakeholders to think through what should be in the curriculum. So who should be consulted? Teachers – the trained professionals? Employers – those in need of able and skilled future employees? Parents – who need to be confident of the appropriateness of the curriculum and informed enough to support childrens learning? Governors – with overall responsibility for the quality of the curriculum? Students – whom we hope will be inspired by the curriculum? This is a matter for each school to decide 36© Curriculum Foundation

37 Working with Stakeholders Case Study A school began to question how appropriate its curriculum was for all of its young people. This led to fundamental questions about the purposes and aims of the curriculum and the schools values. Consultation events were organised when parents, governors, teachers and employers, in mixed groups, discussed the purpose of the curriculum and produced stick man descriptions of the ideal outcomes for a student in the 21 st century. The results shaped the schools aims and values as well as the key attitudes, skills and competences. There was universal agreement that the time spent represented a sound investment. Working with Stakeholders Case Study A school began to question how appropriate its curriculum was for all of its young people. This led to fundamental questions about the purposes and aims of the curriculum and the schools values. Consultation events were organised when parents, governors, teachers and employers, in mixed groups, discussed the purpose of the curriculum and produced stick man descriptions of the ideal outcomes for a student in the 21 st century. The results shaped the schools aims and values as well as the key attitudes, skills and competences. There was universal agreement that the time spent represented a sound investment. 37© Curriculum Foundation

38 World Class Curriculum Principles Curriculum Foundation colleagues have worked on curriculum designs in many countries and have often been asked what a truly world class curriculum would look like. No two schools are the same and therefore the design process inevitably produces principles which differ from one school to the next. Hence there is no blueprint, no one size fits all set of curriculum principles. However, there are common features which every curriculum should have if it is to prepare our young people for success in the 21 st century global economy. From these common features, the Foundation has developed a set of ten World Class Curriculum principles, grouped into four domains. The document A World Class Curriculum – The Principles is available from the Foundation website. These principles are offered here to show how a set of curriculum principles might be expressed and presented and NOT as the right answer! World Class Curriculum Principles Curriculum Foundation colleagues have worked on curriculum designs in many countries and have often been asked what a truly world class curriculum would look like. No two schools are the same and therefore the design process inevitably produces principles which differ from one school to the next. Hence there is no blueprint, no one size fits all set of curriculum principles. However, there are common features which every curriculum should have if it is to prepare our young people for success in the 21 st century global economy. From these common features, the Foundation has developed a set of ten World Class Curriculum principles, grouped into four domains. The document A World Class Curriculum – The Principles is available from the Foundation website. These principles are offered here to show how a set of curriculum principles might be expressed and presented and NOT as the right answer! 38© Curriculum Foundation

39 Organising Your Curriculum Principles The process by which you arrive at your own set of curriculum principles is for you and your colleagues to decide but you may wish to categorise the principles into domains in a similar way. Curriculum designers certainly find it easier to take account of principles if they are grouped into categories. Take a look at the four domains: Consider a traditional, examination-focussed curriculum. To what extent would you expect each of the four domains to be represented? Is there an appropriate balance of these four domains in your schools current curriculum? Organising Your Curriculum Principles The process by which you arrive at your own set of curriculum principles is for you and your colleagues to decide but you may wish to categorise the principles into domains in a similar way. Curriculum designers certainly find it easier to take account of principles if they are grouped into categories. Take a look at the four domains: Consider a traditional, examination-focussed curriculum. To what extent would you expect each of the four domains to be represented? Is there an appropriate balance of these four domains in your schools current curriculum? Values, aims and principles Key competencies for learning and life The worlds major branches of learning Community, local, national and global contexts 39© Curriculum Foundation

40 Auditing Your Curriculum Also available on the Foundation website is the World Class Curriculum audit: Click hereClick here Schools can use this audit tool to RAG rate* the curriculum against each of the ten principles. Many schools have used the audit as a starting point for their curriculum development process but it can be used at any stage, including at this point to cross-check or quality assure draft school principles. Colleagues have reported that it leads to deep and valuable conversations and helps schools on the path to developing a quality curriculum. *RAG rating: Red = not met; Amber = partially met; Green = fully met Auditing Your Curriculum Also available on the Foundation website is the World Class Curriculum audit: Click hereClick here Schools can use this audit tool to RAG rate* the curriculum against each of the ten principles. Many schools have used the audit as a starting point for their curriculum development process but it can be used at any stage, including at this point to cross-check or quality assure draft school principles. Colleagues have reported that it leads to deep and valuable conversations and helps schools on the path to developing a quality curriculum. *RAG rating: Red = not met; Amber = partially met; Green = fully met 40© Curriculum Foundation

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42 "Education is not filling a bucket, but lighting a fire."


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