Presentation on theme: "Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future."— Presentation transcript:
1 New Opportunities The new Secondary Curriculum: A curriculum for the future
2 Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future
3 WHAT are we trying to achieve? HOW do we organise learning? Three questions driving curriculum design, development and implementationWHAT are we trying to achieve?HOW do we organise learning?HOW well are we achieving our aims?
5 Forces for change in society Changes in society and the nature of work.The impact of technology.New understandings about the nature of learning.Increased global dimension to life, learning and workThe public policy agenda - personalisation, ECM, sustainability, social cohesion, enterprise.5 forces and the challengesTo provide a structure for our work we have identified 5 forces for change acting upon our curriculum?Changes in society and the nature of work,the impact of technology,new understanding about learning,the need for innovation within curricula andthe increasing international dimension to learning.These are all important forces that need to inform our thinking as we shape a modern curriculum. These themes are explored further in our Futures booklet sent to you last week and through the tink-pieces we have commissioned)The futures programme was launched at BETT by Ken Boston
6 Some curriculum concerns… QCA Monitoring 2005:HMI Curriculum Matters 1985:"There is so much knowledge that is potentially useful or of intrinsic interest that syllabuses are often over laden with factual content built up by unregulated accumulation or tradition. In view of this… schools need to be highly selective when deciding what is taught.""There is still a perception that the curriculum is overloaded... delegates continued to regard the curriculum as too full. In practice many find it difficult to incorporate newer ideas, including citizenship. The constraining factors include content overload, staffing problems and the perceived narrowness of the standards agenda..."
7 Headteachers say that a curriculum fit for the future should increase the focus on… competencies and skillspersonal development - as the cornerstone of successful learningflexibility and local ownership – more freedom to innovate.using knowledge actively.. as a cornerstone for creativity and knowledge creation through ‘communities of learning’.cross curriculum themes such enterprise and employability, global dimension, and media literacy which are directly linked to wider aims.a range of learning approaches e.g specialist teaching, cross-disciplinary problem based learning, independent study and coaching.more attention to AfL - minimise the negative consequences of the WYTIWYG.
8 The basic skills are essential… but we also need young employees who: What did employers say?The basic skills are essential… but we also need young employees who:can take responsibility and show initiativehave good interpersonal skills.. can work in teamsare flexible and adaptablehave ability to solve problems and generate new ideashave a good mix of qualifications, practical skills and personal qualitiesThe education system should do more to market the benefits of learning to young people and develop a genuine customer service ethos.
9 What do young people think? enjoy active lessons where they get involved – a wider repertoire of approachesWe like to create, make, do, find out. We dislike “endless writing”.There’s “not enough use of technology”think teachers who make sure they understand and give useful feedback and praise make a difference.“We need to know what a good one looks like.”welcome a challenge and not too much repetition.“Definitely not too easy but not too hard”recognise the importance of respect. They value an orderly, attractive school environment and the chance to work and socialise with friends.“We don’t like “bad attitudes” in teachers or other pupils, dislike sarcasm and shouting, want more consistency across classes”want more choice, more practical life skills, more relevance and coherence.
10 Task 1: What are we trying to achieve? What will success look like?In your groups describe the characteristics of a successful learner and confident individual.
11 The new secondary curriculum Current concernsFutures agendaMore space for personalisation – challenge and support – improved standardsLess prescription – more innovationGreater engagement and participationSecuring essentials skills – including wider skills for life and work – personal developmentChanges in societyImpact of technologyNew understanding about learningGlobalisationPublic policyThe new secondary curriculumAn opportunity for renewal
12 Coherence… for the learner SubjectsPersonal DevelopmentSkills and dimensions
13 So what’s changed?An increased focus on whole curriculum design underpinned by AimsIncreased flexibility – less prescription but focus on key concepts and processes in subjects.More room for personalisation and locally determined curriculumMore emphasis on skills –functional and wider skills for learning and lifeMore emphasis on personal development and ECMMore opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensionsA real opportunity for renewal and re-invigoration (BSF, Diplomas)
14 The curriculum aims to enable all young people to become: The AimsThe curriculum aims to enable all young people to become:successful learners who enjoy learning, make progress and achieveconfident individuals who are able to live safe, healthy and fulfilling livesresponsible citizens who make a positive contribution to society
15 New subject programmes of study Rethinking subjectsRange and contentknowledge and understandingCurriculumopportunitiescontexts for learningKey conceptsessential ideasKey processesskills and ways of thinkingImportancewhy the subjectmattersImportance statement: describes important aspects of subject, why it is necessary for learners to study the subject and what they can expect to gain from it. Answers questions such as: why does this subject matter to the world and to me? What makes it stand out?Key concepts: the heart of each discipline, underpinning the study of the subject; identifying what learners need to learn in order to make progress; metaphorically, they could be described as the roots of the subject tree.Key processes: essential skills and processes that learners need in order to make progress; could be described as a way in which key concepts can impact on the learner, or a way in which a learner can engage with a key concept.Range and content: outlines the breadth of subject matter from which the areas of study should be drawn. Metaphorically, could be described as the leaves on the subject tree.Curriculum opportunities: these identify opportunities that are integral to learning and enhance the learner’s engagement with the subject.
16 An increased focus on Skills A new framework for Personal, learning and thinking skills Independent enquirersCreative thinkersReflective learnersTeam workersSelf-managersEffective participatorsFunctional skillsEnglish, Mathematics and ICTIn POSEmbedded in GCSE and DiplomaStand-alone qualifications
17 An increased focus on personal development The new Aims and the PLT skills framework emphasise the importance of personal development and ECM in the curriculum.New non-statutory programmes of study forpersonal wellbeingeconomic wellbeingdraw together, in a coherent way, requirements for personal, social and health education, sex education, the social and emotional aspects of learning, careers education, enterprise, financial capability and work-related learning.
18 Cross-curriculum dimensions The non-statutory cross curricular dimensions reflect the major ideas and challenges that face society and have significance for individuals. They can provide powerful unifying themes that give learning relevance and help young people make sense of the world.Identity and cultural diversityHealthy lifestylesCommunity participationEnterpriseSustainable futures and the global dimensionTechnology and the media
19 Bringing it all together in a well designed curriculum The curriculum, which is the entire planned learningexperience……has clear aims and purposesreflecting learners needslocal prioritiesnational priorities…is organised in a way that is likely to achieve the aimsOrchestrates time, staffing, space, approaches to teaching, learning and assessment to best effectMakes links across subjects, skills and cross-curricular dimensions…is evaluated and developed in response to changing needsis self-evolving and improving1. What are we trying to achieve?2. How do we organise learning?3. How well are we achieving our aims?
20 Increased flexibility, coherence and personalisation locally determined curriculum within a quality national frameworkmore space for more personalised learning and assessment to better meet individual needsMore opportunity to extend, enrich and challengeMore opportunity to support and focused intervention – especially around skills for life and workopportunities to increase engagement and motivation by designing relevant and compelling learning experiences – a focus on impact not coverageMaking connections between subjects, skills and cross curricular dimensions can create coherence for learnersnew pathways and more choice in qualifications - Opportunity to re-engineer the curriculum as part of BSF and Diplomas programmesnew approaches through ‘disciplined innovation’The formal consultation on the new curriculum will take place in the spring term 2007.Schools will receive the final statutory programmes of study in autumn 2007 with a view to beginning implementation in autumn 2008.It is expected that there will be a three year period for schools to implement the revised programmes of study.greater impact
21 A structure that offers new opportunities Key concepts (that underpin the study of mathematics):CompetenceCreativityApplications and Implications of MathematicsCritical UnderstandingKey processes:RepresentingAnalysingInterpretingEvaluatingBy placing key concepts or key processes alongside each other, teachers and planners have opportunities to see how the curriculum looks from the learner’s point of view, and to plan the curriculum coherently.
22 For its own sake, rigorous and coherent As a tool for problem-solving MathematicsFor its own sake, rigorous and coherentAs a tool for problem-solvingAs a tool for modellingGreater emphasis on processesBy placing key concepts or key processes alongside each other, teachers and planners have opportunities to see how the curriculum looks from the learner’s point of view, and to plan the curriculum coherently.
23 Timeline for KS31 September 2007 – new curriculum on-line and training begins1 September 2008 – implementation for year 7May 2011 – first assessments on new level descriptions
24 Functional Mathematics Functional mathematics is embedded in new KS3 and KS4 PoSsRepresenting – Analysing – InterpretingProcess led – learners USE mathematics in realistic and worthwhile contextsIs this the kind of problem that might occur in everyday life for which thinking with mathematics could be useful?Level of difficulty depends on four aspects:Complexity Technical DemandFamiliarity IndependencePerformance describes what might be expected at each levelCoverage/range is indicative
25 The Pathways projectBased on recommendations from the Smith report:Increased participation through engaging and worthwhile mathematics for all learnersPhase 1 identifying possible modelsPhase 2 exploring possible qualifications:Two GCSEs in mathematics on the KS4 programme of studyPost-16 pathways that meet the needs of learners, employers and higher education
26 Time line for GCSE2007 Trial of two GCSEsPilot of two GCSEs2008 Subject criteria for two GCSEs2009 Subject Specifications2010 First teaching of two GCSEs
27 Time line for GCE and FSMQs 2007 trial 4 unit GCEspilot 4 unit GCEs and GCSE & GCE ‘Use of Mathematics’2009 subject criteria for GCEs2010 subject specifications2011 first teaching