Presentation on theme: "Developing a Quality Curriculum"— Presentation transcript:
1 Developing a Quality Curriculum NUT National Education ConferenceDeveloping a Quality CurriculumDave PeckThe 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 jokeThe global 21st century curriculum raceShift away from threshold measures to progress measuresAbolition of NC levelsIf we don’t thoroughly overhaul the curriculum now……
4 http://www.coreknowledge.org.uk/curriculum.php Also available: Top Quality Snake Oil
6 Where do the boundaries lie? Curriculum ParadigmCharacteristicsSubject knowledgeThe curriculum is all the documented subject learning schools (are required to) teachSubjects PlusIn 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(!) activitiesAll Planned (Learning ?)ExperiencesEverything 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-inclusiveEverything 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 expertsIt is an ‘essential knowledge’ curriculum - some sections are detailed & others are very sparseIt’s not national, nor new, nor a curriculumMajor focus on literacy & numeracy: fluencyPrescription is in inverse proportion to age
9 The State We’re InFew senior leaders / teachers have had any professional development in curriculum development / designFew teachers have curriculum development / design experienceMany teachers see themselves as curriculum delivery techniciansMany teachers believe the curriculum is something handed down to them by higher authority that they have to do to pupilsMany do not feel confident about implementing the new NCBut there is some good news:YoCACTIVITY: 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 effectiveIneffective12345678910Unengaging;teacher-led;monotonous;unquestioned facts;task-oriented;unmemorable; summative assessment; alien / unconnectedInspiring;teacher / group / paired / student-led;varied; debatable interpretations; learning-oriented; very memorable; formative assessment; relevant / personalisedACTIVITY: Effective / ineffective learningWhat 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 KlineThe Everyday Genius
16 Different Lenses on the Curriculum ContentCohortStudent learning and outcomesMonitoring Progress - Different Lenses on the SchoolDifferent Lenses on the CurriculumPerceptionsTeaching & Assessment
17 Features of schools making change Black Country Challenge Mick Waters 2012 Accept the qualification / curriculum divideConsult the learners at every stagePursue coherent themes in learningDeploy teachers in teamsExtend sessions – avoid five starts a dayRevamp homeworkRethink the use of exercise booksEnjoy articulacy and mathematicalityExploit ICTSay LO to WALT less oftenCo-ordinate productsProvide audiencesKeep assessment in its placeTalk about jobsUse artefacts, visits and peopleTalk 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 descriptionYour list will probably include skills, attitudes, qualities, values and dispositions
20 creativemakes connectionsquestioningcommunicates wellconfident takes risksthirst for knowledgecuriousgenerates ideasflexiblecompassionateperseveringlistens and reflectscritical self-editingskilledshaperliteratewilling to have a gothinks for themselvesshows initiativegets on well with othersmakes a differenceacts with integrityself-esteemrespectful‘can do’ attitudelearns from mistakesindependenthealthyThere 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 pupilsAreas for DevelopmentThey are...ThoughtfulArticulateLiterateNumerateCreativeHappyConfidentCaring and empatheticFriendlyGood social skillsWe aim to encourage our pupils to be more...Independent and self motivatedResourcefulResilientResponsibleCreativeHave greater respect for propertyHave a bigger picture of the world
26 Theory into practice If we want learners to be more…. Independent and self motivatedResourcefulResilientResponsibleCreativeThe curriculum must….???
29 Planning the school curriculum LessonsThemesField studyPupil responsibility: routinesSubject-focused lessonsWorking with artistResidential VisitLocal studySchool gardenNewspaperCoachingExpertise of staffAfter school activitiesCommunity projectsMuseum VisitsAssemblies
30 Planning the school curriculum Subject areasPersonal developmentLessonsThemesField studyPupil responsibility: routinesSubject-focused lessonsWorking with artistResidential VisitLocal studySchool gardenNewspaperCoachingExpertise of staffAfter school activitiesCommunity projectsMuseum VisitsAssembliesCompetenciesKey skills
31 A joined-up curriculum LessonsThemesField studyPupil responsibility: routinesSubject-focused lessonsWorking with artistResidential VisitLocal studySchool gardenNewspaperCoachingExpertise of staffAfter school activitiesCommunity projectsMuseum VisitsAssemblies
32 Organising learning in a curriculum for the future C20thC21thFlexible: Time matched to learning needRegular/often – deep/immersiveRange of locations – flexible spaces - permeable school – cyber- spaceConnected and interdisciplinaryWider range of approaches – project-based, enquiry-based, co-constructed, student initiatedSchool as broker – employer, artist, poet, community, peers - other goupingsOutcomes and impactTowards lifelong learningStandardised units (60 min sessions)MetronomicClassroomSerial experiencesNarrow range T/LLearner as receiverTeacherThe class 30 -1Content and coverageTowards the testWhen?Where?How?Who?What?
33 Learners’ best interests A choice or a compromise?Performance MeasuresLearners’ best interestsChasing cuspsAll treated equallyLittle / no focus on skills and competenciesComprehensive focus on skills and competenciesCourse selection in best interests of school outcomesCourse selection in best interests of learnersFocus on key examination years and interventionFocus on continuous progressFocus on tried and tested teaching and learningFocus on innovation and memorable experiences
34 The Year of the Curriculum A curriculum design programme produced by the Curriculum Foundation in partnership with the NUTThe 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 CurriculumHow much ‘school curriculum’ can be created and how will it be used for the benefit of learners?School CurriculumNational CurriculumNational CurriculumNational CurriculumWhose 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 CurriculumNational Curriculum….or a bin job?
38 What should we do with the school curriculum? National CurriculumPersonalisationExcite imaginationWorld historySkills and competences for learning and lifeSense of agencyLatinTrips / visitsAimsPSHE / CitizenshipHopefulnessBig ideasLearners interests and talentsEnvironment and sustainabilityCreativityLocal curriculumRelevanceDramaOutdoor learning / play
39 Properties of materials MagnetismParts of a plantPicassoChurchillThe RomansRhythmProperties of materialsThe branches of learningreflecting major areas of human endeavour and ways of thinkingThinking skillsPersonal skillsEssential lit, num & ICTSocial skillsL2L skillsEnquiry skillsCreativityEnterpriseIndependence
40 Properties of materials MagnetismParts of a plantPicassoChurchillThe RomansRhythmProperties of materialsThe TrunkThe quality of pupils’ learning experiencesThinking skillsPersonal skillsEssential lit, num & ICTSocial skillsEnquiry skillsL2L skillsCreativityCritical thinkingTeam working
42 Quality of leadership in, and management of, the school 1 Outstanding2 GoodCurricular 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 PremiumThe 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 policiesThere 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/carersThe 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.SafeguardingThe 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 Outstanding2 GoodAttitudesPupils’ 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.ViewsParents, 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.EthosPupils’ 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 ManagementSkilled 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.BullyingPupils 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.SafetyAll 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 Outstanding2 GoodOverall impactMuch 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.ExpectationsAll teachers have consistently high expectations of all pupils.Teachers have high expectations.ExpertiseThey 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.StrategiesTeachers 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 skillsThe 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 & enthuseTeachers 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 QuestioningTeachers 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.AssessmentConsistently 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 curriculumwhich 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 schoolsBuild in all the learning experiences needed for:knowledge and understanding;skills and competencies;attitudes and valuesNational Curriculum in perspectiveUse ‘Year of the Curriculum’ programmeBe an evangelist for a 21st century curriculum for England
48 "Education is not filling a bucket, but lighting a fire." W. B. Yeats48