1. Mark Orrow-Whiting Programme Adviser, QCA
Making our curriculum world class Looking after learners, today and tomorrow
Mark Orrow-Whiting
Programme Adviser, QCA

2. “… standards in writing and mathematics are declining because young people are spending too much time…
… listening to the gramophone.”
The Times 1912

3. In September 2005 600,000 eager children started school
In September ,000 eager children started school. They will leave their mark on most of the 21st Century and be in active employment until at least 2070.
“Education only flourishes if it successfully adapts to the demands and needs of the time. The curriculum cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself.”
National Curriculum 1999

4. Forces for change
Changes in society, social structures and the nature of work.
The impact of technology on subjects and schooling.
New understandings about the nature of learning.
Increased global dimension to life, learning and work.
The public policy agenda (DfES strategy/white papers, ECM) promoting innovation and personalisation.

5. “To develop a modern, world-class curriculum that inspires and challenges all learners and prepares them for the future”

6. What are the characteristics of a good learner?
creative
make connections
questioning
communicates well
confident – take risks
thirst for knowledge
curious
generate ideas
flexible
persevere
listen and reflect
critical – self editing
skilled
be shapers
literate
willing to have a go
think for themselves
show initiative
get on well with others
make a difference
act with integrity
self-esteem
‘can do’ attitude
learn from mistakes
independent

7. What do employers want? Boeing’s desired attributes of an engineer
Awareness of customer and societal needs
Good communication skills
High ethical standards
An ability to think creatively and critically
Flexibility – self confidence to adapt
Curiosity and a desire to learn
A profound understanding of the importance of teamwork

8. The Challenge…

9. The curriculum conversation
The three key questions
What are we trying to achieve through the curriculum?
How do we need to organise the curriculum to achieve these aims?
How effectively are we evaluating the impact of the curriculum and continuously improving it?

10. Aims of the curriculum
We want the curriculum to enable all young people to become:
successful learners who enjoy learning, make progress and achieve
confident individuals who are able to live a safe, healthy and fulfilling life
active and responsible citizens who make a positive contribution to society.

11. The ‘big picture’ of the curriculum
Working draft (May 06)
Accountability measures
Attainment and improved standards
Reduced NEET
Behaviour and attendance
Civic participation
Healthy Lifestyle Choices
To secure…
The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens
Successful learners
who make progress and achieve
Responsible Citizens - who make a positive contribution to society
Curriculum Aim
Aim
Confident Individuals
who lead safe and healthy lives
Developing individuals…
Personal Development
Whole Curriculum
Skills, Knowledge and Attributes
Enjoy and achieve Safe Healthy Participation Economically active
Skills
Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills
Attitudes and dispositions, determined, adaptable, learning to learn
To do
To know and understand
To be
Five outcomes
Knowledge and Understanding
Big Ideas that shape the world
Chronology, conflict, scientific method, etc.
How to organise learning?
What are we trying to achieve?
How well are we achieving our aim?
The curriculum as the entire planned learning experience
Components
Lessons
Out of school
Extended Hours
Routines
Events
Location
Environment
Areas of Learning
Learning Approaches
National Curriculum
Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International –
Scientific and technological – Employability and enterprise – Human and social
A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation
Eng
Art Ma
Sci
ICT DT
Hist
Geog RE
Cit/PS
MfL PE
Music
Assessment fit for purpose
Assessment
Building a more open relationship between learner and teacher
Clear learning
intentions
shared with pupils
Understood, shared/negotiated success criteria
Celebrate success against agreed success criteria
Advice on what to improve and how to improve it
Peer and self assessment
Peer and self evaluation of learning
Taking risks for learning
Testing
Individual target setting
Using error positively
* To make learning and teaching more effective * So that learners understand quality and how to improve *

12. The future curriculum in science

13. Science and innovation framework 2004-2014: next steps wants…
more young people taking science A levels
more pupils getting at least level 6 at the end of ks3
more pupils achieving A*-C grades in science GCSEs
more physics, chemistry and mathematics specialist teachers
science in the School Acountability Framework
all pupils achieving level 6 to be entitled to study three separate science GCSEs

14. Changes to science New KS4 PoS – based on “how science works”
KS3 review – to reduce congestion, and remove the science ‘shopping list of facts’
A level review – to reduce the assessment burden
Applied science diploma?
Primary Science?

15. Freedom to innovate
Creating a curriculum framework with room for creativity so that it can be shaped to meet the needs of all learners

16.
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