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© 2010 GAL Education Ltd ‘The Inside Out Curriculum’ ‘Will all in the garden look ‘Rose’y ?’ Dave Smith

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Presentation on theme: "© 2010 GAL Education Ltd ‘The Inside Out Curriculum’ ‘Will all in the garden look ‘Rose’y ?’ Dave Smith"— Presentation transcript:

1 © 2010 GAL Education Ltd ‘The Inside Out Curriculum’ ‘Will all in the garden look ‘Rose’y ?’ Dave Smith

2 © 2010 GAL Education Ltd Chase the dream, not the competition! What would you like your learners to leave with? Preparing children for the world in which they are going to live (ECM) Helping children learn — academically, socially, spiritually, emotionally and physically Making learning active, engaging, and meaningful to children Creating life long learners Standards and achievement

3 © 2010 GAL Education Ltd Rose Review 2009 Asked to focus on; Reducing prescription, repetition and overloading Improving manageability for schools Strengthening the focus on Literacy, Numeracy, ICT Greater focus on personal development and well being

4 © 2010 GAL Education Ltd ‘ Outstanding Curriculum’ provides memorable experiences and rich opportunities. What does an ‘Outstanding Curriculum’ look like ?

5 © 2010 GAL Education Ltd The focus on ACHIEVEMENT of GROUPS: ACHIEVEMENT

6 © 2010 GAL Education Ltd The curriculum meets the needs and interests of all learners Broad and balanced curriculum is an entitlement for all learners The curriculum is integrated with effective teaching, learning and assessment The curriculum is at the heart of schools' strategies to raise achievement and improve outcomes for all their learners. Design Principles

7 © 2010 GAL Education Ltd The curriculum design process addresses three questions: What are you trying to achieve? How will you organise learning? How will you know when you are achieving your aims? THE CURRICULUM DESIGN PROCESS

8 Core values around the curriculum Successful Learners Confident Individuals Responsible Citizens

9 © 2010 GAL Education Ltd CURRICULUM PRINCIPLES Elements to remain in the new curriculum: Knowledge, skills and understanding … with the addition of “good attitudes” These will be “organisers” of curricular content More opportunity for enquiry and problem solving to increase understanding

10 © 2010 GAL Education Ltd CURRICULUM PRINCIPLES Spiritual, moral, cultural, mental and physical development Likely new framework for personal development Broader and wider ranging – builds upon SEAL Will place some elements in KS3 which are currently covered in KS2

11 © 2010 GAL Education Ltd Primary education in its own right – the distinctiveness of the primary phase Interlocking ways in which children learn and develop Learn WHAT to study, but also HOW to study The quality of an education system cannot exceed the quality of its teachers (McKinsey 2007) CURRICULUM PRINCIPLES

12 © 2010 GAL Education Ltd Retention of subjects: knowledge, skills and understanding Cross curricular studies for application Stronger focus on curriculum progression Stronger focus on literacy and numeracy in KS1 Stronger focus on ICT Greater emphasis on personal development Stronger links on transition “Exciting opportunities” for languages in KS2 CURRICULUM PRINCIPLES

13 © 2010 GAL Education Ltd Subjects are essential but not sufficient Subjects “like history” will be tools for learning “This approach respects the integrity of subjects but lessens the rigidity of their boundaries” Schools can organise the curriculum in any way New core of literacy, numeracy and ICT New entry arrangements for summer born children CURRICULUM PRINCIPLES

14 © 2010 GAL Education Ltd Schools will retain control of: Teaching methods Teaching content additional to statutory Organisation Distribution across key stage Daily timetable Teaching hours each week Time allocations and lesson length Organisation of teaching groups Inclusion and differentiation Resources for learning Assessment CURRICULUM PRINCIPLES



17 © 2010 GAL Education Ltd Essential Knowledge: Identify what children need to know within an area of learning Importance Statement Outlines why the area is essential for children to learn Key skills: Identify what children need to learn to do in order to make progress in an area of learning Breadth of learning: Identifies the ‘range of content’ through which children will develop understanding and capability Curriculum Progression Early Middle Later Opportunities for cross-curricular studies

18 © 2010 GAL Education Ltd

19 Low attainment: Curriculum used to raise Core Attainment NATIONAL CURRICULUM High attainment: Curriculum used to develop lateral attainment

20 © 2010 GAL Education Ltd KEY SKILLS “ Nothing is more important than the body of essential knowledge, skills and understanding we choose as a nation to pass on to our young people. The primary curriculum must ensure that all pupils can build on their prior learning in the Early Years Foundation Stage to develop the essential reading, writing, numeracy and personal skills they need to learn and develop. It must provide all pupils with a broad and balanced entitlement to learning which encourages creativity and inspires in them a commitment to learning that will last a lifetime.” ROSE REPORT

21 © 2010 GAL Education Ltd KEY SKILLS The Rose Report prioritises literacy, numeracy and ICT Taught directly, but with ample opportunities for using and applying across the curriculum Greater emphasis on speaking and listening Emphasis on the language and vocabulary of science, technology, maths and economic literacy More opportunities should be given for role play and drama Some elements of KS3 ICT likely to move to KS2

22 © 2010 GAL Education Ltd CREATIVITY Creativity is not just for Wednesday afternoons or “creativity weeks” A curriculum designed to develop creativity will: Give daily opportunities for development Give opportunities for creativity across the subjects Aim to develop skills for adult life Develop the talents of the individual

23 © 2010 GAL Education Ltd The Curriculum-meeting the needs

24 © 2010 GAL Education Ltd CURRICULUM STRUCTURE Decide how to arrange learning. Timetable Length of sessions Weekly plans Whole term overview Flexibility

25 © 2010 GAL Education Ltd A Contextual Curriculum What should be the vital elements of the Curriculum? What elements of the Curriculum could we minimise? What will be the tailored elements of the Curriculum? Eg, High emphasis on Visitors and visits to raise the experiential learning opportunities

26 © 2010 GAL Education Ltd 1. Identify your priorities 2. Record your starting point 3. Set clear goals 4. Design and implement 5. Review progress 6. Evaluate and record the impact 7. Maintain, change or move on Seven-step design and planning process

27 © 2010 GAL Education Ltd

28 SHORT TERM PLANNING The Rose Report Recommendation 12: The QCA and National Strategies should support schools to implement the principles of personalised learning and apply them effectively in practice, for example, so that the benefits of personalised learning in one-to-one teaching, group work and whole class teaching are fully realised.

29 © 2010 GAL Education Ltd 2.13 These views have been taken into account in designing the proposed curriculum. The review does not agree, however, with those who believe that we should start with a blank sheet, as if all or most of what primary education has been about in recent years has failed children either collectively or individually. It is worth repeating that the review’s rationale for the curriculum calls for conserving and transmitting that which is good as well as changing that which needs to be better. Don’t throw the baby out with the bath water!

30 © 2010 GAL Education Ltd Curriculum Progression Organising the curriculum around areas of learning 2.23 The proposed model for curriculum design builds on the EYFS, secures children’s introduction to the principal subject disciplines and prepares them for further specialist study at secondary school. 2.24 Following extensive discussion with primary headteachers, the review’s Advisory Group and subject specialists, the review recommends that curriculum content is set out in three phases, to show curriculum progression through the ‘early, middle and later’ primary education Curricular progression 2.25 The curricular progression set out for the early primary phase builds on prior learning and experience from the EYFS. This will provide children with a smoother transition from the EYFS areas of learning and development to a primary curriculum also based on six broad areas of learning, and is in line with the remit given to the review to consider whether ‘…pupils’ interests might be better served by studying fewer subjects during primary education, particularly in Key Stage 1’.

31 © 2010 GAL Education Ltd The child at the heart of assessment. Assessment needs to provide a view of the whole child Assessment is integral to teaching and learning Assessment includes reliable judgements about how children are performing related, where appropriate, to national standards. ASSESSMENT OF THE CURRICULUM

32 © 2010 GAL Education Ltd You decide! In conclusion, will all in the garden be ‘Rose’y with the New Curriculum ? or will the thorns of discontent get in the way of the beautiful smell of a thematic, relevant, contextual and memorable curriculum?- You decide!

33 © 2010 GAL Education Ltd PLENARY Can we ensure a focus on generic key skills throughout the curriculum? Can we ensure that all children can access the learning at an appropriate level? Can we ensure a skills progression in specific subjects? Can we ensure that children do not lower their own expectations in foundation subjects? Can we ensure that we always plan lessons at the level of the children we are teaching? Can we ensure a relevant, exciting and creative curriculum? Can we ensure that we are teaching the whole curriculum?

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