2. Making our curriculum world class Looking after learners, today and tomorrow David Gardner Curriculum Adviser QCA

3. Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future

4. The curriculum should be treasured. There should be real pride in ‘our’ curriculum: the learning that the nation has decided it should set before its young. Teachers, parents, the wider education community, the employment community, the media and the public at large should all see the curriculum as something that they embrace, support and celebrate. Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers to them. Mick Waters There are 7 priorities Supporting schools designing a curriculum for the future Reviewing key stage 3 Providing for students aged 14 to 19 Developing and enhancing assessment Keeping the curriculum under review Engaging with young people and their parents and carers Working with partner organisations

5. The Future…

6. What are we trying to achieve?… … some of our aims re-valuing the curriculum promoting ownership of our curriculum building on good practice … encouraging a groundswell building confidence and trust to promote innovation in the curriculum establishing a network of co-developers helping QCA inform national policy affecting the lives of thousands of people

7. 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.

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

9. What are the characteristics of a good learner? creative make connectionsquestioning 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

10. 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

11. technology an ageing population the gap between rich and poor global culture and ethnicity sustainability changing maturity levels in schools expanding knowledge of learning a changing economy A Changing Society

13. Let us finish with the traditional school curriculum in which subjects are served up as ends in themselves. Let us dig deeper and use subjects as the vast and inspiring resources they are for serving the educational goals we value. Geographical Association Let us finish with the traditional school curriculum in which subjects are served up as ends in themselves. Let us dig deeper and use subjects as the vast and inspiring resources they are for serving the educational goals we value. Geographical Association

14. The curriculum should not be seen as something limited to school and formal education, but should be holistic and widespread. Financial Services Skills Council The curriculum should not be seen as something limited to school and formal education, but should be holistic and widespread. Financial Services Skills Council

15. Is it too obvious to state that young people will enjoy and value a curriculum that enables them to enjoy and value themselves? British Association of Advisers and Lecturers in Physical Education Is it too obvious to state that young people will enjoy and value a curriculum that enables them to enjoy and value themselves? British Association of Advisers and Lecturers in Physical Education

16. A curriculum fit for the future should… Barriers we will have overcome

17. A curriculum - fit for the future should… focus on aims and outcomes – rather than coverage or delivery. have a stronger emphasis on skills and personal development (ECM) use teaching approaches (active, enquiry based) that relate directly to developing skills and attributes value knowledge – linked to creativity and knowledge creation, be flexible enough to be organised in different ways and have room to innovate be relevant and connected to life outside school – the big issues, work, community use technology to extend (when, where, how) learning takes place have a strong international dimension – and promote citizenship be evaluated against a broad set of outcomes – beyond WYTIWYG.

18. Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

19. Our pledges to Young People 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 responsible citizens who make a positive contribution to society.

20. Successful learners who enjoy learning, make progress and achieve… are able to employ the essential learning skills of literacy, numeracy and information and communication technology are creative, resourceful and able to solve problems have enquiring minds and think for themselves to process information, reason, critique and make judgements communicate well in a range of ways understand how they learn and learn from their mistakes are able to learn independently and with others know about big ideas and events that shape our world enjoy learning and are motivated to achieve the best they can now and in the future

21. Confident individuals who are able to live safe, healthy and fulfilling lives have a sense of self-worth and personal identity relate well to others and form good relationships are self-aware and deal well with their emotions have secure values and beliefs and are able to distinguish right from wrong become increasingly independent, are able to take the initiative and organise themselves make healthy lifestyle choices are physically competent and confident take managed risks and stay safe recognise their talents and have ambitions are willing to try new things and make the most of opportunities are open to the excitement and inspiration offered by the natural world and human achievements.

22. Responsible citizens who make a positive contribution to society are well prepared for life and work are enterprising are able to work cooperatively with others respect others and act with integrity understand their own and others’ cultures and traditions and have a strong sense of their own place in the world appreciate the benefits of diversity challenge injustice, are committed to human rights and strive to live peaceably with others sustain and improve the environment, locally and globally take account of the needs of present and future generations in the choices they make can change things for the better

23. Sharing aims with the learning community UK example Newbridge St John's C.E. Infants' School

24. Sharing aims with the learning community India example

25. “I want to learn how to complain in a shop” Successful learner Communication skills Speaking and listening Tone – style – vocabulary – clarity Negotiation and influencing Confident individual Deal with emotions Self confidence Assertive not aggressive Responsible Citizen Sense of fairness – challenge injustice: rights and responsibilities Self efficacy “ feel they can change things for the better ” Economic awareness

26. … we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned. John Holt

27. The ‘big picture’ of the curriculum

28. What are we trying to achieve? How do we organise learning? How well are we achieving our aim? The ‘big picture’ of the curriculum

29. Working draft (September 06) Accountability measures Attainment and improved standards Reduced NEET Behaviour and attendance Civic participation Healthy Lifestyle Choices To secure…

30. The ‘big picture’ of the curriculum Working draft (September 06) Accountability measures Attainment and improved standards Reduced NEET Behaviour and attendance Civic participation Healthy Lifestyle Choices To secure…

31. The ‘big picture’ of the curriculum Working draft (September 06) 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

32. The ‘big picture’ of the curriculum Working draft (September 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

33. The ‘big picture’ of the curriculum Working draft (September 06) Personal Development Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills To do Personal Development Attitudes and dispositions, determined, adaptable, learning to learn To be Five outcomes To know and understand Knowledge and Understanding Big Ideas that shape the world Chronology, conflict, scientific method, etc. Enjoy and achieveSafe Healthy Participation Economically active Whole Curriculum Skills, Knowledge and Attributes Developing individuals…

34. The ‘big picture’ of the curriculum Working draft (September 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 achieveSafeHealthyParticipationEconomically active Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Personal Development 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.

35. The ‘big picture’ of the curriculum Working draft (September 06) The curriculum as the entire planned learning experience Lessons Out of school Extended Hours Routines EventsLocationEnvironment Components

36. The ‘big picture’ of the curriculum Working draft (September 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 achieveSafeHealthyParticipationEconomically active Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Personal Development 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. The curriculum as the entire planned learning experience Components Lessons Out of schoolExtended HoursRoutinesEvents Location Environment

37. Ethical – Cultural – Physical and health – Spiritual – Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social The ‘big picture’ of the curriculum Working draft (September 06) Areas of Learning Learning Approache s National Curriculum 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 – personal identity ICT Geog EngMa Sci D&THist A&DRE Cit MfLPE Music PSHE

38. 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 achieveSafeHealthyParticipationEconomically active Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Personal Development 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. The curriculum as the entire planned learning experience The ‘big picture’ of the curriculum Working draft (September 06) 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 – personal identity Components Lessons Out of schoolExtended HoursRoutinesEvents Location Environment EngA&DMa SciICTD&THistGeoRE Cit MfLPE Music PSHE

39. 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 The ‘big picture’ of the curriculum Working draft (September 06) * To make learning and teaching more effective * So that learners understand quality and how to improve * Assessment Assessment fit for purpose

40. 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 achieveSafeHealthyParticipationEconomically active Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Personal Development 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. The curriculum as the entire planned learning experience The ‘big picture’ of the curriculum Working draft (September 06) Assessment fit for purpose Assessment Building a more open relationship between learner and teacher Clear learning intentions shared with pupils Understood, shared/negoti ated 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 TestingIndividual target setting Using error positively * To make learning and teaching more effective * So that learners understand quality and how to improve * 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 – personal identity Components Lessons Out of schoolExtended HoursRoutinesEvents Location Environment EngA&DMa SciICTD&THistGeoRE Cit MfLPE Music PSHE

41. Working draft January 2007 A big picture of the curriculum 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Dimensions spiritual – moral – social – cultural personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Learning approaches National curriculum A & DMaCiD & TEnGeHiICTSc PSHE PEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical developmentCreative development 3-5 5-16 Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Assessment Uses error positively Includes individual target setting Includes testing Includes peer- and self- evaluation Includes peer- and self-assessment Gives advice on what and how to improve Celebrates success against agreed criteria Has understood, shared and negotiated success criteria Has clear learning intentions shared with pupils Builds a more open relationship between teacher and learner Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Curriculum aims Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Focus for learning Attitudes and attributes eg, determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg, big ideas that shape the world Skills eg, literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become

42. What are the implications of these developments for your work ? What is the Year of Food and Farming? It is a fantastic opportunity for children and young people to learn more about:  how food is grown, reared or produced and how it gets to the customer  how to prepare or cook food  what good nutrition means and how that can contribute to a healthier lifestyle  what happens on a farm & what life is like in the countryside  what the countryside can offer in terms of leisure, sports and employment.

43. Key Stage 3 Review

44. KEY STAGE 3 REMIT: 14-19 WHITE PAPER Continued focus on the core subjects English, Maths and Science, with more time freed up to allow for catch up. Tests to continue in the core subjects, with an additional online test in ICT. Moderated teacher assessment in foundation subjects, and a bank of standardised optional tests will be provided. Implications for QCA: QCA is undertaking a full review of KS3, to: o Reduce the overall level of prescription o Place greater emphasis on English, Maths and ICT; o Give more scope for schools to stretch young people; o Give more support for those who fall behind expected standards; o Ensure the curriculum for all subjects is as coherent as possible.

48. KS3 geography issues – QCA monitoring 2005 The problems of inadequate curriculum planning and poor quality teaching and learning at KS3. A combination of relatively low status in many secondary schools and a high proportion of non-specialist teachers is resulting in poorly planned curricula and missed opportunities to inspire and challenge pupils. Declining opportunities for high quality fieldwork to be experienced by pupils ”Fieldwork and outdoor education are not just add-on; it is absolutely core for geography and for young people’s learning in general” RGS-IBG evidence to Select Committee 2005 2004-05 shows unequivocally that concerns about health and safety, curriculum time, staff time and expertise, and budget constraints are combining to reduce the amount and effectiveness of fieldwork offered in schools. Assessment remains a major issue in KS3 geography with pupils being over- assessed to meet schools’ requirements for frequent reporting of levels. This focus on summative assessment has been detrimental to high quality assessment for learning.

49. David Bell Education for Democratic Citizenship Nov 2005 First, we have a problem with geography in many schools. In many primary schools it is the worst taught subject and in secondary schools its popularity as a GCSE subject has been diminishing. The teaching is sometimes dull and fails to maintain current relevance, not drawing sufficiently on the issues most likely to capture the imagination and interest of young people such as globalisation and sustainable development. My view is that a partnership between geography and citizenship, where appropriate, will energise the former and give substance to the latter. The best resources for lessons on global issues will often be this morning’s news rather than a textbook. Enquiry and research into global issues should deal with principles but be informed by issues of the moment and real examples. I suggest to you that citizenship can be a breath of fresh air, making geography relevant, exciting and, most important of all, empowering pupils so that they know how they can make a difference.

50. QCA monitoring questionnaire 308 schools Issues for KS 3 review ?

51. QCA monitoring questionnaire 308 schools

52. QCA monitoring 2005-2006 282 schools

53. QCA monitoring recommendation Ensure that the KS3 review results in a clear framework for geography, highlighting the key concepts and skills and giving guidance on selection of content and curriculum planning. Ensure that an entitlement to fieldwork and outdoor learning is written in to all national geography frameworks for geography

54. Opportunities for Geography Futures thinking - subject fit for 21st century Clarify what the subject is about and its importance in the whole curriculum Make a clear link to the new aims and PLT’s Update to take into account developments since 2000 review Address issues with PoS and Level descriptions Coordinate progression in the subject 14-19 linked to new A level criteria

55. Soundbites from Teacher consultation for KS3 review Three words that should be used in the importance statement are: i. Interdependency ii. Transferability (especially where skills are concerned). iii. Unique in application of knowledge/ place. Geographers need to be clear on what geography is at the start. The main concepts aren’t as clear as they should be to pupils, teachers, non- specialist teachers etc. Pupils view geography as a series of topics rather than understanding what geography is, and the importance of geography If looked at by a subject specialist the PoS is still appropriate but it is not always clear. Concepts and skills are not explicit enough and can be easily missed out when teaching content. The way in which the PoS is packaged needs to change. Sustainability looks like an add on. Need to have global citizenship and ESD contributions embedded in Geography. The PoS could be written as a series of questions rather than statements The use of topics (big picture approach) would provide more flexibility and develop geography within them. For example, environmental change, local issues, hazards etc (Present hazards with geomorphology links). Streamline the statements, reducing breadth and making the PoS more apparent to teachers, for example: o Section 7 needs to be made more prominent than section 3 (Knowledge and understanding of places). Section 3 is really a conclusion for sections 1 to 6. o Section 3 paragraph a) needs to merge with Section 7 o Section 7 paragraph a) and b) is the same as Section 6 paragraph a). o Make sure that there is not a conflict. Stating a range and 1 or 2 countries conflicts with section 7. o Section 6 paragraph J) would come into hazards if this choice were made. o Section 6 paragraph K) could either be merged or removed. The LDs statements should have a direct relationship with the importance of geography statement as well as reflect methodology of knowledge. Geography LDs are more difficult to achieve than other subjects especially further down the school. EP in most cases is unobtainable. Level 6 and above are too high for the age group they are aimed at. The LDs need to change but care needs to be taken not to dumb down geography.

56. QCA monitoring 2005-2006 At KS3 we continue with a “traditional approach” while meeting the skills, places and themes requirements. We have not adopted all aspects of the PoS, eg. Geography of crime, fashion.

57. QCA monitoring 2005-2006 I would welcome more information on your site about GIS. I can see its potential as a tool and want to see it in use before I commit myself to fund raising to get money to buy it.

58. QCA monitoring 2005-2006 Is difficult to cover the content required in the time allowed. Is insufficient time to explore issues. More materials would be very useful.

59. QCA monitoring 2005-2006 Please don’t change it again ! Hours of work and £1000’s have been invested. Let us decide what to keep, include and improve.

60. Geography Action Plan

61. KS3 Review work so far…. MAY - SEPTEMBER 2005 Evaluation of existing PoS OCTOBER - DECEMBER 2005 - Consultation with stakeholders and partners (re: how curriculum might be developed) through conferences, seminars and meetings FROM JANUARY 2006 – JULY 2007 - Develop the curriculum (revised importance statements, programmes of study, attainment targets, level descriptions). Try out aspects of developed curriculum

62. OCTOBER - DECEMBER 2005 Geog report In summary, the action required is: 1.Redraft the statement on the importance of geography. 2.Reform the PoS so as to provide more flexibility in choice of content and up-date the curriculum in the light of new thinking in the subject, making it fit for purpose in the 21 st century. 3.Focus on those features that should drive the curriculum, i.e. consideration of key concepts, values, skills and techniques and scale/context of study. 4.Ensure in all this that content serves rather than drives the curriculum. 5.Reconsider the role and character of the level descriptions and once decisions have been made redraft them.

63. FROM JANUARY - May 2006 Geography Jan - March Online consultation about draft of importance statement on GA & RGS website http://www.geography.org.uk/news/consultation Feb Circulate papers to residential delegates – Geography KS3 review report KS3 report to DfES Geography importance statement Skills framework Aims 1 st – 2 nd March Residential – Flemings of Mayfair to produce importance statement, PoS models, level descriptions – suggested delegates see list below 15 th March Teacher’s meeting to consult on PoS models 15 teachers 18 th -20 th April Geographical Association conference QCA update presentation by DG Wednesday 19 th April 16-16.50 outline KS3 models- provide questionnaires to be filled in at QCA stand, leaflets outlining proposals May Draft importance statement, PoS, level descriptions

64. Programme of Study common framework Importance statement Key concepts Key processes Range and content Curriculum opportunities The importance statement describes the important aspects of the subject, why it is necessary for pupils to study the subject and what they can expect to gain from it. Key concepts are the significant understandings at the heart of each discipline that underpin the study of the subject. They identify what pupils need to understand in order to deepen and broaden their knowledge, skills and understanding in the subject Key processes are the essential skills and processes which pupils need to learn to make progress in the subject Range and content outlines the breadth of the subject from which the areas of study should be drawn. Curriculum opportunities identifies opportunities pupils should be given which are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

65. FROM Sept - Feb 2007 Geography Stakeholder & teacher meetings to address key questions about new PoS Discuss and develop elements of the website that show Geography’s whole curriculum contribution 6 teachers to produce case studies for the KS3 website to illustrate the opportunities for curriculum planning provided by greater flexibility Article in Jan 2007 TG linked to Forum Feb 5th 2007 12 week online consultation

66. KS3 Review timeline

67. What do we want to find out?  What impact will the revised programmes of study have on teaching and learning and curriculum planning?  What exemplification, support and guidance should be provided for teachers/curriculum planners to help them implement the revised programmes of study?  How can we encourage innovative approaches to curriculum planning and foreground the increased potential for flexibility?  How can the web version be organized to help address the issues discussed above?

68. Next steps –key questions What impact will the PoS have on teaching & learning/ curriculum planning ? What will it allow schools to do differently ? What guidance/support will be required ? What are the potential obstacles and how can they be overcome ? How can we use the PoS to encourage innovative approaches ? How should web based support be organised ?

69. CONTACT: David Gardner – gardnerd@qca.org.uk@qca.org.uk