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New Opportunities The new Secondary Curriculum: A curriculum for the future.

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Presentation on theme: "New Opportunities The new Secondary Curriculum: A curriculum for the future."— Presentation transcript:

1 New Opportunities The new Secondary Curriculum: A curriculum for the future

2 Purpose of the event from secondary curriculum review to implementation – raising your awareness NOT training you helping you as school leaders continue the journey of developing a curriculum for the 21 st Century share with you some materials that have been developed to help think through the process of curriculum design to implementation share some ideas that schools have developed that illustrate the journeys they have embarked on – these will be on the QCA website

3 Freedom versus Prescription- Earned Autonomy! Freedom to Innovate versus Requirement to Evaluate Simple accountability frameworks to complex self evaluation OFSTED as cyclical event to scrutiny process that is without end (OFSTED as semi colon not full stop) Models of learning driven by timetable requirement- to pedagogy, experience and opportunity driven by learning need But help is at hand!-

4 What support will be available in the year ahead? Todays workshop will introduce you to some development activities and approaches to curriculum renewal. All material will be available on QCA curriculum website In the coming year there will coordinated support from major agencies Support for school leaders NCSL Leaders and whole curriculum planning SSAT Subject supportSNS/CfBT On-going guidance, models and case studies QCA

5 The timeline 2007-8 preparation and support QCA website and materials available Sept 2007 DfES Conferences - Sept-Oct 2007 Support for school leaders – NCSL from November 2007 Support for whole curriculum design – SSAT from Nov 2007 Support for subjects – SNS / CfBT from Jan 2008 Phased implementation from 2008 First Key Stage 3 assessment 2011 First 5 lines of Diploma from 2008

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

7 Three questions driving curriculum design, development and implementation WHAT are we trying to achieve? HOW do we organise learning? HOW well are we achieving our aims?

8 Why change?

9 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 …from the national curriculum to our curriculum

10 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 work The public policy agenda - personalisation, ECM, sustainability, social cohesion, enterprise.

11 "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..." Some curriculum concerns… QCA Monitoring 2005: HMI Curriculum Matters 1985:

12 Headteachers say that a curriculum fit for the future should increase the focus on… competencies and skills personal development - as the cornerstone of successful learning flexibility 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 (What you teach is what you get!).

13 What did employers say? The basic skills are essential… but we also need young employees who: can take responsibility and show initiative have good interpersonal skills.. can work in teams are flexible and adaptable have ability to solve problems and generate new ideas have a good mix of qualifications, practical skills and personal qualities The education system should do more to market the benefits of learning to young people and develop a genuine customer service ethos.

14 What do young people think? enjoy active lessons where they get involved – a wider repertoire of approaches We like to create, make, do, find out and dislike endless writing and theres 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 dont 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.

15 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.

16 New Opportunities The new Secondary Curriculum: A curriculum for the future

17 Whats changed? An overview of the new secondary curriculum

18 Futures agenda Changes in society Impact of technology New understanding about learning Globalisation Public policy Current concerns More space for personalisation – challenge and support – improved standards Less prescription – more innovation Greater engagement and participation Securing essentials skills – including wider skills for life and work – personal development The new secondary curriculum An opportunity for renewal

19 Coherence… for the learner Subjects Skills and dimensions Personal Development

20 So whats changed? An increased focus on whole curriculum design underpinned by Aims Increased flexibility – less prescription but focus on key concepts and processes in subjects. More room for personalisation and locally determined curriculum More emphasis on skills –functional and wider skills for learning and life More emphasis on personal development and ECM More opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions A real opportunity for renewal and re-invigoration (BSF, Diplomas)

21 The Aims The curriculum aims to enable all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society

22 A fresh look at the curriculum Importance statement Why the subject matters and how it can contribute to the aims Key concepts Identifies the big ideas that underpin the subject Key processes Identifies the essential skills of the subject Range and content Outlines the breadth of subject matter from which teachers should draw to develop key concepts and skills Curriculum opportunities Identifies opportunities to enhance and enrich learning – links to wider curriculum A new look at Subjects Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject.

23 A new look at subjects: a example from geography The importance statement Geography is important in developing investigation and critical thinking about issues affecting the world and people's lives, for the present and future. Geography inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet. Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject. 13 Skills 23 separate elements 18 sub-elements + 54 items of content 7 key concepts 4 key processes 4 aspects of range and content

24 Key Concepts Chronological Understanding Cultural, ethnic and religious diversity Change and continuity Causation Significance Interpretation Key Processes Historical enquiry Using evidence Communicating about the past A new look at subjects: a example from history

25 A new look at subjects: music and geography Range and content Performance in a range of context Student concerts, public concerts, assemblies, formal and informal… might include on-line. A range of classical and popular traditions Western classical, other national and cultural traditions, folk, jazz, contemporary, film, TV, stage The role of music in society and the music industry Curriculum Opportunities Use resources..maps and GIS Field work in different locations outside the classroom Make links to other subjects and the wider curriculum

26 An increased focus on Skills A new framework for Personal, learning and thinking skills Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators Functional skills English, Maths and ICT In POS Embedded in GCSE and Diploma Stand-alone qualifications

27 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 for personal wellbeing economic wellbeing draw 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.

28 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 diversity Healthy lifestyles Community participation Enterprise Sustainable futures and the global dimension Technology and the media Creativity and critical thinking

29 Bringing it all together in a well designed curriculum The curriculum, which is the entire planned learning experience… …has clear aims and purposes reflecting learners needs local priorities national priorities …is organised in a way that is likely to achieve the aims Orchestrates time, staffing, space, approaches to teaching, learning and assessment to best effect Makes links across subjects, skills and cross-curricular dimensions …is evaluated and developed in response to changing needs is self-evolving and improving 1. What are we trying to achieve? 2. How do we organise learning? 3. How well are we achieving our aims?

30 Making the most of new opportunities Designing the compelling learning experiences

31 locally determined curriculum within a quality national framework more space for more personalised learning and assessment to better meet individual needs More opportunity to extend, enrich and challenge More opportunity to support and focused intervention – especially around skills for life and work opportunities to increase engagement and motivation by designing relevant and compelling learning experiences – a focus on impact not coverage Making connections between subjects, skills and cross curricular dimensions can create coherence for learners new pathways and more choice in qualifications - Opportunity to re-engineer the curriculum as part of BSF and Diplomas programmes new approaches through disciplined innovation Increased flexibility, coherence and personalisation = greater impact

32 Activity 2 How do we organise learning? If…then If you want learners to develop healthy lifestyle choices… Then you must provide: opportunities to develop knowledge and understanding about… opportunities to develop skills in… essential learning experiences that will develop their desire and inclination to live healthy active lifestyles What are these?

33 How do your organise the curriculum? Bridge High School – Extended study at key stage 3 Monday - ThursdayFriday Learning is mainly through lessons. The length of sessions depends on the learning planned. For example, practising maths skills might need a number of short sessions while developing a geographical concept might need one or two long sessions. Learners spend all day on one task following a particular theme.

34 How do your organise the curriculum? Example: Using the structure to focus on developing healthy lifestyle choices. In order to help learners to make good healthy lifestyle choices, what are good examples of the deep, rich learning opportunities a school could provide? Example of a compelling learning experience Learners run an international restaurant

35 Example of a rich learning opportunity International restaurant half term focus in lessons + 6 Fridays Kitchen equipment, recipe cards in French, internet Canteen, FE college, dining area Tutors, visiting chef, MFL, D+T departments Instruction, investigation, active experience Feedback from diners, PLTS, peer and self assessment MFL, D+T, Business and enterprise, ICT, English people T+Llinks resources place time quality and standards

36 How do your organise the curriculum? Your task use the Bridge High School extended study approach devise a compelling learning experience that would focus on the development of independent enquirers identify how you would make the best use of: time, staffing, space and facilities, learning resources approaches to teaching, learning and assessment links across the curriculum

37 Lets Have A Look!

38 Curriculum models to workable timetables specialistthematic Term 1, yr 7 Two themes a term Term 1, yr 7 Flexible Fridays with specialist/thematic weeks Term 1, yr 7 Skill builder induction weeksThematic event Research skills Teamwork Term 1, yr 7 Specialist week e.g. Maths weeks Specialist teaching and master classes Thematic week e.g. Sustainability

39 New Opportunities The new Secondary Curriculum: A curriculum for the future

40 Making a difference 3. How will we know we are achieving our aims? What is disciplined innovation?

41 Disciplined innovation "The best approach would allow for experimentation. As we also report today, there are concerns that many initiatives in education are pursued without being tested properly. Ministers should encourage different schools to engage in different strategies for motivating children at this sensitive age, pool the results and adjust accordingly. There is no merit whatsoever is replacing uniform teaching with anarchy. The Times 2007 5 th Feb 2007

42 More positive impact On… Standards Skills for learning and life Participation Enjoyment and engagement Behaviour and attendance one size fits allpersonalised and tailored rigidflexible More personal curriculum Disciplined innovation

43 3. How will you know if your curriculum is working? What would you look for? Who would you ask? Eng, Ma and Sci / 5 A*-C ? ? ? ?

44 New Opportunities The new Secondary Curriculum: A curriculum for the future

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