2We know the dates for phasing in the new KS3, KS4 and A-level. Discuss the following four questions on your table and exchange ideas. Then be ready to hold up the green card for “yes”, and red card for “no” in answer to the following questions:We know the dates for phasing in the new KS3, KS4 and A-level.We understand the significance of the different colour swirls above.We know who Mick Waters is.We know about the CfBT project and how it can help us.
3What? When? 2008: new Y7 & ‘AS’ 2009: new Y8, ‘A2’ and Y10 GCSE 2010: new Y9 and Y11 GCSEplus:Diplomas and other vocational changes in education
4But why do we need change? Society and the world has changed…..The nature of work has changed.The impact of technology.New understandings about the nature of learning.Increased global dimension to life.The public policy agenda - personalisation, ECM, sustainability, social cohesion, enterprise.5 forces and the challengesTo provide a structure for our work we have identified 5 forces for change acting upon our curriculum?Changes in society and the nature of work,the impact of technology,new understanding about learning,the need for innovation within curricula andthe increasing international dimension to learning.These are all important forces that need to inform our thinking as we shape a modern curriculum. These themes are explored further in our Futures booklet sent to you last week and through the tink-pieces we have commissioned)The futures programme was launched at BETT by Ken Boston
5The new secondary curriculum is more than just the revised PoS The new secondary curriculum is more than just the revised PoS. At its heart is a new curriculum planning and design approach that aims to promote:Increased flexibility to make the curriculum more coherent for learnersOpportunity to tailor/customise/localise your curriculum to make more impact on the learnerWhole curriculum design (aims, subjects, skills, personal development, cross-curricular dimensions)
7The new KS3 curriculum aims to “develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future.”
8There are three questions that are driving curriculum design, development and implementation: WHAT are we trying to achieve? HOW do we organise learning? HOW well are we achieving our aims?
9The Aims The curriculum aims to enable all young people to become: successful learners who enjoy learning, make progress and achieveconfident individuals who are able to live safe, healthy and fulfilling livesresponsible citizens who make a positive contribution to society
13A note of caution from David Lambert. “Pupils cannot be taught simply to think. They have to have something to think about. “ “If this ‘something’ is trivial, irrelevant or out of date then the education process will be devalued and impoverished.”
14Cross-curriculum dimensions These can provide powerful unifying themes that give learning relevance and help young people make sense of the world…..Identity and cultural diversitySustainable futuresThe global dimensionHealthy lifestylesCommunity participationEnterpriseTechnology and the mediaCreativity and critical thinking
15So what has changed? Whole curriculum design underpinned by aims FlexibilityPersonalisationLocally determined curriculumMore emphasis on skillsMore emphasis on personal development and ECMCoherence and relevanceReal opportunity for renewal and re-invigoration
16For details and case studies of the new KS3 curriculum visit - http://curriculum.qca.org.uk
17What are the opportunities for Geography? To contribute to PLTSA locally determined curriculum that looks at local issuesTo work more closely with other subjectsWhat are the opportunities for Geography?A relevant and up to date geography curriculumPersonal geography responding to student voice and related to student experiencesThe cross curriculum dimensions especially the Global dimension and Sustainable Development