Presentation on theme: "Why has the curriculum changed?. Discuss the following four questions on your table and exchange ideas. Then be ready to hold up the green card for yes,"— Presentation transcript:
Why has the curriculum changed?
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: 1.We know the dates for phasing in the new KS3, KS4 and A-level. 2.We understand the significance of the different colour swirls above. 3.We know who Mick Waters is. 4.We know about the CfBT project and how it can help us.
2008: new Y7 & AS 2009: new Y8, A2 and Y10 GCSE 2010: new Y9 and Y11 GCSE plus: Diplomas and other vocational changes in education What? When?
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. But why do we need change?
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 learners Opportunity to tailor/customise/localise your curriculum to make more impact on the learner Whole curriculum design (aims, subjects, skills, personal development, cross-curricular dimensions)
The QCA Big Picture of the new curriculum
The new KS3 curriculum aims to develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future.
WHAT are we trying to achieve? HOW do we organise learning? HOW well are we achieving our aims? There are three questions that are driving curriculum design, development and implementation:
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 The Aims
Coherence… for the learner Subjects Skills and dimensions Personal Development
Personal, learning and thinking skills (PLTS) An increased focus on skills Functional skills Literacy, Numeracy and ICT skills Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators < Geography < Geography < Geography < Geography
A 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.
These can provide powerful unifying themes that give learning relevance and help young people make sense of the world….. Cross-curriculum dimensions Identity and cultural diversity Sustainable futures The global dimension Healthy lifestyles Community participation Enterprise Technology and the media Creativity and critical thinking
Whole curriculum design underpinned by aims Flexibility Personalisation Locally determined curriculum More emphasis on skills More emphasis on personal development and ECM Coherence and relevance Real opportunity for renewal and re-invigoration So what has changed?
For details and case studies of the new KS3 curriculum visit -
What are the opportunities for Geography? The cross curriculum dimensions especially the Global dimension and Sustainable Development A locally determined curriculum that looks at local issues To work more closely with other subjects To contribute to PLTS Personal geography responding to student voice and related to student experiences A relevant and up to date geography curriculum