1. A curriculum for the future Association of RE Inspectors, Advisers and Consultants Conference Mick Waters Director of Curriculum, QCA 02 July 2007

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

3.  a secure base  a changing society  greater expectations for our young  the role and organisation of schooling  new leadership, new buildings, new workforce  the capacity to re-engineer The future for curriculum

4. A Changing Society…  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

6. The entire planned learning experience  lessons, events, routines, extended hours  outside school Clubs Local band Charity work Part-time job The entire planned learning experience

7. 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment 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 Dimensions Learning approaches 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 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 Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve 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 Curriculum aims 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 Working draft July 2007 A big picture of the curriculum Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Embraces peer- and self- assessment Uses tests and tasks appropriately Links to national standards which are consistently interpreted Helps identify clear targets for improvement Gives helpful feedback for the learner and other stakeholders Maximises pupils’ progress Promotes a broad and engaging curriculum Draws on a wide range of evidence of pupils’ learning Is integral to effective teaching and learning Informs future planning and teaching National curriculum A & D MaCiD & TEnGeHiICTScPSHEPEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development Overarching themes that have a significance for individuals and society, and provide relevant learning contexts Cultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable futures and the global dimension – technology and the media – creativity and critical thinking

9. Civic Participation Reduced NEET Healthy Lifestyle Choices Attainment and Achievement Successful Learners Confident Individuals Responsible Citizens Attitude and Engagement

11.  more clarity about the purpose and value of education and learning  clarity of possible route ways through school and beyond  more diverse design within clear parameters; local interpretation within a national framework  the use of the curriculum to encourage analysis of choice, specialism and need  a shared emphasis on ‘doing better’; raising standards in literacy, numeracy and ICT as well as citizenship, health, enterprise, creativity and internationalism KS3: What needs to be different? (1)  more clarity about the purpose and value of education and learning  clarity of possible route ways through school and beyond  more diverse design within clear parameters; local interpretation within a national framework  the use of the curriculum to encourage analysis of choice, specialism and need  a shared emphasis on ‘doing better’; raising standards in literacy, numeracy and ICT as well as citizenship, health, enterprise, creativity and internationalism

12.  assessment to enhance learning  coherence and consistency from KS2 to KS4  acknowledgement of success and progress in a range of areas of learning that recognises and values pupils’ development as people  planning KS3 as a single stage with emphasis on clear aims driving outcomes  assessment to enhance learning  coherence and consistency from KS2 to KS4  acknowledgement of success and progress in a range of areas of learning that recognises and values pupils’ development as people  planning KS3 as a single stage with emphasis on clear aims driving outcomes KS3: What needs to be different? (2)

13.  from concern about subject content  to concern about the nature and impact of subjects  to a focus on effectiveness of learning  supporting schools and settings in building their curriculum  harmonising thinking and practice in curriculum Some issues…

14. A distinctive purpose for key stage 3  a world of learning  open eyes to potential and possibilities  extended horizons  register and confidence  a rite of passage… with adults  approaches to learning

15. Subject programmes of study Rethinking subjects

16. is a creative discipline. It can stimulate moments of pleasure and wonder for all pupils when the solve a problem for the first time, discover a more elegant solution, or notice hidden connections. enquiry encourages questioning, investigation and critical thinking about issues affecting the world and peoples lives, for the present and future. 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. Importance of the subject

17. Sorts of teaching and learning  open ended investigative activity  passionate and committed subject teaching (meeting a joyful and authorative expert)  coaching and mentoring (spotting need; developing specialism)  independent study (pupil or teacher initiated)

18. Key stage 3: Essential learning experiences..? (1)  two theatre performances; one Shakespeare  visit an art gallery  visit a museum  practical task with up to four others to contribute to a practical learning approach in an aspect of a subject, beyond the bounds of schools build a hide for bird watching restore a small area of recreation ground a games event for younger pupils a survey for a local citizenship issue  2 days fieldwork per subject one directly linked to another subject  a five day programme on education in England:

19. Key stage 3: Essential learning experiences..? (2)  work with five others to prepare, host, serve and manage a healthy meal for diners in the local community  an observation at a local council meeting or a court in session  a half day at either the police station, fire station or hospital  active and extended contact with young people in a country beyond the UK  an unaccompanied journey of 50 miles with one change in transport  represent the school in an informal capacity

23. Some challenges  young people’s changing allegiance with faith traditions  learning about religion as a subject  learning from religion  collective worship  the place of content and knowledge

24. Teaching 5 outcomes through RE Be healthyStay safeEnjoy and achieve Make a positive contribution Achieve economic well-being Religious teachings and beliefs on diet and treatment of animals Understanding belief, faith and relationships as risks Appreciation of religious roots of some art, music and architecture Organising inter- cultural or inter- religious links Understanding and evaluating religious and ethical rules on the use of money Reasons for moral decision making Teachings on violence and non-violence Investigating a place of worship Welcoming, questioning and thanking a visitor Developing skills of listening, empathy, and group collaboration Meditation, clarity and enlightenment Family life and the duty to obey parents Understanding, expressing and responding to complex arguments Leading debates and discussions Ethics of advertising Sexual health and ethics Religious and cultural identities and the need to belong Solving moral and social problems Working with faith groups in the community The work of Christian, Muslim, Humanist and other charities

26. Subject advisers… making an impact?  ask for time at head teacher meetings  talk at governor conferences  talk with local community leaders  have a presence at ‘parent conferences’  talk to employers organisations  encourage involvement in other subject communities  Link to SACREs  grapple with ‘big issues’

27. The role of SACRE locally  sleeping partners  uncritical lovers  hostile witnesses  critical friends

28.  a sense of destiny and something to live for  learning that is lively and ‘full of body felt’  a sense of belonging and family…a sense of home  reasons for faith and hope…why should I believe?  try to make it work…then use the manual The kind of people we are… John Sentamu, Archbishop of York

29. Well-educated pupils are socially, personally and emotionally intelligent, know what knowledge they need and how to acquire and use it in various contexts.

30. Good Curriculum Leaders  see the big picture  and talk about it  make learning deep and profound  recognise that every moment matters  resist institutional habits  make learning happen everywhere  know it has to change  stretch it to fit the child