The Year of the Curriculum Dave Peck CEO The Curriculum Foundation

Why ‘The Year of the Curriculum’? September 2014 National Curriculum disapplication 2013/14 The global 21st century curriculum race Shift away from threshold measures to progress measures Abolition of NC levels If we don’t overhaul the curriculum now……

What can we achieve today? The curriculum and….. …the national picture …the international context …planning your aims …principles - the school leader’s dilemma …marrying school and national curriculum …competencies …world class principles

How are schools responding? Unreliable survey results: Confident ready in time 59% Audit current content / slot in new NC content 43% Start from curriculum aims 16% Assessment integral to curriculum design 40% Continue to use NC levels / not sure 38% / 59% Confident new curriculum more engaging than old 41%

Where do we begin? “Could you detail what you regard as the essential elements of a 21st century curriculum for the young people in this school?”

What do we mean by ‘the curriculum’? UNESCO’s International Bureau of Education considers three interrelated dimensions of the curriculum: the intended or official curriculum as defined in guidelines, frameworks and guides that specify what students are expected to learn and should be able to do; the implemented curriculum that is actually taught in the classroom, including how it is delivered and who teaches it; and the attained curriculum that represents what students have actually learned. They go on to point out that the challenge is ensuring coherence and congruence between curriculum policy documents, the actual pedagogical process and learning outcomes. © Curriculum Foundation

What do we mean by ‘the curriculum’? The National Curriculum in England: 2.2 The school curriculum comprises all the learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum. 3.2 …There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. © Curriculum Foundation

It’s very difficult and very important! How many teachers receive curriculum development training? How many develop a curriculum from scratch? How many are confused about the definition of the word ‘curriculum’? How can children succeed if the curriculum is poor? What are we doing about it?

The Year of the Curriculum A curriculum design programme produced in partnership with the NUT The programme consists of four modules, each with two units: What are we trying to achieve? How shall we organise learning? How shall we evaluate success? How do we make it happen? http://www.teachers.org.uk/campaigns/curriculum

Year of the Curriculum CPD Conferences: Tuesday 25th February, Manchester The Mechanics' Centre Tuesday 4th March, Newcastle Hilton Tuesday 11th March, London, NUT HQ: Mander Hall Tuesday 25th March, Exeter, The Rougemont Hotel by Thistle Details NUT website

Getting started Vision What is it for? Aims What will it do? Values What values will it develop? Principles What does this mean for the curriculum?

EVALUATION !!!! Without a clear vision or aims… …..how can we know whether we are doing it right? …..how can we know what we are getting wrong?

What do young people need to succeed in the 21st century? How would you describe a young person who is equipped for life? Take a couple of minutes to complete your description Your list will probably include skills, attitudes, qualities, values and dispositions © Curriculum Foundation

© Curriculum Foundation There is no right answer but your description undoubtedly includes some of the following: creative makes connections questioning communicates well confident takes risks thirst for knowledge curious generates ideas flexible compassionate persevering listens and reflects critical self-editing skilled shaper literate willing to have a go thinks for themselves shows initiative gets on well with others makes a difference acts with integrity self-esteem respectful ‘can do’ attitude learns from mistakes independent loves learning © Curriculum Foundation

To what extent does the current curriculum deliver? …. instill the values on your list? …. develop the attitudes on your list? …. teach the skills on your list? …. develop the competencies on your list? …. prepare young people for the 21st century? If we express curriculum aims simply in terms of knowledge, do you think we can prepare our young people properly for life in the 21st century? © Curriculum Foundation

What does this mean for the curriculum? Vision What is it for? Aims What will it do? Values What values will it develop? Principles What does this mean for the curriculum? More about principles later…..

Curriculum Aims – The Changing National Picture The new ‘National Curriculum in England Framework’ (September 2013) has only two paragraphs in section 3 under the heading ‘Aims’: 3.1  The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. 3.2  The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. To what extent will these ‘aims’ shape your thinking about your school’s aims? © Curriculum Foundation

International Perspectives Where? Curriculum aims Australia has committed to … ….supporting all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. Alberta, Canada ….students develop an interrelated set of attitudes, skills and knowledge that can be drawn upon and applied for successful learning, work and living New Zealand Confident, connected, actively involved lifelong learners Hong Kong ….essential life-long learning experiences for whole-person development in the domains of ethics, intellect, physical development, social skills and aesthetics …. all students can become active, responsible and contributing members of society, the nation and the world Singapore ….holistically nurturing students to become well-rounded persons - morally, intellectually, physically, socially and aesthetically © Curriculum Foundation

© Curriculum Foundation Higher Order Thinking Bloom’s Taxonomy of Learning Objectives has remained a key element of teacher training since its publication in 1956 Clearly if young people are to be engaged in deep learning it is critical that the curriculum is designed to take account of all levels and not just memorisation and recall Create Evaluate Apply Understand Remember © Curriculum Foundation

Personal Health Check for Visible Learning (Hattie) I am actively engaged in, and passionate about teaching and learning I provide students with multiple opportunities for learning based on surface and deep thinking I know the learning intentions and success criteria of my lessons and I share these with students I am open to learning and actively learn myself I have a warm and caring classroom climate in which errors are welcome I seek regular feedback from my students My students are actively involved in knowing about their learning (that is they are assessment capable) I can identify progression in learning across multiple curricular levels in my student work and activities I have a wide range of teaching strategies in my day to day teaching repertoire I use evidence of learning to plan the next learning steps with students Which of these is dependent on a learner-centred approach? To what extent can a teacher be effective teaching a ‘traditional’ curriculum?

Impact on International Standards “PISA tests students’ ability to apply their learning to think critically, solve problems and make judgements” “Japan responded by moving away from a narrow knowledge-based curriculum and to focus more on skills and broader understanding” Andreas Schleicher Division Head OECD i/c PISA So if the curriculum is to improve the nation’s performance in PISA tests it must have a strong focus on the higher levels of learning not just knowledge © Curriculum Foundation

Nation’s kids top fields in PISA tests December 2013 Nation’s kids top fields in PISA tests For the first time ever, Japanese 15 year-olds topped the list in reading and science performance in an international academic survey last year covering 34 developed countries, according to data released Tuesday by the OECD. Japanese students also performed send best in Math in the triennial study…..

Who said this? “Right wing critics of education want children to be lectured for six hours a day in serried ranks” Sir Michael Wilshaw January 2014

The ‘Traditional’ Approach

"Education is not filling a bucket, but lighting a fire." W. B. Yeats 26

The School Leader’s Dilemma Every child must have the knowledge to pass their examinations. THAT is what the National Curriculum is all about and THAT is the priority in our school. To survive in the global economy of today, our young people need the skills to continue to learn throughout their lives. We must produce confident, employable young adults who can make their way in the world.

The debate in your own school…. Every school is positioned somewhere along this continuum with respect to its interpretation of the curriculum. Where is your school now and where do you want it to be? How will your school’s belief with respect to the scope of the curriculum be reflected in curriculum aims and values? Subject knowledge Subjects Plus All Planned Experiences All-inclusive © Curriculum Foundation

The school curriculum and the National Curriculum Maintained schools since 1988 National Curriculum

Where’s the silver lining? School Curriculum How much ‘school curriculum’ can be created and how will it be used for the benefit of learners? National Curriculum National Curriculum National Curriculum

What should we do with the school curriculum? National Curriculum Personalisation Excite imagination World history Skills and competences for learning and life Sense of agency Aims PSHE / Citizenship Hopefulness Big ideas Learners interests and talents Environment and sustainability Creativity Local curriculum Relevance Drama

© Curriculum Foundation Many high performing countries have a set of competencies at the heart of their curriculum. New Zealand Key Competencies Critical thinking and problem solving Using languages, symbols and texts Managing self Relating to others © Curriculum Foundation 32

21st Century Competencies Singapore 21st Century Competencies Decision making Critical and media skills Information and communication skills © Curriculum Foundation 33

© Curriculum Foundation South Korea Student Competencies critical thinking and problem solving communication innovation and creativity investigation co-operation © Curriculum Foundation 34

© Curriculum Foundation There is no one ‘right’ set of competencies. Different countries have different sets – but there is a similarity around: Critical thinking – problem solving Working co-operatively Communicating well Innovation - creativity The current English Secondary National Curriculum has the 6 ‘Personal, learning and thinking skills” (PLTS). The never-implemented Rose Primary Curriculum had the “Essentials of Learning and Life”. The new English National Curriculum does not include competencies – so, given their importance internationally, you might like to develop your own as a school. Perhaps this what the time and space is for? © Curriculum Foundation 35

Working with Stakeholders Whose Curriculum Is It? Working with Stakeholders Which competencies? Many schools work with their stakeholders to think through what should be in the curriculum. So who should be consulted? Teachers – the trained professionals? Employers – those in need of able and skilled future employees? Parents – who need to be confident of the appropriateness of the curriculum and informed enough to support children’s learning? Governors – with overall responsibility for the quality of the curriculum? Students – whom we hope will be inspired by the curriculum? This is a matter for each school to decide © Curriculum Foundation 36

Working with Stakeholders Case Study A school began to question how appropriate its curriculum was for all of its young people. This led to fundamental questions about the purposes and aims of the curriculum and the school’s values. Consultation events were organised when parents, governors, teachers and employers, in mixed groups, discussed the purpose of the curriculum and produced ‘stick man’ descriptions of the ideal outcomes for a student in the 21st century. The results shaped the school’s aims and values as well as the key attitudes, skills and competences. There was universal agreement that the time spent represented a sound investment. © Curriculum Foundation 37

World Class Curriculum Principles Curriculum Foundation colleagues have worked on curriculum designs in many countries and have often been asked what a truly world class curriculum would look like. No two schools are the same and therefore the design process inevitably produces principles which differ from one school to the next. Hence there is no blueprint, no ‘one size fits all’ set of curriculum principles. However, there are common features which every curriculum should have if it is to prepare our young people for success in the 21st century global economy. From these common features, the Foundation has developed a set of ten World Class Curriculum principles, grouped into four domains. The document A World Class Curriculum – The Principles is available from the Foundation website. These principles are offered here to show how a set of curriculum principles might be expressed and presented and NOT as the right answer! © Curriculum Foundation 38

Values, aims and principles Key competencies for learning and life Organising Your Curriculum Principles The process by which you arrive at your own set of curriculum principles is for you and your colleagues to decide but you may wish to categorise the principles into domains in a similar way. Curriculum designers certainly find it easier to take account of principles if they are grouped into categories. Take a look at the four domains: Consider a traditional, examination-focussed curriculum. To what extent would you expect each of the four domains to be represented? Is there an appropriate balance of these four domains in your school’s current curriculum? Values, aims and principles Key competencies for learning and life The world’s major branches of learning Community, local, national and global contexts © Curriculum Foundation 39

Auditing Your Curriculum Also available on the Foundation website is the World Class Curriculum audit: Click here Schools can use this audit tool to RAG rate* the curriculum against each of the ten principles. Many schools have used the audit as a starting point for their curriculum development process but it can be used at any stage, including at this point to cross-check or quality assure draft school principles. Colleagues have reported that it leads to deep and valuable conversations and helps schools on the path to developing a quality curriculum. *RAG rating: Red = not met; Amber = partially met; Green = fully met © Curriculum Foundation 40

"Education is not filling a bucket, but lighting a fire." 42