Mark Orrow-Whiting Programme Adviser, QCA Making our curriculum world class Looking after learners, today and tomorrow Mark Orrow-Whiting Programme Adviser, QCA

“… standards in writing and mathematics are declining because young people are spending too much time… … listening to the gramophone.” The Times 1912

In September 2005 600,000 eager children started school In September 2005 600,000 eager children started school. They will leave their mark on most of the 21st Century and be in active employment until at least 2070. “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

Forces for change Changes in society, social structures and the nature of work. The impact of technology on subjects and schooling. New understandings about the nature of learning. Increased global dimension to life, learning and work. The public policy agenda (DfES strategy/white papers, ECM) promoting innovation and personalisation.

“To develop a modern, world-class curriculum that inspires and challenges all learners and prepares them for the future”

What are the characteristics of a good learner? creative make connections questioning communicates well confident – take risks thirst for knowledge curious generate ideas flexible persevere listen and reflect critical – self editing skilled be shapers literate willing to have a go think for themselves show initiative get on well with others make a difference act with integrity self-esteem ‘can do’ attitude learn from mistakes independent

What do employers want? Boeing’s desired attributes of an engineer Awareness of customer and societal needs Good communication skills High ethical standards An ability to think creatively and critically Flexibility – self confidence to adapt Curiosity and a desire to learn A profound understanding of the importance of teamwork

The Challenge…

The curriculum conversation The three key questions What are we trying to achieve through the curriculum? How do we need to organise the curriculum to achieve these aims? How effectively are we evaluating the impact of the curriculum and continuously improving it?

Aims of the curriculum We want the curriculum to enable all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live a safe, healthy and fulfilling life active and responsible citizens who make a positive contribution to society.

The ‘big picture’ of the curriculum Working draft (May 06) Accountability measures Attainment and improved standards Reduced NEET Behaviour and attendance Civic participation Healthy Lifestyle Choices To secure… The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens Successful learners who make progress and achieve Responsible Citizens - who make a positive contribution to society Curriculum Aim Aim Confident Individuals who lead safe and healthy lives Developing individuals… Personal Development Whole Curriculum Skills, Knowledge and Attributes Enjoy and achieve Safe Healthy Participation Economically active Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Attitudes and dispositions, determined, adaptable, learning to learn To do To know and understand To be Five outcomes Knowledge and Understanding Big Ideas that shape the world Chronology, conflict, scientific method, etc. How to organise learning? What are we trying to achieve? How well are we achieving our aim? The curriculum as the entire planned learning experience Components Lessons Out of school Extended Hours Routines Events Location Environment Areas of Learning Learning Approaches National Curriculum Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation Eng Art Ma Sci ICT DT Hist Geog RE Cit/PS MfL PE Music Assessment fit for purpose Assessment   Building a more open relationship between learner and teacher Clear learning intentions shared with pupils Understood, shared/negotiated success criteria Celebrate success against agreed success criteria Advice on what to improve and how to improve it Peer and self assessment Peer and self evaluation of learning Taking risks for learning Testing Individual target setting Using error positively * To make learning and teaching more effective * So that learners understand quality and how to improve *

The future curriculum in science

Science and innovation framework 2004-2014: next steps wants… more young people taking science A levels more pupils getting at least level 6 at the end of ks3 more pupils achieving A*-C grades in science GCSEs more physics, chemistry and mathematics specialist teachers science in the School Acountability Framework all pupils achieving level 6 to be entitled to study three separate science GCSEs

Changes to science New KS4 PoS – based on “how science works” KS3 review – to reduce congestion, and remove the science ‘shopping list of facts’ A level review – to reduce the assessment burden Applied science diploma? Primary Science?

Freedom to innovate Creating a curriculum framework with room for creativity so that it can be shaped to meet the needs of all learners

science@qca.org.uk or visit the website www.qca.org.uk/science