Worcestershire Primary Curriculum Conference November 2009 Oct 2009

‘ The QCA is a fascinating organisation staffed by responsible adults in suits. It produces tons of earnest documents, all of them possessing a single common property, namely that of reducing their readers’ will to live.’ The Observer

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

What might the future hold for these children?

“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 A curriculum for the future

Thoughts on change ‘They say that time changes things, but you actually have to change them yourself.’ Andy Warhol

What teachers asked for … flexibility to tailor learning to individuals and local circumstances and less prescription opportunity to make connections between subjects focus on skills such as teamwork, managing self, focus on personal development and wellbeing opportunity for using and applying skills across the curriculum focus on securing the fundamental skills of literacy and numeracy

If we always do what we’ve always done… Subjects in hours Half term topics Outdoor learning only in EYFS Literacy and numeracy in the morning Sit at tables to learn Learn in groups of six Have one teacher… who knows everything!

How do you rate the current health of your curriculum in school? How well does your curriculum meet the needs of your pupils? How much do pupils enjoy learning in your school? How much do teachers enjoy learning in your school? PoorExcellent Health check! Time to reflect

The job Jim’s been given … To develop a primary curriculum that will ensure: prescription is reduced and flexibility is increased so schools can personalise children develop essential literacy, numeracy and ICT skills children acquire essential personal, social and emotional attributes The curriculum builds on prior learning in the EYFS children experience a broad and balanced entitlement to learning and a smooth transition between phases

Key messages from the review ‘a well planned vibrant curriculum recognises that primary children relish learning independently and cooperatively; they love to be challenged and engaged in practical activities; they delight in the wealth of opportunities for understanding more about the world ’ Sir Jim Rose

Key messages from the review ‘What is set out in the draft programmes of learning represents a national entitlement with full scope for teachers to shape and supplement it.’ Sir Jim Rose ‘How schools choose to organise their curriculum and timetable will remain a matter for them’ Sir Jim Rose

Aims of the curriculum The aims of the primary curriculum are to enable all children to become: successful learners confident individuals responsible citizens

The essentials for learning and life The essentials are embedded throughout the whole curriculum literacy, numeracy and ICT capability learning and thinking skills, personal and emotional skills and social skills

Areas of learning Religious Education is a statutory subject, with a non-statutory programme of study.

Areas of learning Mathematical understanding Understanding physical development, health and wellbeing Scientific and technological understanding – developing children’s understanding of mathematics and its use in everyday life – developing children’s understanding of what makes an active, healthy and fulfilling life – developing children’s understanding of the natural and made worlds and the relationship between science and technology

Areas of learning Understanding the arts Historical, geographical and social understanding – exciting children’s imaginations about the arts and developing their creativity – developing children’s language and communication skills – stimulating children’s curiosity about the past and the present and their place in the world Understanding English, communication and languages

What’s in an area of learning Each area of learning has a common format and includes: an importance statement essential knowledge key skills cross-curricular studies breadth of learning curriculum progression

Thoughts on change ‘ Some men see things as they are and say, "Why?" I dream of things that never were and say, "Why not?" ‘ George Bernard Shaw

So what do you think? OpportunitiesChallengesQuestions

Thinking and talking about… The new primary curriculum offers a fresh look at curriculum design. What are the principles of designing a curriculum? What are the different contexts in which learning takes place that we should consider? What curriculum design looks like in practice for us and for pupils?

Curriculum PedagogyAssessment Interdependence is key All three elements work together for effective learning and teaching

Curriculum design – defining what we mean. In groups please take time to discuss your views of the term ‘curriculum design’. You may want to consider: Design rather than ‘plan’ Broad and balanced entitlement Localising the curriculum Personalising the curriculum

Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development PSHE PW EW+FC PEMuMFL RE SCMaICTHiGeEnD & TCiA & D The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components Every Child Matters outcomes Focus for learning Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing 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 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, healthy and fulfilling lives The curriculum aims to enable all young people to become Statutory expectations Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self- esteem and commitment to their learning Personalised - offering challenge and support to enable all learners make progress and achieve Assessment uses a wide range of evidence to encourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well- matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences EnvironmentRoutinesLocationsLessonsLearning outside the classroomEventsExtended hours Evaluating impact Accountability measures To make learning and teaching more effective so that learners understand quality and how to improve To secure The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components Every Child Matters outcomes Focus for learning Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing 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 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, healthy and fulfilling lives The curriculum aims to enable all young people to become Statutory expectations Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self- esteem and commitment to their learning Personalised - offering challenge and support to enable all learners to make progress and achieve Assessment uses a wide range of evidence to encourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well matched to learning need eg use of time, space, people, materials Relevant, purposeful and for a range of audiences PSHE PW EW+FC PEMuMFL RE SCMaICTHiGeEnD & TCiA & D Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development EnvironmentRoutinesLocationsLessonsLearning outside the classroomEventsExtended hours Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Civic participationHealthy lifestyle choices Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? Involves the whole school community eg learners, parents, teachers, employers, governors Chooses assessment fit for purpose Creates a continuous improvement cycle Uses a wide range of measures, both qualitative and quantitative Uses ‘critical friends’ to offer insights and challenge assumptions Uses information intelligently to identify trends and clear goals for improvement Looks at the whole child eg curriculum aims, progress in skills, subjects and dimensions Uses a variety of techniques to collect and analyse information

Design learning from critical staring points not content What are we trying to achieve? How will we organise learning? How do we know we are being successful? Curriculum design should be rooted in school improvement Embed the essentials from the start Build capacity and capability in the workforce Create a new phase of curriculum designers to sustain better learning and increased capability Design tool specification

The design process 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 positive contribution to society Your school priorities: These might already be identified in your SEF and in your school improvement plan. Priorities might include underachieving group of pupils identified in your data analysis, subjects where achievement needs to be developed, aspects such as community cohesion, ECM outcomes, or other local priorities such as support for newly arrived pupils.

Essentials for learning and life Make a selection from this component which you want to focus on for this periodic plan based on your knowledge of what your pupils need to develop. Areas of learning Essential knowledge and key skills Make a selection from this component which you want to focus on for this periodic plan based on your knowledge of what your pupils need to develop. What would successful learning look like? Break down the learning into success criteria that can inform the pitch and depth of the learning. Essentials for learning and life Make a selection from this component which you want to focus on for this periodic plan based on your knowledge of what your pupils need to develop. What exciting learning opportunities can link these aspects of curriculum design? Consider:  The breadth of learning  Stimulus or starting points  Any outcomes / products / events the learning will lead to  Key activities and steps in learning  Themes  Dimensions  Local context – places, people etc

What are the implications for you as school leaders?

‘ If you don’t know where you are going, you’re unlikely to end up there’ Forest Gump

Ofsted Inspection Framework The school’s curriculum provides memorable experiences and rich opportunities for high quality learning and wider personal development and well being. The school may be at the forefront of successful innovative curriculum design in some areas…cross curricular provision, including literacy, numeracy and ICT is mainly outstanding. Grade descriptor – ‘outstanding’

Ofsted Inspection Framework The school’s curriculum provides well organised, imaginative and effective opportunities for learning and a broad range of experiences which contribute well to the pupils’ development and well being. The curriculum is adjusted effectively to meet the needs of most groups…cross curricular provision is mainly good…extra curricular opportunities are varied, have high take up and are much enjoyed. Grade descriptor – ‘Good’

Leadership challenges Curriculum stimulates both learners and staff. Monitor the impact of changes on learning from the start. Innovations based on need, and well thought out, never a whim. Understand and develop a clear philosophy of pupils’ learning. Involved in networks, often as leaders. Win hearts and minds of staff, governors, parents and pupils. Curriculum innovation in schools - Ofsted October 2008

April 2009-September 2011 Formal national consultation-complete Renewed primary curriculum sent to schools Launch of new curriculumSept 2011 Jan 2010 Publication and launch of curriculum design guidance, website, handbooks 30 April-24 th July 2009 Jan 2010 Secretary of State accepts all of Jim’s recommendationsApril 2009 Local authority briefing events Early Dec

What can you do now? Join our online forums Register to receive curriculum updates at and follow the links to e-newsletters Thank you Jayne Bennion

Final thought on change Change is inevitable… except from vending machines. Anon