Making our curriculum world class Looking after learners, today and tomorrow Mike Rumble Curriculum Adviser

‘To develop a modern, world- class curriculum that will inspire and challenge all learners and prepare them for the future’ QCA’s Aim

Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

creative makes connections questioning communicates well confident takes risks thirst for knowledge curious generates ideas flexible perseveres 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 ‘can do’ attitude learns from mistakes independent

By the time I leave school I would like to have learnt... “How to be a true historian and how to act properly” By the time I leave school I would like to have learnt... “How to be a true historian and how to act properly”

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

“I want to learn how to complain in a shop” Successful learner Communication skills Speaking and listening Tone – style – vocabulary – clarity Negotiation and influencing Confident individual Deal with emotions Self confidence Assertive not aggressive Responsible Citizen Sense of fairness – challenge injustice: rights and responsibilities Self efficacy “ feel they can change things for the better ” Economic awareness

Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

A big picture of the curriculum

Working draft June 2007 A big picture of the curriculum 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims?

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? To secure Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Working draft June 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Working draft June 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing 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 Curriculum aims Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing 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 June 2007 A big picture of the curriculum

Focus for learning Attitudes and attributes e.g. 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 Working draft June 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing 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 Curriculum aims 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 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 June 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Lessons Out of school Extended hours RoutinesEvents Locations Environment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Working draft June 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Learning approaches Including enquiry, active learning, practical and constructive Community and business links Using a range of audiences and purposes In tune with human development Including all learners Building on learning beyond the school Matching time to learning need, e.g, deep, immersive and regular frequent learning Taking risks Opportunities for learner choice and personalisation Working draft June 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Dimensions Cultural diversity and identity Creativity and critical thinking Sustainable futures and the global dimension Community and civic participation Health & Lifestyles Enterprise and entrepreneurship technology and the media Working draft June 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Dimensions 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 The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing 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 June 2007 A big picture of the curriculum Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment 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

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Dimensions 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 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 The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing 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 June 2007 A big picture of the curriculum Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment 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

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 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 June 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

Secondary Curriculum Review

Rethinking subjects

A web-based resource for a new curriculum

Freedom to innovate ‘We know that schools and colleges are most effective when they have the autonomy to innovate …..and adapt to their local circumstances..’ White Paper, 2005 p11.32

Innovation – The successful exploitation of ideas Transformation Innovation High financial and/or Reputational Risk Relative Innovation Medium financial and/or Reputational Risk Incremental Innovation Low financial and/or Reputational Risk Introduction of new technologies, processes, services and products that significantly disrupt the way that markets operate, or are a significant departure from the organisation's existing business activities. - low cost airlines - web based banking - I POD Moderate improvements to existing products, processes and services, and/or developing new markets - Bacardi Breezer - Dyson Cleaner - Supermarket on-line shopping Individuals and teams working to improve their daily activities and/or minor product or service enhancements. - waste reduction - Coke with lemon - Improved customer care

By the time I leave school I would like to have learnt... “How to make the right choices in life” By the time I leave school I would like to have learnt... “How to make the right choices in life”