1. Click to edit Master subtitle style 1 Building a curriculum fit for the future Building a curriculum fit for the future Gareth Mills Head of Curriculum Development and Implementation QCA Our aim is to… develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future

2. “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 …from the national curriculum to our curriculum

3. 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 - personalisation

4. Firing and wiring Scan 1, act of memorising (visual images). Scan 2, act of recall Scans 3 and 4, Processing information, comparison, decision making. The results of the experiment were reported in November 2000

5. "There is so much knowledge that is potentially useful or of intrinsic interest that syllabuses are often over laden with factual content built up by unregulated accumulation or tradition. In view of this… schools need to be highly selective when deciding what is taught." "There is still a perception that the curriculum is overloaded... delegates continued to regard the curriculum as too full. In practice many find it difficult to incorporate newer ideas, including citizenship. The constraining factors include content overload, staffing problems and the perceived narrowness of the standards agenda..." Curriculum concerns… QCA Monitoring 2005: HMI Curriculum Matters 1985:

6. Futures Changes in society Impact of technology New understanding about learning Globalisation Public policy Current concerns Clutter and over-crowding Space for support and challenge / personalisation Securing fundamental skills assessment – AfL Greater engagement/relevance A fresh look at the curriculum ?

7. Three key questions 1. What are we trying to achieve through the curriculum? 2. How should we organise learning to achieve these goals? 3. How well are we achieving our aims?

8. What are the characteristics of a good learner? creative make connectionsquestioning 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

9. 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

10. A curriculum fit for the future should… have an increased focus on skills, especially learning to learn use approaches that develop personal qualities allow for greater flexibility and local ownership – empower the frontline do more to promote independence, creativity and enterprise use knowledge actively.. as a cornerstone for creativity, problem solving.. be concerned with the how as well as the what – (AfL, L2L,thinking, T and L approaches) be technologically rich – authenticity and when, where, who, how link learning to big issues, international dimension and community action Overcome WYTIWYG backwash More ways of winning and broadening success measures

11. How do you know if your curriculum is working? Eng, Ma and Sci / A*-C (test scores) ? ? ? ?

12. Increased attention to whole curriculum design and implementation Curriculum coherence driven from aims Increased focus on skills – Personal, Learning and Thinking skills Increasing focus on personal development – well being Subjects de-cluttered and more focused on big ideas and skills More space and flexibility to localise and personalise Opportunity for renewal or re-engineering (KS3, Diploma, BSF etc) Futures Changes in society Impact of technology New understanding about learning Globalisation Public policy Current concerns Clutter and over-crowding Space for support and challenge Securing fundamental skills More personalisation – AfL Greater engagement A fresh look at the curriculum

13. High quality curriculum design – A design standard Curriculum A Curriculum D Curriculum C Curriculum B A system where we anticipate a more diverse and customised curriculum

14. Working draft January 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? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Assessment uses error positively individual target setting Includes testing peer and self- assessment advice on how to improve celebrates success shared success criteria clear learning intentions open relationship between teacher and learner 3-5 National curriculum A & DMa Ci D & TEnGeHiICTScPSHEPEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical developmentCreative development 5-16 Dimensions personal development and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Including all learners Opportunities for learner choice and personalisation A range of audiences and purposes 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 Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures < Education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving 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 Confident individuals who are able to lead safe and healthy lives The curriculum aims to enable all young people to become

15. What if… …we explored some opportunities for innovation

16. “one size fits all”“personalised and tailored” rigidflexible More positive impact On… Standards Skills for learning and life Participation Enjoyment and engagement Behaviour and attendance More personal curriculum What if… we engaged in disciplined innovation?

17. Impact Personalisation Time for learning is rigidly dictated by the timetable Time is used flexibly – informed by nature of learning need Leasowes 39 different Fridays The week long lesson “one size fits all”“personalised and tailored” What if… we changed the way we use time?

18. Designing a more powerful curriculum Time is rigid 9-5 Classroom Teacher as expert. Series of lessons Teacher as sole trader Teacher as audience Content and coverage Flexible: Time matched to learning need - AAL A more permeable school + virtual space, informal learning Learning community – knowledge building + Wikis, collaborative tools The extended project School as broker – Authentic audiences and purposes – virtual experts, web publishing, contributory sites Discipline and impact – Tools for research, analysis, communication XX When? Where? How? Who? What? What if we changed… ICT can unlock some tranformations

19. E-learning to enhance, enrich and extend Teaches 3e of ICT SOW 3E’s School Bythebook School Teaches 3e of ICT SOW Pupils e-mail parents examples of good work and ask for information on various topics. (external expertise, feedback, self-esteem, community engagement) They run collaborative projects with a school in Africa. (global citizenship – ethical development) They send research projects to local council with suggestions for improving local area. (active citizens, capacity to make a difference) They post examples of work to local artist’s website following up from school visit. (other expertise, creative development, self-esteem through real purpose) Pupils e-mail each other in the classroom

20. DfES LA and intermediaries National Agencies Schools and teachers Creating sustainable quality through co-construction Head Office Manufacturers Distribution Retail Engaging and compelling learning experiences that have an impact