Presentation on theme: "Mark Orrow-Whiting Programme Adviser, QCA"— Presentation transcript:
1 Mark Orrow-Whiting Programme Adviser, QCA Making our curriculum world class Looking after learners, today and tomorrowMark Orrow-WhitingProgramme Adviser, QCA
2 “… standards in writing and mathematics are declining because young people are spending too much time…… listening to the gramophone.”The Times 1912
3 In September 2005 600,000 eager children started school In September ,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
4 Forces for changeChanges 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.
5 “To develop a modern, world-class curriculum that inspires and challenges all learners and prepares them for the future”
6 What are the characteristics of a good learner? creativemake connectionsquestioningcommunicates wellconfident – take risksthirst for knowledgecuriousgenerate ideasflexibleperseverelisten and reflectcritical – self editingskilledbe shapersliteratewilling to have a gothink for themselvesshow initiativeget on well with othersmake a differenceact with integrityself-esteem‘can do’ attitudelearn from mistakesindependent
7 What do employers want? Boeing’s desired attributes of an engineer Awareness of customer and societal needsGood communication skillsHigh ethical standardsAn ability to think creatively and criticallyFlexibility – self confidence to adaptCuriosity and a desire to learnA profound understanding of the importance of teamwork
9 The curriculum conversation The three key questionsWhat 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?
10 Aims of the curriculumWe want the curriculum to enable all young people to become:successful learners who enjoy learning, make progress and achieveconfident individuals who are able to live a safe, healthy and fulfilling lifeactive and responsible citizens who make a positive contribution to society.
11 The ‘big picture’ of the curriculum Working draft (May 06)Accountability measuresAttainment and improved standardsReduced NEETBehaviour and attendanceCivic participationHealthy Lifestyle ChoicesTo secure…The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizensSuccessful learnerswho make progress and achieveResponsible Citizens - who make a positive contribution to societyCurriculum AimAimConfident Individualswho lead safe and healthy livesDeveloping individuals…Personal DevelopmentWhole CurriculumSkills, Knowledge and AttributesEnjoy and achieve Safe Healthy Participation Economically activeSkillsFunctional Skills (Lit/Number/ICT) + Personal, Learning and Thinking SkillsAttitudes and dispositions, determined, adaptable, learning to learnTo doTo know and understandTo beFive outcomesKnowledge and UnderstandingBig Ideas that shape the worldChronology, 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 experienceComponentsLessonsOut of schoolExtended HoursRoutinesEventsLocationEnvironmentAreas of LearningLearning ApproachesNational CurriculumEthical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International –Scientific and technological – Employability and enterprise – Human and socialA 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 personalisationEngArtMaSciICTDTHistGeogRECit/PSMfLPEMusicAssessment fit for purposeAssessmentBuilding a more open relationship between learner and teacherClear learningintentionsshared with pupilsUnderstood, shared/negotiated success criteriaCelebrate success against agreed success criteriaAdvice on what to improve and how to improve itPeer and self assessmentPeer and self evaluation of learningTaking risks for learningTestingIndividual target settingUsing error positively* To make learning and teaching more effective * So that learners understand quality and how to improve *
13 Science and innovation framework 2004-2014: next steps wants… more young people taking science A levelsmore pupils getting at least level 6 at the end of ks3more pupils achieving A*-C grades in science GCSEsmore physics, chemistry and mathematics specialist teachersscience in the School Acountability Frameworkall pupils achieving level 6 to be entitled to study three separate science GCSEs
14 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 burdenApplied science diploma?Primary Science?
15 Freedom to innovateCreating a curriculum framework with room for creativity so that it can be shaped to meet the needs of all learners