1. The curriculum – how inclusive is it?

2. Questions driving curriculum development Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? Three key questions 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims? From the National Curriculum to YOUR curriculum

3. Accountability measures Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Civic participation Healthy lifestyle choices To secure Every Child Matters outcomes Focus for learning Curriculum aims The curriculum aims to enable all young people to become 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 Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

4. Whole curriculum dimensions Approaches to learning Components The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes 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. LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment 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 Every Child Matters outcomes Focus for learning Curriculum aims The curriculum aims to enable all young people to become 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 Accountability measures Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Civic participation Healthy lifestyle choices To secure PSHE PW EW+FC PEMuMFL RE SCMaICTHiGeEnD & TCiA & D Statutory Expectations Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? Subjects PSHE PW EW+FC PE Mu MFL RE SC Ma ICT Hi Ge En D & T Ci A & D PSHE PW EW+FC PEMuMFL RE SCMa ICTHiGeEnD & TCiA & D Statutory expectations Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development

5. 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

6. The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Legacy 3 How well are we achieving our aims? Assessment fit for purpose Whole curriculum dimensions Learning approaches Components Accountability measures 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 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 Maximise s 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 Statutory expectations PSHE PW EW+FC PEMuMFL RE SCMaICTHiGeEnD & TCiA & D Physical development Personal, social and emotional development Mathematical development Knowledge and understanding of the world Communication, language and literacy Creative development 1 What are we trying to achieve? 2 How do we organise learning? Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Civic participation Healthy lifestyle choices To secure Including all learners with opportunities for learner choice and personalisation Using a range of audience and purpose Matching time to learning need eg deep, immersive and regular frequent learning In tune with human development A range of approaches eg enquiry, active learning, practical and constructive Building on learning beyond the school including community and business links Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development 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. LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment

7. 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

8. 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

9. It is attitude rather than aptitude that causes most failure. Having a commitment to learning is one of the main reasons why people succeed. Its absence is why many students dont achieve what they are capable of and many adults look back on school as a time of underachievement. So what makes this happen?

10. What do young people say? They learn and remember least when: They have to listen to the teacher for a long time They copy notes from the board or a book They work on their own

11. What do young people say They learn best when: They do and/or make things/use ICT They can talk to a teacher about their work They work in groups They are helped to find ways to remember things

12. Meeting the needs of all learners - what needs? Educational – they need and have a right to make progress – who is this progress for and why? Personal, social and emotional needs - what is their motivation and their capacity to reflect on how they can best make progress?

13. What barriers might there be? Gaps in knowledge Disability Behavioural Cultural [including social background] Organisational Communication Attitudinal

14. A coherent well designed curriculum Makes sense Is relevant Fosters good working relationships and will lead to Better engagement Improved motivation Increased self-belief Raised aspirations Greater achievement

15. Take into account: What they learn When learning takes place Where learning takes place With whom learning takes place How learning takes place

16. How can we do things differently? Disciplined innovation

17. 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims?

18. 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims?

19. 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims?

20. How do we know weve achieved our aims? Record your starting point Plan reflection points to recognise progress towards meeting goals Collect evidence of learners attitudes, attributes, skills, knowledge and understanding Use a wide range of evidence Share it with learners

21. Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? From the National Curriculum to YOUR curriculum Develop a modern, world-class Curriculum and assessments that will inspire and challenge all learners and prepare them for the future