1. New Opportunities The new Secondary Curriculum: A curriculum for the future

2. So what’s changed? An increased focus on whole curriculum design underpinned by Aims Increased flexibility – less prescription but focus on key concepts and processes in subjects. More room for personalisation and locally determined curriculum More emphasis on skills –functional and wider skills for learning and life More emphasis on personal development and ECM More opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions A real opportunity for renewal and re-invigoration (BSF, Diplomas)

3. Coherence… for the learner Subjects Skills and dimensions Personal Development

4. Key Concepts Chronological Understanding Cultural, ethnic and religious diversity Change and continuity Causation Significance Interpretation Key Processes Historical enquiry Using evidence Communicating about the past A new look at subjects: a example from history

5. A new look at subjects: music and geography Range and content Performance in a range of context Student concerts, public concerts, assemblies, formal and informal… might include on-line. A range of classical and popular traditions Western classical, other national and cultural traditions, folk, jazz, contemporary, film, TV, stage The role of music in society and the music industry Curriculum opportunities Use resources..maps and GIS Field work in different locations outside the classroom Make links to other subjects and the wider curriculum

6. 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

7. Three questions driving curriculum development WHAT are we trying to achieve? HOW do we organise learning? HOW well are we achieving our aims and how will we know?

8. The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Three key questions 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- assessme nt Uses tests and tasks appropriatel y Links to national standards which are consistently interpreted Helps identify clear targets for improveme nt 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 A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft September - December 2007

9. What do young people say about their curriculum?

10. Putting it all together

22. Progress in subjects/Areas of Learning? Progress in skills? Personal, Learning and Thinking Skills Other skills frameworks e.g. Opening Minds SEAL – not a framework for skills progression but activities for developing skills

23. Knowledge, Understanding and Skills The PoS provide a curriculum framework for the knowledge and understandin There are several frameworks for the skills – PLTS, Opening Minds, SEAL, Enquiring Minds, Learning to Learn What is the picture re progression? - Appendix 6 - Exemplar draft level descriptors - Lancashire Grid for Learning Competency framework - A Framework for PLTS - The Learning School – heirarchy of needs - Pathways to Independence

24. Personal Well being The process of progression could be based on the following principles: Makes any assessment an integral part of creating a motivating culture that rewards achievement Draws on a wide variety of evidence that illustrates the growing capacity of the young person Recognises growing independence and ability to use skills more frequently and under their own volition Enables schools to adapt assessment of progress to their particular strengths by working on their own parameters, ensuring appropriate depth Places young people at the centre

25. Personal Well being An approach to assessing well being skills - Adapt existing methods and frameworks, incorporating: Some kind of grid or table with a set of progressive descriptors of a young person’s behaviour Label the rows with the set of descriptors Label the columns Incorporate variants for use by the young person themselves, parents etc.

26. Schools which have started developing their own frameworks have tended to use: A grid or table with a set of descriptors of student behaviour, labelled as rows A set of level ‘descriptors’ labelling the columns Incorporated variants for use by students, parents etc. The number of ‘levels’ often used a range of 1-5 or red/amber/green to denote progress In considering ‘levels’, used descriptors of how an element was displayed e.g. independence [with help, on my own, helping others, teaching others], frequency [rarely, sometimes, mostly. always], scope [in PE or English or Maths, in several subject contexts, any time, anywhere]

27. What seems to work? Student involvement Teachers as learning tutors/coaches/guides Extending skills endeavour to all areas in and outside school Make connections between contexts and situations e.g. creativity in football to creativity in subjects and problem solving generally Simple recognition of progress – gold, silver, bronze/emergent, practised. expert/basecamp, core, summit etc. A simple ’Passport’ that can be signed by staff and parents when a student has had the opportunity to practise a skill

28. The Back on Track report – towards a better PRU curriculum Should it be 25 hours’ entitlement? A core entitlement? Personalised? What about the bright kids who get excluded? What about the more vulnerable ones? What about staffing? CPD? What about leadership?

29. What do young people say? They want to be challenged They want to spend time talking about their work They want to use ICT They want to work in groups or with others What else do they say about the curriculum? Is it their curriculum?

30. What about the hardest to reach? Be creative Listen to what they say Ask them not what they want to be but who they want to be Be patient Allocate time and staff who can form the right relationships and use the flexibility in the new curriculum to make it work for you and them Start from what you want to achieve and use the three questions

31. Three questions driving curriculum development WHAT are we trying to achieve? HOW do we organise learning? HOW well are we achieving our aims and how will we know?