1. Big Education – a cultural entitlement Amanda Askham, Head of Children's, Innovation and Development Service

2. ‘Big’ Education A wide set capacities, including personal perseverance and resourcefulness; sociability, empathy and the ability to work with others; curiosity, criticality and creativity; the mastery of tools and technologies; and consciousness of the world around us. A ‘big’ curriculum should foster different dimensions of learning – accessing and understanding established and new knowledge, developing broad creative skills such as critical and aesthetic thinking, nurturing positive physical development and personal wellbeing, and extending specialist skills in the later phases of education, all guided by a strong ethical sense of the good society and the good life.

3. Support for Big Education It would be desirable to attempt to assess the progress of children in terms of their health and wellbeing, whether they are team players, and how they are intelligent rather than how intelligent they are. Sir Tim Brighouse Schools remain the single most important place where children learn about Cultural Education. Darren Henley If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea. Saint Exupery

4. The Cambridgeshire way Our vision is that each child and young person growing up in Cambridgeshire, wherever they live and whatever their circumstances, will have opportunities to experience a range of cultural activities. Cambridgeshire Culture takes a broad view to encompass traditional and popular performing and visual arts and literature, as well as wider-reaching aspects of heritage, sport, history and socio-cultural belonging.

5. Ofsted Increased focus on the curriculum as part of the Effectiveness of Leadership and Management and a new judgement for personal development and welfare. “learning programmes or a curriculum with suitable breadth, depth and relevance so that they meet any relevant statutory requirements, as well as the needs and interests of children, learners and employers, nationally and in the local community” “the range of subjects and courses on offer that help pupils acquire knowledge, understanding and skills in all aspects of their education, including linguistic, mathematical, scientific, technical, human and social, physical and artistic learning.”

6. Ofsted Reports Topics are designed to capture pupils’ interest and are extended through visits, visitors and clubs. The school is part of its community and seeks opportunities to celebrate together. The curriculum gives pupils suitable breadth and balance in their learning. It is well supported by a range of extra-curricular clubs and activities. The school provides good opportunities for pupils to take part in sporting and musical events, and there are many educational visits A varied programme of visits, outdoor learning, cultural activities and community events make a strong contribution to pupils’ spiritual, moral, social and cultural development.

7. Ofsted Reports There needs to be a greater focus on improving the quality of the curriculum and ensuring that the agreed programmes of study provide challenge in all subject areas and provide a breadth of experiences. The curriculum is too narrow for some pupils and the standard of work in some subjects in the wider curriculum is not high enough. Leadership of the provision for pupil with special educational needs is not wholly effective because it fails to check that all pupils receive their entitlement to a broad and balanced curriculum.

8. A big entitlement Cultural and creativity Outdoor learning and play Tools and technology Resilience and wellbeing Innovation and exploration

9. Culture and creativity

10. Outdoor Learning and Play

11. Tools and Technology

12. Resilience and Wellbeing

13. Innovation and Exploration

14. A role for the CSIB It is time to leave this not to serendipity but be part of a thought- through rationale. Support, promote and re-invigorate the Cambridgeshire cultural entitlement. Provide challenge and support around impact and inclusion. Use developing platforms and networks to share ideas and promote events. Ensure that activity is spread more evenly throughout the County.