Whose curriculum is it anyway? NGA annual conference I November 2012 John Dunford | Chair, Whole Education

School leaders and governors creating a new narrative V I P Values Innovation Partnership School leaders and governors creating a new narrative

Principles Cameron: Freedom, fairness, responsibility Gove: Autonomy, accountability, leadership Schools: Values-led, moral purpose, social justice Curriculum: Engaging and relevant Classroom: Raising achievement, closing the gaps Locally: Engaging the local community

Professional networks Looking out, not looking up Building professional networks Local, regional, national, international Whole Education network

Autonomy Autonomy isn’t just for academies How will you use your increased autonomy? Curriculum Assessment Professional development Freedom to … or just freedom from … ? Going it alone – or working together?

Curriculum freedoms National curriculum review A more limited range of knowledge Key stage 2 tests and the English Baccalaureate How will you use the promised curriculum freedom? Becoming curriculum planners again A culture change for some

The school curriculum is more than the National Curriculum

An international perspective “Today schooling needs to be much more about ways of thinking, involving creativity, critical thinking, problem-solving and decision-making.” Andreas Schleicher – OECD TES 16 Nov 2012

What curriculum does a C21 young person need? Building a “whole education” Looking out, you find:

Designing the curriculum “Academic” “Vocational”

Designing the curriculum “Theoretical” “Practical”

Designing the curriculum National curriculum within the school curriculum Academic and vocational Theoretical and practical Knowledge and skills Knowledge and skills and personal qualities Both/and not either/or

Designing the curriculum Knowledge Skills Personal qualities

Designing the curriculum for your context What knowledge to include? National curriculum Local curriculum What skills and personal qualities to develop? CBI list? Your own list? Prepared for effective study, work-ready, life-ready

CBI skills for employability Good literacy and communication skills, including the use of IT Employability skills Team working Problem solving Communicating effectively, Time management Understanding how businesses work

Your list of skills and personal qualities Work ready Life ready

Assessing the curriculum Assessing knowledge Assessment to match curriculum Plan curriculum first, then assessment Assessing skills Avoiding bureaucracy

Principles for qualifications Fit for purpose [What purpose(s)?] Coherent Unified Not age-related Using the professional expertise of teachers Avoiding bureaucracy and complexity The need to develop a good baccalaureate at 18

Working together to redefine the curriculum Achieving more together Building collaborative professional relationships Sharing resources to do more – and better Involving young people, parents and the community Creating a local curriculum framework Reinforcing values

Five steps to a Whole Education curriculum Recognise that education is the development of knowledge, skills and personal qualities  Recognise that the statutory national curriculum is only a small part of the school curriculum  Plan a curriculum that develops skills and personal qualities at the same time as knowledge, not as separate entities  Enrich the curriculum by looking out for inspiration – locally, regionally, nationally, internationally – and not looking up to the government to be told what to teach  Teach all elements of the curriculum as rigorously as the content that will be examined externally

Whose curriculum is it anyway? Creating a Whole Education Values In Values Innovation Partnership School leaders and governors creating a new narrative