Making our curriculum world class Looking after learners, today and tomorrow Mike Rumble Curriculum Adviser

Bring and Brag!

Making our curriculum world class Looking after learners, today and tomorrow Mike Rumble Curriculum Adviser

Do you think I can play the violin?

‘To develop a modern, world- class curriculum that will inspire and challenge all learners and prepare them for the future’ QCA’s Aim

Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

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

successful learners who enjoy learning, make progress and achieve confident individuals who are able to live a safe, healthy and fulfilling life responsible citizens who make a positive contribution to society. Curriculum Aims We want the curriculum to enable all young people to become:

Successful learners who enjoy learning, make progress and achieve… have the essential learning skills of literacy, numeracy and information and communication technology are creative, resourceful and able to solve problems have enquiring minds and think for themselves to process information, reason, critique and make judgements communicate well in a range of ways understand how they learn and learn from their mistakes are able to learn independently and with others know about big ideas and events that shape our world enjoy learning and are motivated to achieve the best they can now and in the future Are able to critique, weigh evidence and make judgements.

Confident individuals who are able to live safe, healthy and fulfilling lives… have a sense of self-worth and personal identity relate well to others and form good relationships are self-aware and deal well with their emotions make informed and ethical judgements become increasingly independent, are able to take the initiative and organise themselves make healthy lifestyle choices are physically competent and confident take managed risks and stay safe recognise their talents and have ambitions are willing to try new things and make the most of opportunities are open to the excitement and inspiration offered by the natural world and human achievements.

Responsible citizens who make a positive contribution to society… are well prepared for life and work are enterprising are able to work cooperatively with others respect others and act with integrity understand their own and others’ cultures and traditions and have a strong sense of their own place in the world appreciate the benefits of diversity challenge injustice, are committed to human rights and strive to live peaceably with others sustain and improve the environment, locally and globally take account of the needs of present and future generations in the choices they make can change things for the better are able to handle the conflicting values and beliefs they encounter in society.

“I want to learn how to complain in a shop” Successful learner Communication skills Speaking and listening Tone – style – vocabulary – clarity Negotiation and influencing Confident individual Deal with emotions Self confidence Assertive not aggressive Responsible Citizen Sense of fairness – challenge injustice: rights and responsibilities Self efficacy “ feel they can change things for the better ” Economic awareness

Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

A big picture of the curriculum

Working draft March 2007 A big picture of the curriculum 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims?

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? To secure Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Working draft March 2007 A big picture of the curriculum

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 and healthy lives The curriculum aims to enable all young people to become 1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Stay safe Enjoy and achieve Be healthy Make a positive contribution Achieve economic well-being Every child matters Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Curriculum aims Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing 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 and healthy lives The curriculum aims to enable all young people to become Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Focus for learning Attitudes and attributes e.g. 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 Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Curriculum aims Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning 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 and healthy lives The curriculum aims to enable all young people to become Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Lessons Out of school Extended hours RoutinesEvents Locations Environment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Learning approaches Including enquiry, active learning, practical and constructive Community and business links Using a range of audiences and purposes In tune with human development Including all learners Building on learning beyond the school Matching time to learning need, e.g, deep, immersive and regular frequent learning Taking risks Opportunities for learner choice and personalisation Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning 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 Curriculum aims 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 and healthy lives The curriculum aims to enable all young people to become Working draft March 2007 A big picture of the curriculum Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Dimensions Overarching themes that have a significance for individuals and society cultural diversity, identity and belonging global dimension and sustainability active citizenship and community action personal development, health and well- being enterprise and entrepreneurs technology and the media Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Dimensions Overarching themes that have a significance for individuals and society, and provide relevant learning contexts personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability National curriculum A & DMaCiD & TEnGeHiICTSc PSHE PEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical developmentCreative development The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning 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 Curriculum aims 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 and healthy lives The curriculum aims to enable all young people to become Working draft March 2007 A big picture of the curriculum Learning approaches Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Builds a more open relationship between teacher and learner Has clear learning intentions shared with pupils Has understood, shared and negotiated success criteria Celebrates success against agreed criteria Includes peer- and self-assessment Gives advice on what and how to improve Includes peer- and self- evaluation Includes testing Includes individual target setting Uses error positively Working draft March 2007 A big picture of the curriculum

1 WHAT are we trying to achieve? Three key questions 2 HOW do we organise learning? 3 HOW WELL are we achieving our aims? Assessment fit for purpose To make learning and teaching more effective so that learners understand quality and how to improve Assessment Uses error positively Includes individual target setting Includes testing Includes peer- and self- evaluation Includes peer- and self- assessment Gives advice on what and how to improve Celebrates success against agreed criteria Has understood, shared and negotiated success criteria Has clear learning intentions shared with pupils Builds a more open relationship between teacher and learner Including all learners Opportunities for learner choice and personalisation Using a range of audiences and purposes Taking risks Matching time to learning need, eg, deep, immersive and regular frequent learning Community and business links Building on learning beyond the school In tune with human development A range of approaches, including enquiry, active learning, practical and constructive Dimensions Overarching themes that have a significance for individuals and society, and provide relevant learning contexts personal development, health and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability Learning approaches National curriculum A & DMaCiD & TEnGeHiICTSc PSHE PEMuMFLRECEG Personal, social and emotional development Communication, language and literacy Mathematical development Knowledge and understanding of the world Physical development Creative development Components LessonsOut of schoolExtended hoursRoutinesEventsLocationsEnvironment The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Securing Accountability measures Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing Focus for learning 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 Curriculum aims 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 and healthy lives The curriculum aims to enable all young people to become Working draft March 2007 A big picture of the curriculum

Responsible citizens who make a positive contribution Confident Individuals who live safe, healthy and fulfilling lives Successful Learners who enjoy learning, make progress and achieve The Tudors Sikhism Magnetism Friction Picasso Macbeth Egyptians Sex Education Dance Safety Economic awareness Health Participation Enjoyment & achievement Pupil learning experiences Cultural Physical Scientific Subjects Themes

Secondary Curriculum Review

Rethinking subjects

A web-based resource for a new curriculum

Freedom to innovate ‘We know that schools and colleges are most effective when they have the autonomy to innovate …..and adapt to their local circumstances..’ White Paper, 2005 p11.32

High quality curriculum design – A design standard Curriculum A Curriculum D Curriculum C Curriculum B A system where we anticipate a more diverse and customised curriculum

What do you think you do well?

What do I not do so well?

Do you think I can play the violin?

Our curriculum conversation Three key questions 1. What are we trying to achieve through the curriculum? 2. How do we best organise learning to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

How do you know if your curriculum is working? Eng, Ma and Sci / A*-C (test scores) ? ? ? ?

How do you know if your curriculum is working? Eng, Ma and Sci / A*-C (test scores) Parental survey Pupil observations or comments Number of pupil initiated questions Teacher comment / observation What? Who? How? When?

If… we want young people to: then we need to…

Innovation – The successful exploitation of ideas Transformation Innovation High financial and/or Reputational Risk Relative Innovation Medium financial and/or Reputational Risk Incremental Innovation Low financial and/or Reputational Risk Introduction of new technologies, processes, services and products that significantly disrupt the way that markets operate, or are a significant departure from the organisation's existing business activities. - low cost airlines - web based banking - I POD Moderate improvements to existing products, processes and services, and/or developing new markets - Bacardi Breezer - Dyson Cleaner - Supermarket on-line shopping Individuals and teams working to improve their daily activities and/or minor product or service enhancements. - waste reduction - Coke with lemon - Improved customer care

What are we going to do? 1 term 2 terms school year Our focus is…

What are we going to do? 1 term 2 terms school year Our focus is…

What are we going to do? 1 term 2 terms school year Our focus is…

Our curriculum conversation Three key questions 1. What are we trying to achieve? 2. How do we best organise the curriculum to achieve these aims? 3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

‘We are committed to working with partners, including pupils themselves…’ ‘QCA aim: To create a climate where people think creatively and innovatively about how the curriculum can provide the best learning experience for young people.’

QCA is keen to work with schools who: have a desire to make a difference to learners are creative, imaginative and willing to take intelligent risks will seek, find and implement solutions to the challenges faced by different groups of learners have the capacity and willingness to change things for the better are willing to try new things, learn from mistakes and move on can help other schools to make a difference for the better.

QCA will support schools’ curriculum development in a number of different ways:  Facilitating (but not organising) events for the entire network – in the first year this would include a launch event, a follow up event to promote sharing of ideas and initial findings and a celebratory event to share progress and outcomes and identify next steps.  Providing materials, suggestions and guidance to assist development.  Keeping each network informed to developments in other networks and providing opportunities for networks to come together to share ideas and approaches.  Working with agencies such as Ofsted, NCSL and the National Strategies to ensure that messages about curriculum are joined up.

Schools involved in a co-development network are committing to:  Take a fresh look at their curriculum using the three key questions:  What are you trying to achieve for your learners through the curriculum?  How can you best organise learning to enable you to achieve your aims for your learners?  How will you know when you have achieved your aims?  Attend the network events and contribute your thoughts about and experiences of the curriculum journey you are on.  Work with other schools in the network to develop aspects of the curriculum, meeting locally as appropriate.

successful learners who enjoy learning, make progress and achieve confident individuals who become increasingly independent and are able to take the initiative. active and responsible citizens who make a positive contribution to the education community. Co-development Aims We want to enable all schools to become:

 Push back boundaries; go beyond limits  Live on the edge  Achieve perfection  Are brilliant but unpredictable  Appeal to some but upset others  Have big ideas People who…. Children in your school…

“All I ever needed to know I learned in kindergarten.” Robert Fulgham Kansas City Times, September 1986

What now? With whom? By when? And so…?