Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Mick Waters Director of Curriculum, QCA 22 October 2008 Making learning matter more National Middle Schools Forum

 push back boundaries; go beyond limits  support and care for others  achieve perfection  are brilliant but unpredictable  appeal to some but upset others  have big ideas People who… Children in your school

A Changing Society…  technology  an ageing population  the gap between rich and poor  global culture and ethnicity  sustainability  changing maturity levels in schools  expanding knowledge of learning  a changing economy

Some tensions in progress  the golden age  the world challenge  narrow and broad  long term goals and short term accountability  skills sets for the future  the future and the present

Developing tomorrow’s leaders sensitivity tact diplomacy generosity teamworkcommitmentproceduralreliability organisationhonestyindependent thoughtflexibility determinationcustomer awarenesspunctuality reading writing mathematicsspeaking and listening ruthlessness assertiveness fearless competitiveness

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

Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Mick Waters Director of Curriculum, QCA 22 October 2008 Making learning matter more National Middle Schools Forum

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- 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 Maximises 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 Working draft January 2008 Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)

Personal Well-being: Attributes and values Areas of Learning / Subjects Skills and competences Principles of Curriculum Design Aims for Primary Education Designing the School Curriculum Successful learners, who enjoy learning, make progress and achieve. Confident Individuals who are able to live safe, healthy and fulfilling lives. Responsible Citizens who can make a positive contribution to society. Communication, Language and literacy Mathematics Expressive Arts Humanities Physical Development Principled Enterprising Creative Resilient Independent Enquirers Creative Thinkers Reflective Learners Team Workers Self Managers Effective Participators Secures the fundamentals in literacy and numeracy Provides opportunities for depth and breadth Secures personal development Considers the entire planned learning experience In tune with child development The National Framework The School Curriculum From national parameters...

Programmes of study  are only ingredients  they need blending  to distribute between learning in - lessons- events - routines- beyond school  with schools as the broker for learning - time- place - people An appetising feast taking account of need, specialism, interest and taste. Programmes for Learning

Programmes for learning  provides a design framework  focuses upon key attributes for future learning pupil engagement coherence  puts range and content into context

Programmes for learning  offers the learner a ‘bigger picture’ less spoon feeding and regurgitation less subject hopscotch  picks up key drivers for engagement purpose process audience

1 & 2 Areas of Learning Knowledge Audiences Purposes Experiences primary Approaches Childhood

Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Mick Waters Director of Curriculum, QCA 22 October 2008 Making learning matter more National Middle Schools Forum

Civic Participation Employment Education Training Healthy Lifestyle Choices Attainment and Achievement Successful Learners Confident Individuals Responsible Citizens Attitude and Engagement

Values….on reflection…. the personthe learning What devalues? linear…a greasy poleexposed skin deep a fixed mindset velcro can’t recall can’t do herding making connections plunging a growth mindset tailoring and bubble wrap What values? contributing off piste risks belonging the learningthe person

Disciplined innovation  thoughtful approach to a learning need  knowing what we are trying to achieve  clear on what success will look like  baseline starting point established  all partners know what is planned and why  with the reasons articulated

Focus of innovation  pupils observing lessons  education visits in RE  transfer of writing skills  eco-occasion  out of school art  cultural heritage  oil painting  enterprise  learning independently  transition in English and mathematics

Focus of innovation  What are we trying to achieve?  How did we organise?  What was the impact? - how do we know?  What are the common messages and trends?

Programmes of study  based upon attributes needed in the modern age  gives a focus for skills in context  authentic purpose, process and audience…and challenge  helps children take the lead…puts assessment in context  part of an easy network  impact on personal learning and thinking skills evident  improvement in academic performance….where there is room  acknowledges professionalism of teachers  parents should want to know their children are being included Is innovation worth it?... some observations

Programmes of study  build on what they can already do  pick up the challenge  relish the skills in context  employ dormant personal qualities  take their excitement home  influence their parents through enthusiasm  exceed what they could previously do  Include them in the innovation …and see the results across the range of learning Children might…

I am a learner  take me places  show me things  Who they are, how they work, what they do, and why?  let me have a go,  let me be me

Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Mick Waters Director of Curriculum, QCA 22 October 2008 Making learning matter more National Middle Schools Forum