1. How QCA is contributing to making mathematics count

2. Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future

3. Three questions driving curriculum design, development and implementation WHAT are we trying to achieve? HOW do we organise learning? HOW well are we achieving our aims?

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

5. ‘The curriculum should be treasured. There should be real pride in ‘our’ curriculum: the learning that the nation has decided it should set before its young. Teachers, parents, the wider education community, the employment community, the media and the public at large should all see the curriculum as something that they embrace, support and celebrate. Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers to them.’ Mick Waters Director of Curriculum

6. The Aims The curriculum aims to enable all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society

7. A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft: February 2008 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 Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

8. A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft: February 2008 Approaches to learning Assessment develops learners’ self-esteem and commitment to their learning Personalised - offering challenge and support to enable all learners to make progress and achieve In tune with human development Involve learners proactively in their own learning Assessment uses a wide range of evidence to encourage learners to reflect on their own learning Relevant, purposeful and for a range of audiences Resource well matched to learning need eg use of time, space, people, materials Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Assessment is fit for purpose and integral to learning and teaching Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

9. A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft: February 2008 The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Creativity and critical thinking Community participation Global dimension and sustainable development Identity and cultural diversity Healthy lifestyles Enterprise Technology and the media Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

10. A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft: February 2008 Evaluating impact Looks at the whole child eg curriculum aims, progress in skills, subjects and dimensions Creates a continuous improvement cycle Uses ‘critical friends’ to offer insights and challenge assumptions Uses a wide range of measures, both qualitative and quantitative Uses information intelligently to identify trends and clear goals for improvement Uses a variety of techniques to collect and analyse information Chooses assessment fit for purpose Involves the whole school community eg learners, parents, teachers, employers, governors Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

11. A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft: February 2008 Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development PSHE PW EW+FC PEMuMFL RE SCMaICTHiGeEnD & TCiA & D The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components 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 Statutory expectations 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. Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self- esteem and commitment to their learning Personalised - offering challenge and support to enable all learners make progress and achieve Assessment uses a wide range of evidence to encourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well- matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences EnvironmentRoutinesLocationsLessonsLearning outside the classroomEventsExtended hours Evaluating impact Accountability measures To secure The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components 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 Statutory expectations 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. Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self- esteem and commitment to their learning Personalised - offering challenge and support to enable all learners to make progress and achieve Assessment uses a wide range of evidence to encourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well matched to learning need eg use of time, space, people, materials Relevant, purposeful and for a range of audiences PSHE PW EW+FC PEMuMFL RE SCMaICTHiGeEnD & TCiA & D Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development EnvironmentRoutinesLocationsLessonsLearning outside the classroomEventsExtended hours Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Civic participationHealthy lifestyle choices Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? To make learning and teaching more effective so that learners understand quality and how to improve Involves the whole school community eg learners, parents, teachers, employers, governors Chooses assessment fit for purpose Creates a continuous improvement cycle Uses a wide range of measures, both qualitative and quantitative Uses ‘critical friends’ to offer insights and challenge assumptions Uses information intelligently to identify trends and clear goals for improvement Looks at the whole child eg curriculum aims, progress in skills, subjects and dimensions Uses a variety of techniques to collect and analyse information

12. A big picture of the curriculum Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA) Working draft: February 2008 …and for a mathematically well educated young person?

13. New subject programmes of study D:\curriculum.qca.org.uk\aims\index.html D:\curriculum.qca.org.uk\aims\index.html Rethinking subjects

14. The importance statement Mathematical thinking as a habit of mind Mathematics is a creative discipline Mathematics is a uniquely powerful way to describe, analyse and change the world Mathematics’ rich heritage Mathematics is used in science, engineering, technology, economics, public decision-making and the knowledge economy

15. Key concepts (that underpin the study of mathematics): Competence Selecting, using and communicating mathematics Creativity Constructing new knowledge, solving problems, developing arguments Applications and Implications of Mathematics Nature of mathematics, where mathematics comes from, how it is used Critical Understanding Mathematics for modelling and understanding the world

16. Key processes: Representing Identify mathematical aspects, select appropriate mathematics to use Analysing Use mathematical reasoning and appropriate mathematical procedures Interpreting and Evaluating Form convincing arguments, relate findings to the original context, distinguish between evidence and proof Communicating and Reflecting Communicate effectively for the intended audience, recognise and account for similarities and differences

17. Range and Content: Nothing has been taken out, the detail has been reduced Gives the subject context within which key processes and concepts should be taught Number and algebra Geometry and measures Statistics

18. Curriculum Opportunities Develop confidence Range of tasks – open, closed, explore mathematics in depth, combine different aspects Range of contexts – different subjects, society issues, economic well being and financial capability Work collaboratively Familiarity with resources including ICT

19. The Aims The curriculum aims to enable all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society

20. Timescale Phased introduction for each Key Stage September 2008 - Y7 First KS3 assessments 2011 September 2010 - Y10 First KS4 assessments 2012 (Two GCSEs and functional mathematics)

21. Engaging mathematics for all learners To articulate ways of making the new secondary curriculum opportunities for mathematics available to all learners through: Resources Case studies Guidance for teachers Making the mathematics explicit in compelling learning experiences based on cross-curriculum themes and the curriculum opportunities for mathematics

22. Functional Skills - the underlying principles provide authentic contexts and real purposes engage with the world beyond the classroom explore the transferability and application of skills relevant and motivating for learners allow learners to make choices and decisions, think creatively and act independently provide opportunities to use more than one subject skill, to make links between skills within and across subjects provide rich opportunities/sources of evidence for learning/assessment QCAWellacre.wmv

23. Functional Mathematics Entry level 1-3, level 1 and 2 Level 1 embedded in KS3 PoS Level 2 embedded in KS4 PoS Level 1 is an essential component of Foundation (level 1) Diplomas Level 2 is an essential component of Higher (level 2) and Advanced (level 3) Diplomas From 2012 level 2 will be a hurdle for GCSE grade C and above

24. Four aspects that contribute to level differentiation Complexity. Identifying the separate areas of knowledge needed to tackle a situation, the steps needed to solve the problem and the accessibility of the problem itself (routine or non-routine)determines the level of complexity. Familiarity. The extent to which a problem or situation requires an individual to relate skills and understanding developed in other contexts to make sense of a new situation. In transferring skills and understanding, the individual may need to adapt or extend their knowledge in order to tackle the problem effectively. Technical demand. The range of knowledge, skills and techniques that an individual is required to draw on in order to tackle a problem. Demand may vary from a simple calculation to a thorough analysis of a practical situation. Content in the standards is indicative. Independence. The level of autonomy that learners apply to tackling a problem at each stage. It is closely related to the ability to apply problem-solving skills, so that at higher levels learners can demonstrate the ability to select and apply mathematical skills independently.

25. TLA: Functional Mathematics QIA have produced materials to support Teaching and Learning QIA and SNS are responsible for workforce training Twelve ABs are piloting functional skills assessment 3 year pilot being evaluated by NFER See QCA website for information, including a monthly bulletin Case studies available on QCA curriculum website

26. Ofsted – the most common finding: ‘Assessment does not sufficiently inform teaching and learning.’

27. ‘Develop a modern, world-class curriculum that will inspire and challenge learners and prepare them for the future; and to support the curriculum with methods of assessment which promote learning and report achievement in learning at individual, institutional and national levels’.

28. Key principles of assessment Assessment is integral to effective teaching and learning Assessment systems must be fit for purpose National standards are an entitlement for learners, teachers and schools National standards are integral to national expectations of education

29. NOW Assessment expertise external to classroom and school systems Separation of day-to-day assessment from national standards Assessments seen as reliable because external to the school Progress is articulated through numbers (5, a/b/c, 6) National standards communicated through test scores Teachers reliant on short tests for evidence of achievement Dominant assessment techniques are specific events rather than part of daily teaching and learning High value assessments at the end of stages, not useful for individual progress Some features of the current system

30. Pupils and teachers – where are we now? NOW Teacher/pupil We do a lot of practising for the tests Some of us are better at tests, some of us can’t show our best in them We do other activities like drama and d&t when we have done our work for the tests My family always wants to know what level I’m at, not what I’m good at I raise pupils’ test scores by training them thoroughly I try to ‘second guess’ what will be in the tests The test scores of my pupils affect my performance management judgements We have to give levels to pupils once a term, whether they’ve progressed or not The test scores do not always reflect what I know of pupils’ performance

31. Teacher and pupil perspective A POSSIBLE FUTURE Personalised I know that my colleagues share the same expectations I am supported by my school systems and by assessment experts My teacher gives me feedback which helps me progress day by day I know how I am progressing and what to focus on next… I do different tasks to show what I can do When I move class my new teacher understands where I am and what I need to do next … and my family knows it so they help me too I build my knowledge of my pupils into my planning and teaching I know my pupils’ strengths and areas for development I understand national standards in detail I recognise learning and achievement in the classroom My pupils make faster progress than they used to

32. What is currently being put in place? A POSSIBLE FUTURE What is currently being put in place Effective strategies for day- to-day assessment  National focus on fostering progress in the classroom Assessment based on broad range of evidence  Assessing Pupils’ Progress (APP) in English, mathematics, science, ICT  KS3 foundation subjects exemplification Guaranteeing standards through checks by experts Training in national expectations  APP standards files and training  Developing different ways to support judgments and guarantee standards in APP Assessment experts organised to support schools’ and teachers’ judgments Expertise in assessment is recognised in professional development  Institute of Educational Assessors  Possible CPD provision  APP-trained assessors and moderators Coherent school policies linking assessment and learning  Support for tracking and progression  QCA development work Banks of tests/tasks and markschemes to be used to recognise progress  KS3 foundation subjects and APP  Making Good Progress pilot

33. Assessment: ways of looking Standing back Public view Close up Day- to-day Periodic Transitional

34. Day-to- day Periodic Transitional Ways of looking : key features Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Using national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests/tasks from national sources

35. Mapping teaching and assessment periodic assessment national standards Curriculum Skills Subjects Assessment criteria In the classroom Teaching & learning Tracking Evidence of learning plan Day-to-day assessment

36. APP is designed to: Give insights which directly inform future planning, teaching and learning in the course of a year Help make connections between techniques promoted through ‘Assessment for Learning’ and judgements relating to national standards Engage teachers and learners in all year groups in periodic assessment to raise attainment

37. What are APP materials? Assessment Guidelines – criteria for making periodic judgements grouped by ‘assessment focus’ Standards Files – annotated collections of evidence from a pupil which represent a particular level Handbook with guidance

38. Mathematics Pathways - GCSE Piloting two GCSEs that assess knowledge and understanding applying mathematics in a range of contexts problem-solving strategies and skills 2 nd GCSE is available to all learners with a greater focus on mathematical thinking and problem solving Functional mathematics, embedded in the PoS, a separate qualification Teaching the new KS4 PoS is sufficient preparation for all these qualifications

39. Mathematics Pathways - GCE Mathematics and Further Mathematics continue to increase in popularity following 2002 changes 4 year study on GCE mathematics – optional units and level of retakes raise questions about equity and comparability – published January 2008 Grading is an issue as two distinct qualifications share units Pilot looks at four unit A level – mathematics core unchanged

40. Mathematics Pathways – Evaluation Project CDELL and mathematics educators from Nottingham, Manchester and Sussex Universities are evaluating the phase 2 Pathways Project www.nottingham.ac.uk/emp Any queries? Contact Sue Pope at QCA: popes@qca.org.uk

41. Why the Diploma? 41 achievement, attainment and retention contemporary context for learning a platform for skills development – transferable – employability – coherent programmes a new choice – combination of classroom and workplace

42. 17 Lines of Learning 42 PhaseLines of Learning Three-year pilot (controlled rollout through quality “Gateway”) 1 2 3 4 * national entitlement in 2013 Creative and Media Construction and the Built Environment Engineering Society, Health and Development IT 2008* Environmental and Land-based Studies Manufacturing and Product Design Hair and Beauty Studies Hospitality Business, Administration and Finance 2009* Public Services Sport and LeisureRetail Travel and Tourism 2010* Humanities Languages Science 2011

43. What does a Diploma look like? 43 generic learning functional skills: English, maths, ICT personal, learning and thinking skills work experience (min. 10 days) project additional and/or specialist learning complementary learning, adding breadth or depth progression pathways choice principal learning based on the Line of Learning mandatory newly-developed, unitised qualification 50% applied

44. What is a Diploma equivalent to? 44 NameLevelEquivalency Foundation Diploma 1 5 GCSEs at level 1 (e.g. 5 x D-G) Higher Diploma 2 7 GCSEs at level 2 (e.g. 7 x A*-C) Apprenticeship Advanced Diploma 3 3.5 A-levels Advanced Apprenticeship Progression Diploma 3 2.5 A-levels

45. 8 Available from 2011 Route to Success for All Young People – Greater Choice and Stretch Extended Core – At Foundation & Higher more of National Curriculum core, including English & Mathematics Further Additional and/or Specialist Learning Advanced Level – 4.5 A Levels Foundation and Higher Level – 7/9 GCSEs Extended Diplomas

46. For more information 46 www.qca.org.uk/diploma Diploma catalogues general information structures and standards and more... www.naa.org.uk/14-19 curriculum resources

47. The review of the primary curriculum [date] [name]

48. “Our aim is to make this the best place in the world for our children and young people to grow up.” Secretary of State for Children, Schools and Families

49. The primary curriculum New secondary curriculum (2008) Every Child Matters (2003) Excellence and Enjoyment (2003) Reviews: Ajegbo Rose Dearing Williams Children’s Plan (2007) EYFS (2008) Influences on the review

50. The remit: overall approach  We should be concerned with the development of the whole child as well as their level of attainment.  A strong coherent curriculum which has the flexibility to personalise learning is crucial to driving up standards.  The curriculum must inspire a commitment to life-long learning.  The review should enable schools to have an even greater flexibility to meet individual needs and strengths.  The review should build on developments in the new secondary curriculum.