1. The curriculum and Every Child Matters Margaret Wright April 2006

2. The Curriculum 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.

3. ‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’ Looking after learners, today & tomorrow

4. Schools and communities Learners Government Broad description of outcomes based on the well being of: individuals society economy based on values that underpin a plural liberal democracy What interests me What my talents are In a way that works for me Building on local strengths and ethos Local needs Local resources such as community and business expertise X X Whose curriculum is it anyway?

5. Aims, values and purposes of the curriculum We want the curriculum to enable all young people to become: 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.

6. SUCCESSFUL LEARNERS who… enjoy learning and are motivated to learn are determined to achieve the best they can have the essential learning skills of literacy, numeracy and information and communication technology communicate well through a range of media think for themselves, have enquiring minds and are open to new ideas are able to process information, reason, question and evaluate are creative, enterprising and able to solve problems understand how they learn and learn from their mistakes are able to learn independently and with others are able to transfer knowledge and skills to new situations appreciate the benefits and fulfilment that learning can bring.

7. CONFIDENT INDIVIDUALS who… have a sense of self-worth and believe in themselves recognise their talents and have ambitions are willing to try new things and make the most of opportunities are able to take the initiative and organise themselves relate well to others and form good relationships are self-aware and deal well with their emotions have secure values and beliefs make healthy lifestyle choices are physically competent and confident take managed risks and stay safe resist negative pressures and make informed choices become increasingly independent gain enjoyment and inspiration from the natural world and human achievements.

8. RESPONSIBLE CITIZENS who… make a positive contribution to the communities in which they live, learn and work feel that they can change things for the better act with integrity and live according to secure values and beliefs understand different cultures and traditions and have a strong sense of their own place in the world respect others live peaceably and work productively with others challenge injustice and are committed to human rights maintain and improve the environment, locally and globally are enterprising and able to contribute to the economic well-being of society feel they can make a difference for the better

9. Areas of Learning Learning Approaches National Curriculum Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation Eng Art MaSciICTDTHistGeogRE Cit/PS MfLPE Music Accountability and measures Attainment and improved standards Increased EET Behaviour and attendance Civic participation Healthy Lifestyle Choices To secure… The curriculum as the entire planned learning experience Components LessonsOut of schoolExtended HoursRoutinesEvents * To make learning and teaching more effective * So that learners understand quality and how to improve * Assessment fit for purpose Assessment Building a more open relationship between learner and teacher Clear learning intentions shared with pupils Understood, shared/negoti ated success criteria Celebrate success against agreed success criteria Advice on what to improve and how to improve it Peer and self assessment Peer and self evaluation of learning Taking risks for learning TestingIndividual target setting Using error positively SuccSucc WholeWhole Personal Development Developing individuals… Whole Curriculum Skills, Knowledge and Attributes The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens Successful learners who make progress and achieve Responsible Citizens who make a positive contribution to society Enjoy and achieveSafeHealthyParticipation Economically active Skills Functional Skills (Lit/Number/ICT) + Personal, Learning and Thinking Skills Personal Development Attitudes and dispositions, determined, adaptable, learning to learn To do To know and understand To be Curriculum Aim Aim Five outcomes Knowledge and Understanding Big Ideas that shape the world Chronology, conflict, scientific method, etc. Confident Individuals who lead safe and healthy lives The ‘big picture’ of the curriculum Working draft (March 06)

10. If… we want young people to have enquiring minds and to think for themselves then we need to… give them purposeful reasons to find things out know what interests them and build on that connect learning to issues that impact on young people teach them the skills of research and analysis promote concepts such as children as researchers, children as reporters etc

11. then we need to… experience adventure – trip/visit (PE/History/Geography) making choices/ responsibility – plan events/look ahead make rules – playground behaviour (PE/Citizenship) following instructions – cooking (DT) follow a route (Geog) stranger danger on-line – boy who cried wolf, three pigs (Eng) speaking out/expressing view – (Citizenship/Eng) know about drugs – role play/visitors/lesson (Drama/Science) statistics – probability (Maths) If… we want young people to stay safe Understanding: risk – caution/precaution – repair -comfort zone Skills: reading labels/instruction - ‘what if..’ - ‘can I believe? Qualities: have a go, respect for self, others, environment

12. then we need to… If… we want young people to make a positive contribution

13. Importance statement Fundamental ideas and concepts Key Processes AIMS etc The National curriculum might look like:

14. The importance of ICT capability as an essential skill for life Purposeful use Supports problem solving, analysis, research, creativity Information is powerful Information can be manipulated, repurposed Technology as a powerful tool for doing this Use of technology to support problem solving Technology to aid communication, collaboration world-wide Finding things out Developing ideas Presenting, exchanging, sharing information Reviewing, modifying & evaluating Aims etc ICT might look like:

15. Functional ICT Functional skills are core elements of English, mathematics and ICT that provide an individual with essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work. Based on key and basic skills (ICT Skill for life) –Use ICT systems –Find, select & communicate information –Develop & present information

16. ECM 5 outcomes & ICT Be healthyStay safeEnjoy and achieve Participate/ contribute Economic well being Safe use of computers; safe working practices (RSI etc) Information – diet/food Fitness apparatus e-safety; netiquette; respect for others; chat rooms; forums Creativity & digital media – music, video/film, photography. ICT capability to support learning across the curriculum & lifelong learning. Communicating presenting; exchanging; collaborative working; global communication & citizenship; Web logs; forums; Functional skills; employability; online finance

17. Enhance, enrich and extend learning Teaches 3e of ICT SOW 3E’s School Bythebook School Teaches 3e of ICT SOW Pupils e-mail parents examples of good work and ask for information on various topics. (external expertise, feedback, self-esteem, community engagement) They run collaborative projects with a school in Africa. (global citizenship – ethical development) They send findings of research projects to local council with suggestions for improving local area. (active citizens, capacity to make a difference) They post examples of work to local artist’s website following up from school visit. (other expertise, creative development, self-esteem through real purpose) Pupils e-mail each other across the classroom (badger mails rabbit who sends it on to mole)

18. Useful links/contacts We've created a new section on the QCA website to make it easier for users to contribute to live consultation activities: http://www.qca.org.uk/consultations.http://www.qca.org.uk/consultations Key stage 3 review inbox ks3review@qca.org.uk ks3review@qca.org.uk Functional skills http://www.qca.org.uk/functionalskillshttp://www.qca.org.uk/functionalskills 14-19 developments http://www.qca.org.uk/14-19http://www.qca.org.uk/14-19 ICT subject homepage at http://www.qca.org.uk/icthttp://www.qca.org.uk/ict ict@qca.org.uk

19. Effective participators Self-managersTeam workersReflective learnersCreative thinkers What personal, learning and thinking skills do all young people need to be successful? Independent enquirers

20. Proposal only INDEPENDENT ENQUIRERS Focus: Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed decisions, recognising that others have different beliefs and attitudes. Young people  identify questions to answer and problems to resolve  plan and carry out research, appreciating the consequences of decisions  explore issues, events or problems from different perspectives  analyse and evaluate information, judging its relevance and value  consider the influence of circumstances, beliefs and feelings on decisions and events  support conclusions, using reasoned arguments and evidence

21. Proposal only EFFECTIVE PARTICIPATORS Focus: Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Young people  generate ideas and explore possibilities  ask questions to extend their thinking  connect own and others’ ideas and experiences in inventive ways  question own and others’ assumptions  try out alternatives or new solutions and follow ideas through, when valuable  adapt ideas as circumstances change

22. Proposal only REFLECTIVE LEARNERS Focus: Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning Young people  assess themselves and others, identifying opportunities and achievements  set goals with success criteria for their development and work  review progress, acting on the outcomes  invite feedback and deal positively with praise, setbacks and criticism  evaluate experiences and learning to inform future progress

23. Proposal only TEAM-WORKERS Focus: Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form trusting relationships, resolving issues to reach agreed outcomes. Young people  co-operate with others to work towards common goals  reach agreements, managing discussions to achieve results  adapt behaviour to suit different roles and situations  show fairness and consideration to others  take responsibility, showing confidence in themselves and their contribution  provide constructive support and feedback to others

24. Proposal only SELF-MANAGERS Focus: Young people organise themselves and their learning, showing commitment to self-improvement. They actively embrace change, responding positively to new priorities and looking for challenges and opportunities. Young people  seek out challenges or new responsibilities and show flexibility when priorities change  work towards their goals, showing initiative, commitment and perseverance  organise and manage time and resources effectively  prioritise actions, anticipating and overcoming difficulties  deal with competing pressures, including personal and work-related demands  respond positively to change, seeking advice and support when needed

25. Proposal only EFFECTIVE PARTICIPATORS Focus: Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Young people:  discuss issues of concern, seeking resolution where needed  present a persuasive case for action  propose practical ways forward, breaking these down into manageable steps  identify improvements that would benefit others as well as themselves  try to influence others, negotiating and balancing diverse views to reach workable solutions  act as an advocate for views and beliefs that may differ from their own