1. New Opportunities The new Secondary Curriculum: A curriculum for the future

2. The process

3. The timeline: 2007-8 preparation and support
QCA website and materials available Sept 2007
DfES Conferences - Sept-Oct 2007
Support for school leaders – NCSL from November 2007
Support for whole curriculum design – SSAT from Nov 2007
Support for subjects – SNS/CfBT from Jan 2008
Phased implementation from 2008
First Key Stage 3 assessment 2011
First 5 lines of Diploma from 2008

4. 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?

5. An overview of the new secondary curriculum
What’s changed?
An overview of the new secondary curriculum

6. The new secondary curriculum
Current concerns
Futures agenda
More space for personalisation – challenge and support – improved standards
Less prescription – more innovation
Greater engagement and participation
Securing essentials skills – including wider skills for life and work – personal development
Changes in society
Impact of technology
New understanding about learning
Globalisation
Public policy
The new secondary curriculum
An opportunity for renewal

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

8. So what’s changed?
An increased focus on whole curriculum design underpinned by Aims
Increased flexibility – less prescription but focus on key concepts and processes in subjects.
More room for personalisation and locally determined curriculum
More emphasis on skills –functional and wider skills for learning and life
More emphasis on personal development and ECM
More opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions
A real opportunity for renewal and re-invigoration (Diplomas, etc)

9. 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

10. Subject programmes of study
A new look at subjects
Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject.
Range and content
knowledge and understanding
Curriculum
opportunities
contexts for learning
Key concepts
essential ideas
Key processes
skills and ways of thinking
Importance
Why the subject matters and how it contributes to the aims

11. A new look at subjects: a example from history
The Importance Statement
History fires pupils’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps pupils develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past……

12. A new look at subjects: a example from history
Key Concepts
Chronological Understanding
Cultural, ethnic and religious diversity
Change and continuity
Causation
Significance
Interpretation
Key Processes
Historical enquiry
Using evidence
Communicating about the past

13. Curriculum Opportunities: History
The curriculum should provide opportunities for pupils to:
explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today
investigate aspects of personal, family or local history and how they relate to a broader historical context
appreciate and evaluate, through visits where possible, the role of museums, galleries, archives and historic sites in preserving, presenting and influencing people’s attitudes towards the past
use ICT to research information about the past, process historical data, and select, categorise, organise and present their findings
make links between history and other subjects and areas of the
curriculum, including citizenship.

14. An increased focus on Skills A new framework for Personal, learning and thinking skills - emphasise the importance of personal development and ECM in the curriculum.
Independent enquirers
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators
Functional skills
English, Maths and ICT
In POS
Embedded in GCSE and Diploma
Stand-alone qualifications

15. An increased focus on personal development
New non-statutory programmes of study for
personal wellbeing
economic wellbeing
draw together, in a coherent way, requirements for personal, social and health education, sex education, the social and emotional aspects of learning, careers education, enterprise, financial capability and work-related learning.

16. Cross-curriculum dimensions
The non-statutory cross curricular dimensions reflect the major ideas and challenges that face society and have significance for individuals. They can provide powerful unifying themes that give learning relevance and help young people make sense of the world.
Identity and cultural diversity
Healthy lifestyles
Community participation
Enterprise
Sustainable futures and the global dimension
Technology and the media
Creativity and critical thinking

17. Increased flexibility, coherence and personalisation
locally determined curriculum within a quality national framework
more space for more personalised learning and assessment to better meet individual needs
More opportunity to extend, enrich and challenge
More opportunity to support and focused intervention – especially around skills for life and work
opportunities to increase engagement and motivation by designing relevant and compelling learning experiences – a focus on impact not coverage
Making connections between subjects, skills and cross curricular dimensions can create coherence for learners
new pathways and more choice in qualifications
new approaches through ‘disciplined innovation’
The formal consultation on the new curriculum will take place in the spring term 2007.
Schools will receive the final statutory programmes of study in autumn 2007 with a view to beginning implementation in autumn 2008.
It is expected that there will be a three year period for schools to implement the revised programmes of study.
= greater impact

18. Making the most of new opportunities
Designing compelling learning experiences

19. How do we organise learning?
If…then
If you want learners to develop healthy lifestyle choices…
Then you must provide:
opportunities to develop knowledge and understanding about…
opportunities to develop skills in…
essential learning experiences that will develop their desire and inclination to live healthy active lifestyles
What are these?

20. How do you organise the curriculum?
Example:
Using the structure to focus on developing healthy lifestyle choices.
In order to help learners to make good healthy lifestyle choices, what are good examples of the deep, rich learning opportunities a school could provide?
Example of a compelling learning experience
Learners run an international restaurant

21. Example of a rich learning opportunity
people
time
half term focus in lessons + 6 Fridays
Tutors, visiting chef,
MFL, D+T departments
place
Canteen, FE college, dining area
quality and standards
International restaurant
Feedback from diners, PLTS, peer and self assessment
resources
Kitchen equipment, recipe cards in French, internet
Instruction, investigation, active experience
MFL, D+T, Business and enterprise, ICT, English
links
T+L

22. How do you organise the curriculum?
identify how you would make the best use of:
time,
staffing,
space and facilities,
learning resources
approaches to teaching, learning and assessment
links across the curriculum

23. How do you organise the curriculum?
Bridge High School – Extended study at key stage 3
Monday - Thursday
Friday
Learning is mainly through lessons. The length of sessions depends on the learning planned. For example, practising maths skills might need a number of short sessions while developing a geographical concept might need one or two long sessions.
Learners spend all day on one task following a particular theme.

24. Curriculum models to workable timetables
Term 1, yr 7
specialist
thematic
Two themes a term
Term 1, yr 7
Flexible Fridays with specialist/thematic weeks
Term 1, yr 7
Skill builder induction weeks
Thematic event
Research skills
Teamwork
Term 1, yr 7
Specialist week e.g. Maths weeks
Specialist teaching and master classes
Thematic week e.g. Sustainability

25. New Opportunities The new Secondary Curriculum: A curriculum for the future