1. Curriculum and Assessment Design Training plans: Leadership 1
Curriculum and Assessment Design Training plans: Leadership 1. Gaining an overview

2. 1. Gaining an overview Session aims
Understand the key events from the last 30 years of curriculum and assessment design.
Identify the key approaches to curriculum and assessment design.
Session aims

3. Key dates
1988
Introduction of the National Curriculum including attainment targets and GCSEs
1989
National Curriculum runs in primary schools
1991
First run of Key Stage tests (SATS)
1992
Establishment of league tables
1993
Establishment of Ofsted
First National Curriculum review in response to teacher complaints about the curriculum and threatened boycotts of tests
National Curriculum Council and School Examinations and Assessment Council merged to form School Curriculum and Assessment Authority
1995
Revised version of the National Curriculum including a reduction in prescribed content
Restriction of key stage tests to core subjects
Replacement of the 10 level assessment scale with 8 level descriptors
2005
QCA review of the Secondary KS3 curriculum by the DfE
2008
QCA review becomes compulsory.
Rose Review of the Primary Curriculum
KS3 tests scrapped
2011
Review of the National Curriculum by expert panel
2014
Introduction of the new revised National Curriculum

4. Traditional
Progressive
The curriculum is based around the existence of a traditional body of knowledge, which should be transferred to pupils.
The curriculum is based around a negotiable set of content and skills, which is determined by the needs and interests of the individual children.
Emphasis should be on knowledge.
Emphasis should be on skills.
Teaching is primarily based around direct instruction and practice.
Teaching is primarily based around activities and experiences.
Classrooms have a hierarchy, with the teacher as the authority.
Classrooms should be more egalitarian - pupil voice and choice should be taken into account.
Testing, through examinations, is an important assessment tool to measure and inform pupil progress.
There should be alternative forms of assessment such as coursework and projects, which take into account pupil feelings and skill sets.
Curriculum and Assessment are driven by subjects.
Curriculum and Assessment includes focus on cross-curricular work and discovery learning.

5. Significant moments
Introduction of the National Curriculum: what does this mean for the school curriculum?
National Curriculum Levels: introduction, revision, removal. What can we learn about assessment from the story of levels?
National Curriculum Review/GCSE reform. How has curriculum content changed? How have the demands for assessment changed?
Re-emergence of the Traditionalist vs Progressive debate. What does this mean for curriculum and assessment design?

6. What are our takes on these key issues/comparisons?
Taking a stance
What are our takes on these key issues/comparisons?
National Curriculum: school curriculum
National assessment: school assessment
Standardised tests: projects and coursework
Traditional and Progressive approaches to curriculum and assessment

7. Common mistakes How do we avoid them?
Designing a school curriculum based on a specification/National Curriculum
Lowering expectations through target setting and differentiated curriculum
Creating a false ‘shared language’ of assessment
Forgoing troublesome knowledge in favour of exam skills
How do we avoid them?

8. Feedback, embed, evaluate
Self-assessment - what are our common training needs?
Our stances and our systems - how does our curriculum and assessment currently fit?
What next? Making an action plan.