1. Whose curriculum is it anyway?
NGA annual conference I November 2012 John Dunford | Chair, Whole Education

2. School leaders and governors creating a new narrative
V I P
Values
Innovation
Partnership
School leaders and governors
creating a new narrative

3. Principles Cameron: Freedom, fairness, responsibility
Gove: Autonomy, accountability, leadership
Schools: Values-led, moral purpose, social justice
Curriculum: Engaging and relevant
Classroom: Raising achievement, closing the gaps
Locally: Engaging the local community

4. Professional networks
Looking out, not looking up
Building professional networks
Local, regional, national, international
Whole Education network

5. Autonomy Autonomy isn’t just for academies
How will you use your increased autonomy?
Curriculum
Assessment
Professional development
Freedom to … or just freedom from … ?
Going it alone – or working together?

6. Curriculum freedoms National curriculum review
A more limited range of knowledge
Key stage 2 tests and the English Baccalaureate
How will you use the promised curriculum freedom?
Becoming curriculum planners again
A culture change for some

7. The school curriculum is more than the National Curriculum

8. An international perspective
“Today schooling needs to be much more about ways of thinking, involving creativity, critical thinking, problem-solving and decision-making.”
Andreas Schleicher – OECD
TES 16 Nov 2012

9. What curriculum does a C21 young person need?
Building a “whole education”
Looking out, you find:

10. Designing the curriculum
“Academic”
“Vocational”

11. Designing the curriculum
“Theoretical”
“Practical”

12. Designing the curriculum
National curriculum within the school curriculum
Academic and vocational
Theoretical and practical
Knowledge and skills
Knowledge and skills and personal qualities
Both/and not either/or

13. Designing the curriculum
Knowledge
Skills
Personal qualities

14. Designing the curriculum for your context
What knowledge to include?
National curriculum
Local curriculum
What skills and personal qualities to develop?
CBI list?
Your own list?
Prepared for effective study, work-ready, life-ready

15. CBI skills for employability
Good literacy and communication skills, including the use of IT
Employability skills
Team working
Problem solving
Communicating effectively,
Time management
Understanding how businesses work

16. Your list of skills and personal qualities
Work ready
Life ready

17. Assessing the curriculum
Assessing knowledge
Assessment to match curriculum
Plan curriculum first, then assessment
Assessing skills
Avoiding bureaucracy

18. Principles for qualifications
Fit for purpose [What purpose(s)?]
Coherent
Unified
Not age-related
Using the professional expertise of teachers
Avoiding bureaucracy and complexity
The need to develop a good baccalaureate at 18

19. Working together to redefine the curriculum
Achieving more together
Building collaborative professional relationships
Sharing resources to do more – and better
Involving young people, parents and the community
Creating a local curriculum framework
Reinforcing values

20. Five steps to a Whole Education curriculum
Recognise that education is the development of knowledge, skills and personal qualities 
Recognise that the statutory national curriculum is only a small part of the school curriculum 
Plan a curriculum that develops skills and personal qualities at the same time as knowledge, not as separate entities 
Enrich the curriculum by looking out for inspiration – locally, regionally, nationally, internationally – and not looking up to the government to be told what to teach 
Teach all elements of the curriculum as rigorously as the content that will be examined externally

21. Whose curriculum is it anyway?
Creating a Whole Education
Values
In Values
Innovation
Partnership
School leaders and governors creating a new narrative