1. Curriculum and Standards
John Brown SENJIT
28-May-19

2. Introduction
Two major historical factors have shaped the curriculum in England:
A focus on subjects
A focus on content eg. battles to be taught in history, books to be read in English
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3. Introduction Two major factors have influenced assessment in England:
A focus on measures to judge school performance such as national tests and subject examinations
A focus on the external testing of content learned and the production of numeric data
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4. Moving on….
“The current system of curriculum and assessment has been in place for 15 years. It has delivered all that it can. Results have plateaued. No more can be squeezed out of it.”
Ken Boston, Chief Executive of the Qualifications and curriculum Authority speaking with ministers to the national press.
28-May-19

5. Challenges
To think about designing a curriculum rather than “coverage” of set content
To think about planning for inclusion rather than “access”to a fixed curriculum
What does personalisation actually mean?
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6. Personalisation -a starting point for many students
Who or what does the learner want to become?
What can the learner already do?
How do they learn best?
What are the priorities for the learner?
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7. How can teachers help each learner?
They will will need to identify:
Each learner's aspirations for employment and their future lives
What new skills, concepts, knowledge and understanding the learner will need, to meet their aspirations
What the learner's strengths are in relation to their aspirations.
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8. How separate are the needs of SEN learners?
QCA materials for year olds with learning difficulties suggest the following principles are particularly important for this group of learners:
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9. Principles for personalising learning for students with SEN:
1. Respect
2. Self-determination
3. Inclusion in wider society
4. Building relationships
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10. Respect
Teachers undertake to listen to students and to speak up for them when asked
Respect involves:
considering the ways in which staff and learners communicate with each other,
acknowledging the importance of people’s feelings
speaking up for people when necessary
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11. Self -determination
Teachers will support students to make choices about, and take charge of, their own life.
Self-determination involves:
making sure people have choices and opportunities for decision-making
guiding learning in ways that encourage independence
access to experiences and activities that allow learners to express personal preferences and pursue personal interests
enabling learners to have control over shaping their lives
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12. Inclusion
Teachers will support students to take their place in the community.
Inclusion involves:
enabling learners to work with a range of people
providing opportunities to play a role in economic life
using person-centred approaches
ensuring student participation in democratic processes in the local and wider community
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13. Building relationships
Relationships/interactions - teachers will enable students to:
get to know different groups of people and
to build friendships.
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14. New Opportunities A focus on multi-agency approaches
Broader curriculum opportunities and learning contexts (including practical and vocational learning)
New assessment style- teacher led and “assessment on demand”
New types of assessment in new types of qualification- move away from examinations and subjects as the sole focus.
28-May-19

15. Planning for new opportunities
Teachers can draw on a variety of sources of information, but numeric data from external assessment is not useful alone:
Observations, in different contexts, including providing the learner with different types and levels of support for difficult aspects of a task
Conversations with the learner and people who know them well
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16. Documents and records IEPs from previous staff
Individual Care or Health Plans
Annual reports or review documents
Transition plans
Section 140 assessments and Careers Service Action Plans
Progress files or records of achievement
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17. What this means in practice
Planning a programme with young people involves teachers using formative assessment to find out about:
their aspirations, and interests
their strengths and current capabilities
how they learn best
This can take from a few weeks to several months, depending on the complexity of the learner's needs and how well known they are to the staff who will work with them.
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18. Summary “Old approach” : Centralised and prescribed curriculum content
Centralised tests and examinations in subjects at 16 years old.
Focus on summative assessment.
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19. Summary
New approach:
Localised curriculum - the central framework emphasises cross curricular links and underpinning skills and concepts.
Focus on assessment for learning as an engine to drive “personalisation”.
28-May-19