1. Does the secondary curriculum meet the needs of all learners?
QCDA – Re-examined the traditional national curriculum

2. Broad and Balanced. Meets the needs of the learners
Broad and Balanced? Meets the needs of the learners? Traditional content Personal development

3. What are we aiming to achieve in our curriculum?
Equal opportunities – Everyone does the same
Improve standards and allow pupils to fulfil their potential.

4. 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
Can be echoed in ECM

5. A lot of discussion with business and people outside of education – to come up with the above.

6. Successful Learners:-
have the essential learning skills of literacy, numeracy and information and communication technology
are creative, resourceful and able to identify and solve problems
have enquiring minds and think for themselves to process information, reason, question and evaluate
communicate well in a range of ways
understand how they learn and learn from their mistakes
are able to learn independently and with others
know about big ideas and events that shape our world
enjoy learning and are motivated to achieve the best they can now and in the future.

7. Confident Individuals:-
have a sense of self-worth and personal identity
relate well to others and form good relationships
are self-aware and deal well with their emotions
have secure values and beliefs, and have principles to distinguish right from wrong
become increasingly independent, are able to take the initiative and organise themselves
make healthy lifestyle choices
are physically competent and confident
take managed risks and stay safe
recognise their talents and have ambitions
are willing to try new things and make the most of opportunities
are open to the excitement and inspiration offered by the natural world and human achievements.

8. Responsible Citizens:-
are well prepared for life and work
are enterprising
are able to work cooperatively with others
respect others and act with integrity
understand their own and others' cultures and traditions, within the context of British heritage, and have a strong sense of their own place in the world
appreciate the benefits of diversity
challenge injustice, are committed to human rights and strive to live peaceably with others
sustain and improve the environment, locally and globally
take account of the needs of present and future generations in the choices they make
can change things for the better.

9. Three questions driving curriculum design, development and implementation
WHAT are we trying to achieve?
HOW do we organise learning to achieve our aims?
HOW well are we achieving our aims?

10. 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 (BSF, Diplomas)
Personalized Curriculum

11. 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

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

13. confidence compassionate enterprising resilient curious principled
The Victorians
Sikhism
Florence Nightingale
Friction
Holocaust
Macbeth
Romans in Britain
Sex Education
Country Dance
The life cycle of a river
Parts of a plant
Spreadsheets
Cultural
Physical
Scientific
Successful learner
Confident individual
Responsible citizen
We have to become less obsessed with what is taught and look at what sort of people are leaving our schools , what skills have they got and are they successful learners Confident individuals... Responsible citizens.
Research skills
Functional skills
Learning skills
Social skills
Thinking Skills
confidence
compassionate
enterprising
resilient
curious
principled

14. opportunities Curriculum Key processes Range and content Key concepts
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

15. An increased focus on Skills A new framework for Personal, learning and thinking skills
Independent enquirers
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators
Functional skills
Many businesses and community leaders would argue that what we ought to concentrate on is skills and in particular the thinking and learning skills. Are they team workers Are they creative can they reflect on their situation
Functional skills are those core elements of English, mathematics and ICT that provide an individual with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work. Individuals at any age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work.
English, Mathematics and ICT
In POS
Embedded in GCSE and Diploma
Stand-alone qualifications

16. An increased focus on personal development
The new Aims and the PLT skills framework emphasise the importance of personal development and ECM in the curriculum.
New non-statutory programmes of study for
personal wellbeing
economic wellbeing and financial capability
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.

17. 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

18. Bringing it all together in a well designed curriculum
The curriculum, which is the entire planned learning experience…
…has clear aims and purposes
reflecting learners needs
local priorities
national priorities
…is organised in a way that is likely to achieve the aims
orchestrates time, staffing, space, approaches to teaching, learning and assessment to best effect
makes links across subjects, skills and cross-curricular dimensions
…is evaluated and developed in response to changing needs
is self-evolving and improving
1. What are we trying to achieve?
2. How do we organise learning?
3. How well are we achieving our aims?

19. 1 2 3 What are we trying to achieve? How do we organise learning?
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?

20. 1 2 3 To secure Accountability measures Further involvement
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
To secure
Accountability measures
Further involvement
in education, employment
or training
Attainment and
improved standards
Behaviour
and attendance
Civic
participation
Healthy
lifestyle choices

21. Further involvement in education, employment or training
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
To secure
Accountability measures
Attainment and
improved standards
Behaviour
and attendance
Further involvement in education, employment or training
Civic
participation
Healthy lifestyle
choices

22. 1 2 3 The curriculum aims to enable all young people to become
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
Responsible citizens
who make a positive contribution to society
Successful learners
who enjoy learning, make progress and achieve
Confident individuals
who are able to lead safe, healthy and fulfilling lives
The curriculum aims to enable all young people to become
Make a positive contribution
Be healthy
Stay safe
Enjoy and achieve
Achieve economic
wellbeing
Every Child Matters
We look clearly at what we are trying to achieve and those sit clearly within the aims of every child matters

23. The curriculum aims to enable all young people to become
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
The curriculum aims to enable all young people to become
Successful learners
who enjoy learning, make progress and achieve
Responsible citizens
who make a positive contribution to society
Confident individuals
who are able to lead safe, healthy and fulfilling lives
Curriculum aims
Every Child
Matters outcomes
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
To secure
Accountability measures
Attainment and
improved standards
Behaviour
and attendance
Further involvement in education, employment or training
Civic
participation
Healthy lifestyle
choices

24. Knowledge and understanding
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
Focus for learning
Attitudes
and attributes
eg determined, adaptable, confident,
risk-taking,
enterprising
Knowledge and understanding
eg big ideas that
shape the world
Skills
eg literacy, numeracy, ICT, personal,
learning and thinking skills

25. 1 2 3 The curriculum as an entire planned learning experience
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
The curriculum as an entire planned learning experience
underpinned by a broad set of common values and purposes
Components
Routines
Extended hours
Lessons
Environment
Events
Locations
Out of school
Are we examining the real experience of our young people.
In my school when we reviewed or learning we looked at the lives of many our young people we found we ignored the learning that was actually happening.
Many young people spent more time changing for PE in substandard changing rooms than in music lessons.
The routines at lunch time taught them the opposite of team work
The learning out of school was not valued or celebrated in any way and yet some of them were national leaders and winners in cheerleading and judo.
Do they learn that all subjects are separate and at times in competition?
How do we enable parents and carers to be involved in learning?
What do your children actually learn? What do they think they are learning?

26. The curriculum as an entire planned learning experience
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
The curriculum as an entire planned learning experience
underpinned by a broad set of common values and purposes
Learning approaches
Using a range
of audience and
purpose
Matching time to learning need
eg deep, immersive
and regular frequent learning
In tune with human development
A range of
approaches
eg enquiry, active learning, practical
and constructive
Building on learning beyond the school including community
and business links
Opportunities for
spiritual, moral, social, cultural, emotional, intellectual and
physical development
Including all learners with opportunities
for learner choice and personalisation

27. The curriculum aims to enable all young people to become
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
The curriculum aims to enable all young people to become
Successful learners
who enjoy learning, make progress and achieve
Responsible citizens
who make a positive contribution to society
Confident individuals
who are able to lead safe, healthy and fulfilling lives
Curriculum aims
Every Child
Matters outcomes
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Attitudes and attributes
eg determined, adaptable, confident,
risk-taking, enterprising
Knowledge and understanding
eg big ideas that shape the world
Skills
eg literacy, numeracy, ICT, personal,
learning and thinking skills
Focus for learning
Components
Lessons
Out of school
Extended hours
Routines
Events
Locations
Environment
Including all learners with opportunities
for learner choice and personalisation
Using a range of audience and purpose
Matching time to learning need, eg deep, immersive and regular frequent learning
In tune with human development
A range of approaches eg enquiry, active learning, practical and constructive
Building on learning beyond the school including community and business links
Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development
Learning approaches
To secure
Accountability measures
Attainment and
improved standards
Behaviour
and attendance
Further involvement in education, employment or training
Civic
participation
Healthy lifestyle
choices

28. The curriculum aims to enable all young people to become
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
The curriculum aims to enable all young people to become
Successful learners
who enjoy learning, make progress and achieve
Responsible citizens
who make a positive contribution to society
Confident individuals
who are able to lead safe, healthy and fulfilling lives
Curriculum aims
Every Child
Matters outcomes
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Attitudes and attributes
eg determined, adaptable, confident,
risk-taking, enterprising
Knowledge and understanding
eg big ideas that shape the world
Skills
eg literacy, numeracy, ICT, personal,
learning and thinking skills
Focus for learning
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Components
Lessons
Out of school
Extended hours
Routines
Events
Locations
Environment
Including all learners with opportunities
for learner choice and personalisation
Using a range of audience and purpose
Matching time to learning need eg deep, immersive and regular frequent learning
In tune with human development
A range of approaches eg enquiry, active learning, practical and constructive
Building on learning beyond the school including community and business links
Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development
Learning approaches
Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:
Identity and cultural diversity - Healthy lifestyles - Community participation – Enterprise - Global dimension and sustainable development -
Technology and the media - Creativity and critical thinking.
Whole curriculum dimensions
Physical development
Personal, social and
emotional development
Mathematical development
Knowledge and
understanding of the world
Communication,
language and literacy
Creative
development
Are the subjects the servant of the learning or are the divisions between subjects accentuated by our organisation of learning
Statutory expectations
PSHE
PW EW+FC PE Mu
MFL RE SC Ma
ICT Hi Ge En
D & T Ci
A & D
To secure
Accountability measures
Attainment and
improved standards
Behaviour
and attendance
Further involvement in education, employment or training
Civic
participation
Healthy lifestyle
choices

29. Assessment fit for purpose
Three key questions 3
How well
are we achieving
our aims? 1
What
are we trying
to achieve? 2
How
do we
organise learning?
Assessment fit for purpose
To make learning and teaching more effective so that learners understand quality and how to improve
Draws on a wide
range of evidence
of pupils’ learning
Gives helpful feedback for the learner and other
stakeholders
Is integral to
effective teaching
and learning
Maximises
pupils’ progress
Links to national standards which
are consistently interpreted
Promotes
a broad and engaging
curriculum
Helps identify
clear targets for improvement
Informs
future planning
and teaching
Uses tests
and tasks
appropriately
Embraces
peer- and self-
assessment

30. Useful links http://www.dfes.gov.uk/14-19