1. Unit 1B A clear understanding of the importance of establishing curriculum aims and values at the outset plus an overview of how to go about it and what evidence to take into account © Curriculum Foundation1 This section explores national and international perspectives with respect to aims and values and considers how and why schools develop their own

2. Curriculum Aims and Values: Rationale If a school is to be more than a group of individuals coming together under one roof, it needs: a unifying set of values which everyone shares and recognises as important agreed aims so that everyone’s energy is channeled to achieving the same ends The curriculum must reflect these aims and values so that all learning experiences contribute to a coherent, consistent and effective team pursuit of the best possible outcomes If a school is to be more than a group of individuals coming together under one roof, it needs: a unifying set of values which everyone shares and recognises as important agreed aims so that everyone’s energy is channeled to achieving the same ends The curriculum must reflect these aims and values so that all learning experiences contribute to a coherent, consistent and effective team pursuit of the best possible outcomes © Curriculum Foundation2

3. Consider…. Subject knowledge Subjects Plus All Planned ExperiencesAll-inclusive © Curriculum Foundation3

4. What is the curriculum for? Equipped for Life A valuable approach to establishing clear, aspirational curriculum aims and values is to explore what you would provide if you could equip every learner with everything necessary to succeed in life. With sufficient time and thought, the outcome of this process is a description of the ideal ‘product’ of education, a confident young person, fully equipped for life. In Unit 2 there is a practical focus on how to do this with stakeholders A valuable approach to establishing clear, aspirational curriculum aims and values is to explore what you would provide if you could equip every learner with everything necessary to succeed in life. With sufficient time and thought, the outcome of this process is a description of the ideal ‘product’ of education, a confident young person, fully equipped for life. In Unit 2 there is a practical focus on how to do this with stakeholders © Curriculum Foundation4

5. What do we mean by ‘equipped for life’? It doesn’t matter how you ask…. …or who you ask…. …everyone wants the same for their children!!! It doesn’t matter how you ask…. …or who you ask…. …everyone wants the same for their children!!! Learner’s Bag for Life Please pack... © Curriculum Foundation5

6. What do young people need to succeed in the 21 st century? How would you describe a young person who is equipped for life? Take 10 minutes to complete your description Your list will probably include skills, attitudes, qualities, values and dispositions © Curriculum Foundation 6

7. creative makes connections questioning communicates well confident takes risks thirst for knowledge curious generates ideas flexible compassionate persevering listens and reflects critical self-editing skilled shaper literate willing to have a go thinks for themselves shows initiative gets on well with others makes a difference acts with integrity self-esteem respectful ‘can do’ attitude learns from mistakes independent There is no right answer but your description undoubtedly includes some of the following: loves learning © Curriculum Foundation7

8. To what extent does the current curriculum deliver? Look again at your list. Does the curriculum…… …. instill the values on your list? …. develop the attitudes on your list? …. teach the skills on your list? …. prepare young people for the 21 st century? If we express curriculum aims simply in terms of knowledge, do you think we can prepare our young people properly for life in the 21 st century? Look again at your list. Does the curriculum…… …. instill the values on your list? …. develop the attitudes on your list? …. teach the skills on your list? …. prepare young people for the 21 st century? If we express curriculum aims simply in terms of knowledge, do you think we can prepare our young people properly for life in the 21 st century? © Curriculum Foundation8

9. How can we ensure the curriculum does deliver? If every young person in your school is to be equipped for life… …. what curriculum aims are required? …. what values should underpin the curriculum? These are key questions to be explored in this unit. If every young person in your school is to be equipped for life… …. what curriculum aims are required? …. what values should underpin the curriculum? These are key questions to be explored in this unit. © Curriculum Foundation9

10. Curriculum Aims – The Changing National Picture The School Curriculum page of the DfE website (updated April 2012) currently states: The National Curriculum has three aims*. It should 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. These aims should inform all aspects of teaching and learning and be the starting point for curriculum design. *These aims were included in the 1999 National Curriculum document and are likely to be removed in September 2014 when the new curriculum becomes statutory (for those schools to which it applies) The School Curriculum page of the DfE website (updated April 2012) currently states: The National Curriculum has three aims*. It should 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. These aims should inform all aspects of teaching and learning and be the starting point for curriculum design. *These aims were included in the 1999 National Curriculum document and are likely to be removed in September 2014 when the new curriculum becomes statutory (for those schools to which it applies) © Curriculum Foundation10

11. Curriculum Aims – The Changing National Picture The new ‘National Curriculum in England Framework’ (September 2013) has only two paragraphs in section 3 under the heading ‘Aims’: 3.1 The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. 3.2 The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. To what extent will these ‘aims’ shape your thinking about your school’s aims? The new ‘National Curriculum in England Framework’ (September 2013) has only two paragraphs in section 3 under the heading ‘Aims’: 3.1 The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. 3.2 The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum. To what extent will these ‘aims’ shape your thinking about your school’s aims? © Curriculum Foundation11

12. Curriculum Aims – The National Picture Section 2, headed ‘The school curriculum in England’ includes two sections which relate to aims: 2.1 Every state-funded school must offer a curriculum which is balanced and broadly based and which: – promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and – prepares pupils at the school for the opportunities, responsibilities and experiences of later life. Section 2, headed ‘The school curriculum in England’ includes two sections which relate to aims: 2.1 Every state-funded school must offer a curriculum which is balanced and broadly based and which: – promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and – prepares pupils at the school for the opportunities, responsibilities and experiences of later life. © Curriculum Foundation12

13. Curriculum Aims – The National Picture 2.2 The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum. © Curriculum Foundation13

14. Making Sense of the National Picture The active words in paragraph 3.1 above (‘provide…an introduction’; ‘introduce’; ‘help engender’) offer schools little guidance with respect to the nature of ambitious curriculum aims for their young people. As stressed in paragraphs 2.2 and 3.2 of the framework, the responsibility for the school curriculum (which incorporates the National Curriculum) lies with schools. Hence schools must develop their own all-encompassing curriculum aims. The active words in paragraph 3.1 above (‘provide…an introduction’; ‘introduce’; ‘help engender’) offer schools little guidance with respect to the nature of ambitious curriculum aims for their young people. As stressed in paragraphs 2.2 and 3.2 of the framework, the responsibility for the school curriculum (which incorporates the National Curriculum) lies with schools. Hence schools must develop their own all-encompassing curriculum aims. © Curriculum Foundation14

15. The International Picture Curriculum aims are changing around the world: ‘…Finland, Japan, Shanghai and Singapore …. realize that high wages in the current global economy require not just superior knowledge of the subjects studied in school, but also a set of social skills, personal habits and dispositions and values that are essential to success. The Asian countries in particular are concerned that their students may not have as much capacity for independent thought, creativity and innovation as their countries will need.’ Mark S Tucker (2011) Standing on the Shoulders of Giants: an American agenda for education reform Curriculum aims are changing around the world: ‘…Finland, Japan, Shanghai and Singapore …. realize that high wages in the current global economy require not just superior knowledge of the subjects studied in school, but also a set of social skills, personal habits and dispositions and values that are essential to success. The Asian countries in particular are concerned that their students may not have as much capacity for independent thought, creativity and innovation as their countries will need.’ Mark S Tucker (2011) Standing on the Shoulders of Giants: an American agenda for education reform © Curriculum Foundation15

16. Effective Curriculum Aims If the aims are to drive curriculum design, they must be clear, focused, broad in their scope and few in number. The challenge for a school is to condense all of the desired outcomes for its young people into a set of coherent, aspirational and inspirational aims. These can ultimately also be used to evaluate the effectiveness of the curriculum. Governments have tried to achieve this with their National Curriculum aims……. If the aims are to drive curriculum design, they must be clear, focused, broad in their scope and few in number. The challenge for a school is to condense all of the desired outcomes for its young people into a set of coherent, aspirational and inspirational aims. These can ultimately also be used to evaluate the effectiveness of the curriculum. Governments have tried to achieve this with their National Curriculum aims……. © Curriculum Foundation16

17. International Perspectives Where?Curriculum aims Australia has committed to … ….supporting all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. Alberta, Canada ….students develop an interrelated set of attitudes, skills and knowledge that can be drawn upon and applied for successful learning, work and living New ZealandConfident, connected, actively involved lifelong learners Hong Kong….essential life-long learning experiences for whole-person development in the domains of ethics, intellect, physical development, social skills and aesthetics …. all students can become active, responsible and contributing members of society, the nation and the world Singapore….holistically nurturing students to become well-rounded persons - morally, intellectually, physically, socially and aesthetically © Curriculum Foundation17

18. Developing Curriculum Aims So, many schools around the world have national aims to take into account when designing the curriculum. As we have seen: schools in England currently have similar* National Curriculum aims but are responsible for developing their own for September 2014 (slides 19-23) engaging stakeholders in developing shared aims is valuable in building understanding of, and commitment to the curriculum (slides 13-17) *In some cases the similarity is such that it is clear the English National Curriculum aims were a source of inspiration for other jurisdictions So, many schools around the world have national aims to take into account when designing the curriculum. As we have seen: schools in England currently have similar* National Curriculum aims but are responsible for developing their own for September 2014 (slides 19-23) engaging stakeholders in developing shared aims is valuable in building understanding of, and commitment to the curriculum (slides 13-17) *In some cases the similarity is such that it is clear the English National Curriculum aims were a source of inspiration for other jurisdictions © Curriculum Foundation18

19. Curriculum Values There is nothing better than a set of shared values, clearly expressed and widely understood, for bringing and holding people and organisations together. A school’s values permeate and have an impact on everything the school does and the curriculum is the key means of expressing those values. There is nothing better than a set of shared values, clearly expressed and widely understood, for bringing and holding people and organisations together. A school’s values permeate and have an impact on everything the school does and the curriculum is the key means of expressing those values. © Curriculum Foundation19

20. Consider…. © Curriculum Foundation20

21. Developing school values Many schools have an agreed and established set of values while others find it difficult to express what their school stands for Some governments incorporate values in National Curricula but this is not the case in England Time devoted to developing agreed school values is a worthwhile investment and again the ‘stick man’ exercise can be productive Many schools have an agreed and established set of values while others find it difficult to express what their school stands for Some governments incorporate values in National Curricula but this is not the case in England Time devoted to developing agreed school values is a worthwhile investment and again the ‘stick man’ exercise can be productive © Curriculum Foundation21

22. creative makes connections questioning communicates well confident takes risks thirst for knowledge curious generates ideas flexible compassionate persevering listens and reflects critical self-editing skilled shaper literate willing to have a go thinks for themselves shows initiative gets on well with others makes a difference acts with integrity self-esteem respectful ‘can do’ attitude learns from mistakes independent loves learning © Curriculum Foundation22 Which of elements of your ‘equipped for life’ description do you consider to be values?

23. Effective Values Values can be defined as what is judged important in life If a school’s values are to guide curriculum development and, in turn, to be embraced by learners through their daily experience they must be shared by the whole school community, effectively communicated and widely understood Values can be defined as what is judged important in life If a school’s values are to guide curriculum development and, in turn, to be embraced by learners through their daily experience they must be shared by the whole school community, effectively communicated and widely understood © Curriculum Foundation23

24. Values Case Study A large, urban comprehensive school faced a difficult situation with tensions between different ethnic and faith groups, sometimes erupting into violence both inside and outside school. The impact on students and staff, on teaching and learning, on students’ outcomes and on the school’s reputation was such that the situation could not be allowed to continue. A consultation process involving all stakeholders took place and the school identified five key values: courtesy, cooperation, respect, achievement and unity. These were brought together in the values statement / motto: ‘Through courtesy, cooperation and respect, we achieve success together’. This was widely displayed and regularly referred to. Over time, these values were reflected throughout the curriculum and in all policy and practice. They made a considerable contribution to the establishment of harmonious relationships and to improved outcomes. A large, urban comprehensive school faced a difficult situation with tensions between different ethnic and faith groups, sometimes erupting into violence both inside and outside school. The impact on students and staff, on teaching and learning, on students’ outcomes and on the school’s reputation was such that the situation could not be allowed to continue. A consultation process involving all stakeholders took place and the school identified five key values: courtesy, cooperation, respect, achievement and unity. These were brought together in the values statement / motto: ‘Through courtesy, cooperation and respect, we achieve success together’. This was widely displayed and regularly referred to. Over time, these values were reflected throughout the curriculum and in all policy and practice. They made a considerable contribution to the establishment of harmonious relationships and to improved outcomes. © Curriculum Foundation24