1. Effective curriculum design and development Evidence from research For further school friendly resources visit www.curee.co.ukwww.curee.co.uk For further school friendly resources visit www.curee.co.ukwww.curee.co.uk

2. Key issues addressed by the study This study identified 6 key characteristics linked to effective curriculum development/ implementation emphasising the importance of: This study identified 6 key characteristics linked to effective curriculum development/ implementation emphasising the importance of: –contextualising ideas and phenomena including through linking learning at school and at home –planning for building on pupils’ existing knowledge, understandings, beliefs and skills, and engaging pupils in assessment –enabling pupils to access the curriculum through structured group work and talk –fostering cross curricular connections to promote conceptual development –planning both processes and content from the start to challenge all pupils –supporting development by the pursuit of excellence in subject knowledge and CPD

3. Providing context-based curriculum experiences International evidence shows that when learning is around a context that deals with ideas in a real or simulated practical situation, achievement, engagement and attitudes are improved International evidence shows that when learning is around a context that deals with ideas in a real or simulated practical situation, achievement, engagement and attitudes are improved Schools in England could do more to promote context- based learning – only around 30% of secondary teachers planned for it at KS3 and 10% at KS4 Schools in England could do more to promote context- based learning – only around 30% of secondary teachers planned for it at KS3 and 10% at KS4 Examples of context-based learning included setting mathematics problems related to pupils’ interests and/or the real world e.g. sports events, using real world activities in school as a vehicle for the curriculum and starting schemes of work with visits to the local community Examples of context-based learning included setting mathematics problems related to pupils’ interests and/or the real world e.g. sports events, using real world activities in school as a vehicle for the curriculum and starting schemes of work with visits to the local community

4. Linking learning in school with learning at home International evidence shows that parental involvement in pupil learning has a big effect on achievement International evidence shows that parental involvement in pupil learning has a big effect on achievement Examples of how schools effectively linked the school curriculum with home learning included Examples of how schools effectively linked the school curriculum with home learning included – setting interactive homework activities – drawing on pupils’ experiences outside of school to support learning in lessons, e.g. bringing in food packaging to explore air miles – identifying activities and resources in the wider community as a curriculum vehicle eg through partnerships with employers and community groups

5. Building on pupils’ existing knowledge, understandings and skills International evidence showed that effective curriculum planning depended on teachers tracking incrementally their pupils’ starting points, needs and beliefs and revisiting this regularly International evidence showed that effective curriculum planning depended on teachers tracking incrementally their pupils’ starting points, needs and beliefs and revisiting this regularly Obstacles to identifying pupils’ starting points include lack of time to listen to and observe pupils and some pupils’ limited communication skills etc Obstacles to identifying pupils’ starting points include lack of time to listen to and observe pupils and some pupils’ limited communication skills etc Involving pupils in curriculum planning and effective CPD wrapped around curriculum development activity helped overcome these obstacles Involving pupils in curriculum planning and effective CPD wrapped around curriculum development activity helped overcome these obstacles

6. Enabling pupils to access the curriculum through group work and talk International evidence shows the importance of structured group work for ensuring access to the curriculum and for pupils’ confidence, achievement, engagement and conceptual development International evidence shows the importance of structured group work for ensuring access to the curriculum and for pupils’ confidence, achievement, engagement and conceptual development Survey data showed an increase in the use of group work from 47% to 87% in England from 2007-2010 Survey data showed an increase in the use of group work from 47% to 87% in England from 2007-2010 Strategies used by successful schools and evidenced by research as helping secure curriculum access included Strategies used by successful schools and evidenced by research as helping secure curriculum access included –providing clear guidance or rules for group working –modelling group working skills –creating tasks whose solutions demand inter-dependent working –designing activities that helped pupils practice and develop the skills required for working collaboratively Curriculum experiences without collaboration were less successful Curriculum experiences without collaboration were less successful.

7. Fostering a less compartmentalised approach to the curriculum International evidence shows that cross curricular and thematic approaches help overcome difficulties in transferring thinking and learning from one subject to another and promote learning gains e.g. pupils’ use of graphs skills (from maths) in geography International evidence shows that cross curricular and thematic approaches help overcome difficulties in transferring thinking and learning from one subject to another and promote learning gains e.g. pupils’ use of graphs skills (from maths) in geography Survey data showed a steady rise in teachers making connections between subjects from 2007-2010 in England Survey data showed a steady rise in teachers making connections between subjects from 2007-2010 in England Involving staff in joint planning was an effective way of organising the curriculum for in-depth conceptual development Involving staff in joint planning was an effective way of organising the curriculum for in-depth conceptual development

8. Engaging pupils in assessment International evidence suggests that the publication of national test results may put pressure on teachers to ‘teach to the test’ which can limit learning International evidence suggests that the publication of national test results may put pressure on teachers to ‘teach to the test’ which can limit learning Schools who are successful curriculum innovators involving pupils actively in their own assessment, show that the approach can help teachers resist teaching to the test Schools who are successful curriculum innovators involving pupils actively in their own assessment, show that the approach can help teachers resist teaching to the test Assessment can raise achievement when assessment processes involve pupils thinking and talking about their learning, and drawing on self and peer reflections as well as teachers’ perspectives Assessment can raise achievement when assessment processes involve pupils thinking and talking about their learning, and drawing on self and peer reflections as well as teachers’ perspectives

9. Planning appropriate tasks, planning for challenge Teachers reported a number of difficulties when trying to create progressively challenging curriculum experiences Teachers reported a number of difficulties when trying to create progressively challenging curriculum experiences From 2007-2010 a stubborn substantial minority of pupils felt their curriculum experiences were not at all hard From 2007-2010 a stubborn substantial minority of pupils felt their curriculum experiences were not at all hard Teachers emphasise how hard it is to resist stepping in to try to accelerate pupil progress Teachers emphasise how hard it is to resist stepping in to try to accelerate pupil progress Things that help include planning specifically for: Things that help include planning specifically for: some failure and recovery, some failure and recovery, facilitating independent learning, facilitating independent learning, building on starting points building on starting points collaborative problem solving collaborative problem solving integration of process and content from the start integration of process and content from the start activities that help teachers step back and observe rather than direct learning activities that help teachers step back and observe rather than direct learning Teachers emphasised difficulties in avoiding providing directive support and stepping in to try to accelerate pupil progress

10. Supporting curriculum development by the pursuit of excellence in subject knowledge and CPD International evidence and evidence from research probes in England showed that excellence in subject knowledge and CPD are essential prerequisites for curriculum development (CD) International evidence and evidence from research probes in England showed that excellence in subject knowledge and CPD are essential prerequisites for curriculum development (CD) Effective curriculum innovators aligned structured CPD, the pursuit of excellence in subject knowledge and curriculum development Effective curriculum innovators aligned structured CPD, the pursuit of excellence in subject knowledge and curriculum development Curriculum Development as a context for CPD made teachers and leaders feel CPD is about “doing the day job better” Curriculum Development as a context for CPD made teachers and leaders feel CPD is about “doing the day job better” Leaders drew in specialist expertise in curriculum design, content, pedagogy and CPD Leaders drew in specialist expertise in curriculum design, content, pedagogy and CPD Identifying collaborative opportunities for CD and tying it into CPD built a thirst for curriculum and resource development Identifying collaborative opportunities for CD and tying it into CPD built a thirst for curriculum and resource development

11. How was the information gathered? Two international literature reviews (one focused on curriculum design and development the other focused on challenge) Two international literature reviews (one focused on curriculum design and development the other focused on challenge) Large-scale, online surveys of pupils’ experiences of the curriculum carried out over three consecutive years Large-scale, online surveys of pupils’ experiences of the curriculum carried out over three consecutive years Stratified surveys of the perspectives of teachers and leaders Stratified surveys of the perspectives of teachers and leaders Qualitative, multi-method, multi-site, school- based research Qualitative, multi-method, multi-site, school- based research Focus groups of pupils and school staff Focus groups of pupils and school staff

12. What was the size of the study? The literature reviews comprised 64 research reviews about curriculum design and development, and 45 studies about challenge The literature reviews comprised 64 research reviews about curriculum design and development, and 45 studies about challenge 15,060 pupils from 334 schools were involved in the pupil surveys and 252 pupils were involved in focus groups 15,060 pupils from 334 schools were involved in the pupil surveys and 252 pupils were involved in focus groups 570 teachers and middle and senior leaders were involved in the staff survey 570 teachers and middle and senior leaders were involved in the staff survey 52 teachers were involved in focus groups focused on challenge 52 teachers were involved in focus groups focused on challenge 100 teaching staff and 799 pupils from 29 schools were involved in the school-based research 100 teaching staff and 799 pupils from 29 schools were involved in the school-based research

13. How can teachers use the evidence in this study? The study showed the importance of enabling pupils to make connections between the school curriculum and the real world and also pupils’ learning at home The study showed the importance of enabling pupils to make connections between the school curriculum and the real world and also pupils’ learning at home Could you include a greater variety of context-based experiences, such as starting a topic with a visit to a museum and using simulations etc Could you include a greater variety of context-based experiences, such as starting a topic with a visit to a museum and using simulations etc Would thematic planning enable you to make connections with pupils’ out of school experiences, including learning at home? Would thematic planning enable you to make connections with pupils’ out of school experiences, including learning at home?

14. How can school leaders use the evidence in this study? The study showed how teachers need support in managing the demands of creating challenging curriculum experiences and planning progression The study showed how teachers need support in managing the demands of creating challenging curriculum experiences and planning progression Could you identify and show the links between planning for challenge and assessment? (Strategies such as collaborative problem-solving and context- based learning will be helpful in this context) Could you identify and show the links between planning for challenge and assessment? (Strategies such as collaborative problem-solving and context- based learning will be helpful in this context) Would your colleagues find it helpful to discuss the obstacles to diagnosing pupils’ starting points and ways of overcoming them? Would your colleagues find it helpful to discuss the obstacles to diagnosing pupils’ starting points and ways of overcoming them?

15. Study reference CUREE and QCDA (2010) Monitoring the curriculum: evidence from research, practice and pupils (unpublished report) CUREE and QCDA (2010) Monitoring the curriculum: evidence from research, practice and pupils (unpublished report)