1. Leading Learning 2 Implementing Curriculum Change

2. Resources Incentives Skills Consensus Vision All StaffMiddle Management Senior Management

3. Leading Learning 2 Principal and 2 (sub-cover – 2) April/May 2006 Suggested Whole School Development DayAugust 2006 Development Team Day 1 Sub cover (approx 10% of staff – minimum 3 teachers plus 1 member of school leadership team) September/October 2006 Suggested Staff Development DayHalloween Development Team Day 2 Sub cover 2-4 DT plus 1 member of school leadership team November/December 2006 Suggested Whole School Development DayDecember 2006/January 2007 Learning Areas Day 1 Out-centre based training day February/April 2007

4. Expected Outcomes By the end of the conference, you will have: explored the key features of the revised curriculum; reflected upon the implications for learning and teaching; examined possible models of implementation; and considered the leadership and management implications of the change for your own school.

5. Programme for the Day 9.15Welcome and Registration 9.30Introduction 9.45Session 1 - 2020: The Bart Simpson Odyssey 10.45COFFEE 11.15Session 2 – The USP 12.00Session 3 – Could Do Better 12.45LUNCH 1.45Session 4 – One I Prepared Earlier 2.45Session 5 - Next Steps 3.30Close of Conference

6. Session 1 Expected Outcome To develop an increased awareness and understanding of Learning for Life and Work within the Revised Curriculum.

7. 2020: The Bart Simpson Odyssey (20 mins) Activity 1

8. What are the skills, knowledge, qualities and attitudes that ‘Bart’ would need in 2020? I am able to........ I feel that...... I can..... I believe...... I value...... I know....

9. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. Curriculum Objectives To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development KeyElementsTHROUGH

10. Whole School Context LLW is experienced by pupils at three different levels General Learning Areas (subject strands) Key Elements School Ethos Events Links Activities Pupils CitizenshipEmployability Home Economics Personal Development

11. Ethos/Events/Activities/Links Whole School Policies eg school-home partnerships, inclusion School Assemblies European Days eg languages Business Enterprise International Health Promoting Schools Work Experience

12. Key Elements Mathematics Learning Area (including Financial Capability)

13. The Revised NI Curriculum Planning for Implementation Learning for Life and Work

14. Personal Development Self-awareness: opportunities to consider the importance of self-confidence, self-esteem, emotional, physical and mental well being Relationships: opportunities to understand the importance of forming and maintaining relationships Personal health: recognising and managing factors which impact on emotional, physical and mental health

15. Home Economics Healthy eating: to understand the importance of nutritional food preparation Family life: understand the importance of the family as a caring unit Independent Living: becoming discerning consumers and effective managers of resources

16. Local and Global Citizenship Human Rights and Social Responsibility Diversity and Inclusion Equality and Social Justice Democracy and Active Participation Individual LocalGlobal Society State

17. Education for Employability Career management: the changing concept of career, lifelong learning and the development of skills for work Work in the local and global economy: the changing nature of work and the impact of global interdependence Enterprise and entrepreneurship: the need for creativity, enterprise and innovation

18. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. Curriculum Objectives To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development KeyElements Personal Development Local & Global Citizenship Education for Employability Home Economics Learning for Life and Work FOR THROUGH The Arts English & Irish In Irish medium schools including Media Education Environment & Society Mathematics including financial capability Modern Languages Physical Education Science & Technology Religious Education General Learning Areas ACROSS Attitudes and Dispositions Personal responsibilityconcern for others commitment-determination – resourcefulness openness to new ideas Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect

19. To meet this requirement: What will all teachers in your school have to consider? What will you as school leaders have to do? Record in your booklet. Leadership and Management Implications (1)

20. Coffee

21. Session 2 Expected Outcome To develop an increased awareness and understanding of the Thinking Skills and Personal Capabilities element of the Revised Curriculum

22. Activity 2 - The USP (10 mins) Create a logo or slogan with which to ‘sell’ the Revised Curriculum to your school community. Display on your poster from Activity 1.

23. Activity 3 (20 mins) Individually reflect on your experiences and how you felt during Activities 1 and 2. Identify and record the main skills and capabilities you used to carry out the activities. Share these with the others in your group. If necessary add any omissions to your poster.

24. The Revised NI Curriculum Planning for Implementation Thinking Skills and Personal Capabilities

25. FORMALLY ASSESSED SKILLS Using Mathematics ICT Communication

26. & Being Creative Managing Information Thinking, Problem-Solving, Decision-Making Working with Others Self-Management

27. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. Curriculum Objectives To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment The Arts English & Irish In Irish medium schools including Media Education Environment & Society Mathematics including financial capability Modern Languages Physical Education Science & Technology Religious Education General Learning Areas personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development KeyElements Personal Development Local & Global Citizenship Education for Employability Home Economics Learning for Life and Work FOR THROUGH INFUSING ACROSS Attitudes and Dispositions Personal responsibilityconcern for others commitment-determination – resourcefulness openness to new ideas Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect Whole Curriculum Skills and Capabilities THINKING SKILLS AND PERSONAL CAPABILITIES Managing InformationManaging Information Thinking, Problem Solving, Decision MakingThinking, Problem Solving, Decision Making Being CreativeBeing Creative Working with OthersWorking with Others Self ManagementSelf Management FORMALLY ASSESSED SKILLS CommunicationCommunication Using MathematicsUsing Mathematics ICTICT

28. To meet this requirement: What will all teachers in your school have to consider? What will you as school leaders have to do? Record any additional leadership and management implications. Leadership and Management Implications (2)

29. Session 3 Expected Outcome To develop an increased awareness and understanding of Assessment for Learning.

30. Activity 4 Could do better!

31. Assessment of & for Learning Summative Assessment after the learning… to prove learning… measuring learning… done to learners… widens the ability range… Externally referenced Outcome focus Formative Assessment during the learning… to improve learning… growing learning… done with learners… narrows the ability range… Personally referenced Process focus

32. Key Features Sharing the Learning Intentions Planning Peer and self assessment/evaluation Constructive Feedback AfL Agreeing the success criteria Effective questioning

33. The Revised NI Curriculum Planning for Implementation Assessment for Learning

34. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. Curriculum Objectives To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment The Arts English & Irish In Irish medium schools including Media Education Environment & Society Mathematics including financial capability Modern Languages Physical Education Science & Technology Religious Education General Learning Areas personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development KeyElements Personal Development Local & Global Citizenship Education for Employability Home Economics Learning for Life and Work FOR THROUGH INFUSING ACROSS Attitudes and Dispositions Personal responsibilityconcern for others commitment-determination – resourcefulness openness to new ideas Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect Assessment for Learning Clear learning intention shared with pupils Taking risks for learning Shared/negotiat ed success criteria Peer and self assessment Peer and self evaluation of learning Celebratin g success Building a more open relationship between learner and teacher Individualtargetsetting Advice on what to improve and how to improve it Whole Curriculum Skills and Capabilities THINKING SKILLS AND PERSONAL CAPABILITIES Managing InformationManaging Information Thinking, Problem Solving, Decision MakingThinking, Problem Solving, Decision Making Being CreativeBeing Creative Working with OthersWorking with Others Self ManagementSelf Management FORMALLY ASSESSED SKILLS CommunicationCommunication Using MathematicsUsing Mathematics ICTICT

35. Leadership and Management Implications (3) In the light of your discussion consider: What will all teachers in your school have to consider? What will you as school leaders have to do? Record any additional leadership and management implications.

36. Activity 5 A Day in the Life of Bart 2008 What would you like Bart to experience in the course of a day in your school?

37. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. Curriculum Objectives To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment The Arts English & Irish In Irish medium schools including Media Education Environment & Society Mathematics including financial capability Modern Languages Physical Education Science & Technology Religious Education General Learning Areas personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development KeyElements Personal Development Local & Global Citizenship Education for Employability Home Economics Learning for Life and Work FOR THROUGH INFUSING ACROSS Attitudes and Dispositions Personal responsibilityconcern for others commitment-determination – resourcefulness openness to new ideas Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect Promoting/Encouraging Assessment for Learning Clear learning intention shared with pupils Taking risks for learning Shared/negotiat ed success criteria Peer and self assessment Peer and self evaluation of learning Celebratin g success Building a more open relationship between learner and teacher Individualtargetsetting Advice on what to improve and how to improve it Whole Curriculum Skills and Capabilities THINKING SKILLS AND PERSONAL CAPABILITIES Managing InformationManaging Information Thinking, Problem Solving, Decision MakingThinking, Problem Solving, Decision Making Being CreativeBeing Creative Working with OthersWorking with Others Self ManagementSelf Management FORMALLY ASSESSED SKILLS CommunicationCommunication Using MathematicsUsing Mathematics ICTICT Learning Experiences Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based

38. Leadership and Management Implications (4) In the light of your discussion consider: What will all teachers in your school have to consider? What will you as school leaders have to do? Record any additional leadership and management implications.

39. Lunch

40. Session 4 Expected Outcome To consider approaches to implementation of the Revised Curriculum.

41. Pilot Schools Input

42. Pathways: Part 2 Degrees of Collaboration B. Collaborative Subject strand A Subject strand B A. Coordinated Subject strand A Subject strand B C. Webbed Subject strand A Subject strand B Subject strand D Subject strand C Theme Integrated Theme 1 Integrated Theme 2 Integrated Theme 3 D. Integrated

43. Activity 6 In pairs, consider a model and identify its strengths and weaknesses. Share your conclusions with the others in your group.

44. Leadership and Management Implications (5) In the light of your discussion consider: What will teachers in the General Learning Areas have to consider? What will you as school leaders have to do? Record any additional leadership and management implications.

45. Session 5 Expected Outcome To have an increased awareness and understanding of the curriculum implementation support model and the role of the development team.

46. Next Steps: The Support Model Reculturing v restructuring Leadership advocacy Collaborative work cultures Peer advocacy Internal school development Link Officer support

47. Leading Learning 2 Principal and 2 (sub-cover – 2) April/May 2006 Suggested Whole School Development DayAugust 2006 Development Team Day 1 Sub cover (approx 10% of staff – minimum 3 teachers plus 1 member of school leadership team) September/October 2006 Suggested Staff Development DayHalloween Development Team Day 2 Sub cover 2-4 DT plus 1 member of school leadership team November/December 2006 Suggested Whole School Development DayDecember 2006/January 2007 Learning Areas Day 1 Out-centre based training day February/April 2007

48. Activity 7 In your school group consider the role of the development team.

49. The End

50. Objectives: The Northern Ireland Curriculum should provide relevant learning opportunities to help each young person develop as: an individual a contributor to society; and a contributor to the economy and the environment The Revised Curriculum Aim: The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed choices and decisions throughout their lives.

51. Curriculum Aim Curriculum Objectives The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. and to make informed and responsible decisions throughout their lives. To develop the young person as an individual To develop the young person as a contributor to society To develop the young person as a contributor to the economy & environment The Arts English & Irish In Irish medium schools including Media Education Environment & Society Mathematics including financial capability Modern Languages Physical Education Science & Technology Religious Education Attitudes and Dispositions personal understanding mutual understanding personal health moral character spiritual awareness citizenship cultural understanding media awareness ethical awareness employability economic awareness education for sustainable development Personal Development Local & Global Citizenship Education for Employability Home Economics General Learning Areas KeyElements Learning for Life and Work FOR THROUGH INFUSING ACROSS Whole Curriculum Skills and Capabilities THINKING SKILLS AND PERSONAL CAPABILITIES Managing InformationManaging Information Thinking, Problem Solving, Decision MakingThinking, Problem Solving, Decision Making Being CreativeBeing Creative Working with OthersWorking with Others Self ManagementSelf Management FORMALLY ASSESSED SKILLS CommunicationCommunication Using MathematicsUsing Mathematics ICTICT Learning Experiences Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based Assessment for Learning Clear learning intention shared with pupils Taking risks for learning Shared/negotiat ed success criteria Peer and self assessment Peer and self evaluation of learning Celebratin g success Building a more open relationship between learner and teacher Individualtargetsetting Advice on what to improve and how to improve it Personal responsibilityconcern for others commitment-determination – resourcefulness openness to new ideas Self-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage respect Promoting/Encouraging