1. Secondary Curriculum Review Implications for teacher trainers

2. What is happening when 30 April 2007 - consultation ends 5 June 2007 - final proposals 1 September 2007 – new curriculum on-line and training begins 1 September 2008 – implementation for year 7 May 2011 – first assessments on new level descriptions

3. A curriculum … for the 21st century adaptable challenging inspiring for our changing society economy technology for pupils’ different needs for schools in different circumstances real audiences real purposes real skills engaging expanding horizons

4. A curriculum that enables learners to linger longer dig deeper cross boundaries to secure learning to follow through to recap reach conceptual understanding go beneath the surface link subjects go beyond the school gates

5. A curriculum that is more than the sum of its parts coherent meaningful for all pupils makes imaginative use of resources building on not repeating Why am I doing this? How can I use what I’ve learnt? provision supports learning objectives combining teacher expertises

6. Rethinking the whole curriculum the aims personal development personal, learning and thinking skills functional skills

7. New curriculum aims To ensure that all young people become:  successful learners  confident individuals  responsible citizens These aims can be used as the focus for refreshing and developing the curriculum

8. The challenge of Every Child Matters To what extent do young people: enjoy and achieve? engage and participate positively? use their learning to make wise, healthy and safe choices? pursue social, economic or environmental goals? value and understand each other, and appreciate diversity in society?

9. Creativity Critical understanding Cultural understanding and diversity Enterprise Global awareness Sustainability Spiritual and moral development Technology and media literacy Curriculum dimensions: links in learning

10. Supporting schools in organising the curriculum personalisation inclusion teaching and learning experiences promoting progress through assessment

11. Subject programmes of study Rethinking subjects

12. Starting to plan: three possible models possible models 1.Begin with key concepts 1.Begin with key processes 2.Begin with the importance statement and curriculum opportunities

13. Starting to plan: key concepts A curriculum based around key concepts 5. Importance statement Check the pupil experience alongside the importance statement 1. Key concepts Plan schemes, units and lessons based on one or more 2. Key processes Select appropriate processes 3. Range and content Build in relevant content 4. Curriculum opportunities Devise contexts and experiences that can deliver

14. A school/department might begin with concepts when it… (for example …) To change teaching from content-led to concept-led To increase learners’ skills in independent thinking and critical reflection To enhance the creativity and motivation of learners To ensure stronger progression within and beyond key stages (s)

15. Starting to plan: Model 2: key processes A curriculum based on skills 1. Key processes Build the curriculum around the skills and experiences you intend to deliver 2. Range and content Select content that fits the skills and experiences needed 3. Key concept Organise teaching and learning so that it develops concepts 4. Curriculum opportunities Devise contexts and experiences that addresses content 5. Importance statement Check the pupil experience alongside the importance statement

16. A school/department might begin with processes… To make teaching approaches more interactive and diverse To focus more systematically on skills To create skills-based connections within and between subjects To focus on skills or processes across subjects for specific groups of pupils, e.g. for a year group

17. Starting to plan: Model 3: importance statement A curriculum promoting personal development and community cohesion 1. Importance statement Reflect on what the subject aims to try to achieve 2. Curriculum opportunities Create the contexts and experiences which can achieve this 3. Key concepts Organise content and concepts 4. Key processes Select appropriate learning processes 5. Range and Content Select content relevant to the context

18. A school/department might begin with importance statements … To place its teaching and learning into a wider social, cultural, economic or environmental contexts for learning To help pupils understand why the subject matters To create opportunities and experiences for re-engaging and enlivening To create stronger connections between the aims of the curriculum and the contribution of subjects

19. Questions for ITT partners 1.How can ITT programmes help trainees to understand and use key concepts and key processes? 2.How can trainees understand what the three planning models might look like? 3.How can a partnership ensure that trainees have experience of diverse, relevant, flexible planning models – and still retain quality? 4.How can ITT partnerships work together in developing the models?

20. Questions for subject-based discussion 1.What is the impact of foregrounding concepts and processes? 2.How will pedagogy be improved by this change?

21. Consultation Tell us what you like … and what could be improved www.qca.org.uk/secondarycurriculumreview