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Shaping a Curriculum for the 21st Century

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Title: Shaping a Curriculum for the 21st Century


1
Shaping a Curriculum for the 21st Century
  • Rethinking the Primary Curriculum conference 25
    May 2006
  • Our aims
  • to get you to think about curriculum
  • to share some of our work with schools and
    developing materials
  • to invite you join in
  • and enjoy possibilities
  • Welcome
  • Mick Waters
  • Director of Curriculum
  • Qualifications and Curriculum Authority

2
Develop a modern, world-class curriculum that
will inspire and challenge all learners and
prepare them for the future
3
A Changing Society
  • technology
  • an ageing population
  • the gap between rich and poor
  • global culture and ethnicity
  • changing maturity levels in schools
  • expanding knowledge of learning
  • a changing economy

4
The Curriculum
  • The curriculum should be treasured. There should
    be real pride in our curriculum the learning
    that the nation has decided it should set before
    its young. Teachers, parents, the wider education
    community, the employment community, the media
    and the public at large should all see the
    curriculum as something that they embrace,
    support and celebrate. Most of all, young people
    should relish the opportunity for discovery and
    achievement that the curriculum offers to them.

5
Some curriculum possibilities
  • what is the curriculum?
  • a curriculum for the future
  • a curriculum standard
  • working with system leaders

6
The entire planned learning experience
  • lessons, events, routines, extended hours
  • outside school
  • Clubs
  • Local band
  • Charity work
  • Part-time job

7
The big picture of the curriculum
Working draft (May 06)
Succ
Whole
8
A Standard for the Curriculum
  • the universal element
  • the unique elements
  • local authority issues
  • school cluster potential
  • individual school characteristics
  • based on five outcomes
  • the school as broker of flexibility
  • time
  • space
  • people
  • to entire planned learning experience
  • the community signs up

9
Participation
10
Safe
11
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12
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13
Healthy
14
economic activity
15
People who
People who
  • Push back boundaries go beyond limits
  • Live on the edge
  • Achieve perfection
  • Are brilliant but unpredictable
  • Appeal to some but upset others
  • Have big ideas
  • Children in your class

16
Some childhood essentials..? Make, do and mend
  • a collection
  • tending plants
  • taking things to bits
  • caring for creatures
  • enjoying the weather
  • an adventure
  • being in a club
  • how long, how often?
  • making something to use at home or school

17
Making our curriculum world classCreating an
education epidemic contagious professionalism
A world class curriculum
BSF
LA s
QCA
?
18
D R
  • prototype pilot trials research and
    analysis with schools
  • structural partnerships
  • ? NCSL ? DfES Innovation Unit
  • ? GTC ? Ofsted
  • ? SS AT ? TDA
  • ? LAs ? LSCs
  • ? Employers and Business ? Childhood agencies
  • contagious professionalism

19
Achieving development
  • not build and launch
  • float and sail
  • all hands on deck
  • who is in the crows nest?
  • who is in the boiler room?

20
The Blueprint for a World Class Curriculum
The needs of the learner are central to the
curriculum. The blueprint explores the
dimensions that allow the curriculum to focus on
the learners needs, meet its overall aims and
ensure the highest achievement for all.
21
THE LEARNER   Learning activities are arranged to
help all learners meet the curriculum aims and
achieve well
A single curriculum is provided for all learners
The curriculum is planned to match the full range
of aspirations and capabilities
Learners are prepared for the key stage
Learners are prepared for lifelong learning
Learning ensures the understanding of concepts
and the development of lasting and transferable
skills
Learning is shallow and consists mainly of
memorising information
Learners understand the connection between their
learning and their local and global context
Learners see learning as disconnected from their
lives
22
HOW? (Part 1)   Methods and approaches fit the
needs of learners and the ways in which people
learn
Planning is based on a clear shared understanding
of how people learn
Learning is based on the order of the curriculum
documentation
There is a wide range of teaching and learning
styles and opportunities
All learning is through a single approach
Learners are engaged in open-ended learning
situations where they collaborate with others to
solve problems
Lessons tend to be didactic and learners are
passive
There are realistic experiences where learning is
in context
 Learning is decontextualised
All learners follow the same programme
There are flexible pathways to shared
destinations
Learning is dictated by routines and set plans
There is room for flexibility, creativity and
response to developing needs
23
HOW? (Part 2)   Methods and approaches fit the
needs of learners and the ways in which people
learn
Learners have opportunities to demonstrate their
learning in different ways and to different
audiences
Learners are expected to present al work in
writing for a teacher
Learners are told what resources to use
Learners have access to the resources they need
Learners are involved in making decisions about
their own learning
Learners follow programmes set out by others
Learners see mistakes as opportunity for
learning, and have the confidence to take risks
Learners fear failure
Assessments are made at the end of the learning
process
Assessment is used formatively to guide learning
24
WHO?   A range of people are involved in
providing learning experiences.
A range of experts, including peers, is used
Teachers make the only input
The schools curriculum is developed by whole
community in shared responsibility
The curriculum is seen as imposed from outside
  A set curriculum is taught to all learners
The learner is actively involved in the design of
the curriculum
25
WHERE?   Learning tales place in a range of
contexts and settings
Learning takes place in a wide range of settings
in and out of the classroom and the school
All learning takes place in the classroom
Learners are actively involved in community and
environmental projects
Learning activities take place in school
26
WHEN?   Time is allocated according to learning
need
Time is flexibly allocated according to learning
need
Time allocation is decided by the needs of the
timetable
Learning is planned throughout the school day and
beyond through lessons, routines and events
 Learning is planned for lessons only
There is recognition of learning that takes place
outside of the school
 Learning is seen as happening only in school
Learners have opportunities to manage their own
time
 Teachers make all decisions about time
27
WHAT?   Learning activities are selected to
promote the aims of the curriculum and to
maximise learners progress
The overall aims of the curriculum, and the need
to maximise progress are used as the key criteria
for selecting content
The curriculum is planned to cover the content
Learning activities focus on the needs of the
majority of learners
There are opportunities for all learners to
progress and develop well
Progression routes are well established
Challenge and progression vary across the school
There are flexible learning pathways to a range
of destinations
There is a single programme for all learners
28
People who
Most important thing I learned
29
People who
Most important thing I learned
30
CIRCLE OF COURAGE
GENEROSITY
I NDEPENDENCE
BELONG I NG
PROFICIENCY
From Brendtro, L.K., Brokenleg, M., Van
Bockern, S. (1990). Reclaiming youth as risk
Our hope for the future. Bloomington, IN
National Education Service
31
The role of Governors
  • sleeping partners
  • uncritical lovers
  • hostile witnesses
  • critical friends

32
Governors and the curriculum
  • encourage the sign up by the community
  • look for progression in expectations of pupils
  • focus on events and routines as well as lessons
  • look at the learning diet of random pupils
  • explore overlaps between Key Stages

33
What next?
  • try things in schools and settings or your
    local area
  • let us know what you are doing
  • tell us what works and what doesnt
  • make learning irresistible
  • Contact curriculum_at_qca.org.uk

34
If you need to do anything to us, please discuss
it with us first.
We want to know and be involved with what is
happening to us. Please tell us in a way we can
understand.
If you need to examine us or talk about us please
dont let everyone see or hear it.
We want to be able to tell you about the good and
bad things that happen to us.
35
A framework for learning
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