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Pathwaystowards a more coherent, enjoyable,
motivating and relevant curriculum for young
people in Northern Ireland
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1.

• The Curriculum Proposals

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Main Ideas behind the Curriculum Proposals

• Provide greater flexibility through reduced
  requirements
• Enable schools to design a curriculum that meets
  their needs
• Provide scope for teachers to follow their
  professional instincts
• Promote more coherent thinking, collaboration and
  relevance in how learning is presented
• Strike the right balance in skills, capabilities,
  knowledge and understanding
• Encourage pupils to be independent motivated
  learners

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Focus of the Curriculum Proposals

• Minimum Entitlement/Statutory Requirement
• Learning for Life and Work
• Education for Employability
• Local and Global Citizenship
• Personal Development
  
• (including Home Economics and PSHE)

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Curriculum Proposals

• General Learning Areas
• The Arts
• subject strands Art Design and Music
  (Drama?)
• English and Irish (in IM schools only)
• including Media Education (and Drama as a
  subject strand?)
• Environment and Society
  
• subject strands Geography and History
• Modern Languages
• Mathematics including financial capability
• Science and Technology
  
• subject strands Science and Technology Design
• Physical Education

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Skills and Capabilities Framework

• Critical and Creative Thinking
• Creativity
• Managing Information
• Problem Solving/Decision Making
• Communication, Application of Number and ICT
• Personal and Interpersonal Skills
• Self Management
• Working with Others

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Curriculum Framework

• Common framework for all
• Knowledge and Understanding (illustrated through
  real life contexts) and set out under
• The curriculum objectives
• Key Elements eg Media Awareness
• Learning outcomes, including skills and
  capabilities
• Sufficient foundation to achieve at KS4

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2.

• The Assessment Proposals

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Ideas behind the Assessment Proposals

• Shift the emphasis to assessment for learning
  rather than assessment of learning
• Provide good quality information for pupils,
  parents, teachers, school management and
  government agencies
• Present information in a way that is meaningful
  to all
• Prepare pupils for KS4
• Build up, over time, a realistic picture of a
  pupils attainment, abilities, attitudes,
  aptitudes and interests
• Parents and pupils share the same realistic
  picture
• Make informed choices in courses and career
  pathways

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Statutory Annual Report

• Annual Reporting involving comments on
• Attainment in Learning for Life and Work and the
  General Learning Areas
• Skills and capabilities and attitudes, aptitudes
  and interests
• And commentary on and measurement of
• Communication, Application of Number and ICT
• Targets for improvement
• Opportunity for pupil input and parental feedback
• Can be customised

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Measurement of Skills

• Communication, Application of Number and ICT only
• Expansion of Key Stage 3 ICT scheme to include
  AoN and Communication
• School to decide how to manage this assessment
  process
• Supported by CCEA advice and optional tasks
• Scale of measurement subject to consultation

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Accreditation

• Voluntary accreditation model linked to ETI
  initiative - Together Towards Improvement A
  process of Self-Evaluation
• Based around existing good practice in
• Classroom assessment
• Recording
• Standard setting including moderation
• Reporting
• Voluntary scheme incorporates statutory elements
  of moderation and reporting

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Quality Assurance

• Good training, support and exemplification built
  up over time
• Formative Moderation every three years once
  accredited
• Move to electronic moderation asap for
  flexibility and quick and effective feedback
• Monitor the content and presentation of the
  reports
• Average outcomes for pupils in class, school and
  Northern Ireland

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Recognition of Progress and Achievement at Key
Stage 3 (not statutory)

• Certificate of Skills Achievement in
  Communication, Application of Number and ICT
• Progress File (Year 10) to showcase
• Annual Report
• Certificate of Skills Achievement
• GOML
• First CV
• Engagement with outside agencies

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3.

• Outline Plans for Implementation

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ImplementationWhat is needed

• Five year co-ordinated inter-agency approach
• Phased and supported introduction beginning 2005?
• Piloting in advance
• Target INSET resources at identified needs
• Skills and capabilities
• Organisation eg curriculum and timetabling
• Assessment for learning
• Develop integrated curriculum and assessment
  resources

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Implementation

• Building on School Self Evaluation (ETI) and
  School Development Planning
• Modelled on approach planned for primary
• Co-ordinated inter-agency approach under Planning
  for Improvement in the Classroom Strategy

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Planning Management Structure KS1 and 2
Reporting to PICS
Communication Team
Programme Management Group
Programme User Board
Foundation Stage Team
Key Stage 1/2 Team
Assessment
Skills and Progression
Personal Development
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ICT and Support

• All CCEA curriculum materials will be available
  through Learning NI
• CCEA developing teaching plans/lesson plans
  linked to learning outcomes and assessment
  materials
• Access to a range of non-CCEA CA materials in
  LNI library structured to match the revised
  curriculum
• ICT systems for assessment, recording and
  reporting
• ICT systems for moderation and feedback

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Consultation

• Seminars targeting senior management teams and
  curriculum and assessment personnel
• Support materials
• Information Leaflet for all (Belfast Telegraph
  120,000)
• Pathways Parts 1 and 2
• PowerPoint Presentation on CA for use in schools
• Teacher Folder
• Video
• CD holdall
• All materials downloadable from CCEA Website at
  www.ccea.org.uk

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Consultation and Outcomes

• Online questionnaire 1 October 30 November 2003
  (also available as hard copy)
• Quantitative and qualitative data
• Focus groups targeting key groups eg HODs, ELBs,
  Employers, Section 75
• Process information and make recommendations to
  DE by31 December 2003

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Consultation Feedback

• This Phase 3 consultation is focusing on the
  detailed proposals within each Area strand of the
  framework.
• We look forward to- detailed suggestions from
  you as to how these proposals might be improved
• or
• - suggestions for relevant learning contexts
  that you have used that have proved to be of
  particular interest and relevance to pupils and
  that help them relate your subject to Life and
  Work.