New secondary curriculum

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New secondary curriculum
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The Story so far

• Nov 05 LA Conference
• Mar 06 Conference for LA, schools, learners,
  governors (Great Sankey)
• July 06 Strategy Managers with Tina Isaacs (QCA)
• Oct 06 Conference for LA, schools to generate
  case studies (Bridgewater, Penketh)

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The Story so far

• Jan 07 Follow up conference
• Feb 07 WASSH
• April 07 On line consultation
• July 07 Final conferences
• Sept 07 Curriculum available on website

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Aims of the New Secondary Curriculum

• The curriculum should enable all young people to
  become
• successful learners who enjoy learning, make
  progress and achieve
• confident individuals who are able to live safe,
  healthy and fulfilling lives
• responsible citizens who make a positive
  contribution to society

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Whats changed?

• An overview of the new secondary curriculum

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Current concerns
Futures agenda
More space for personalisation challenge and
support improved standards Less prescription
more innovation Greater engagement and
participation Securing essentials skills
including wider skills for life and work
personal development

• Changes in society
• Impact of technology
• New understanding about learning
• Globalisation
• Public policy

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Coherence for the learner
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New OpportunitiesThe new Secondary Curriculum A
curriculum for the future
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So whats changed?

• An increased focus on whole curriculum design
  underpinned by Aims
• Increased flexibility less prescription but
  focus on key concepts and processes in subjects.
• More room for personalisation and locally
  determined curriculum
• More emphasis on skills functional and wider
  skills for learning and life
• More emphasis on personal development and ECM
• More opportunities for coherence and relevance -
  linking learning to life outside school, making
  connections between subjects, cross-curricular
  themes and dimensions
• A real opportunity for renewal and
  re-invigoration (BSF, Diplomas)

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A fresh look at the curriculum
A new look at Subjects

• Importance statement
• Why the subject matters and how it can contribute
  to the aims
• Key concepts
• Identifies the big ideas that underpin the
  subject
• Key processes
• Identifies the essential skills of the subject
• Range and content
• Outlines the breadth of subject matter from which
  teachers should draw to develop
• key concepts and skills
• Curriculum opportunities
• Identifies opportunities to enhance and enrich
  learning links to wider curriculum

Less prescribed content but an increased focus on
subject discipline the key ideas and skills that
underpin a subject.
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An increased focus on SkillsA new framework for
Personal, learning and thinking skills

• Independent enquirers
• Creative thinkers
• Reflective learners
• Team workers
• Self-managers
• Effective participators

Functional skills
English, Maths and ICT In POS Embedded in GCSE
and Diploma Stand-alone qualifications
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An increased focus on personal development

• The new Aims and the PLT skills framework
  emphasise the importance of personal development
  and ECM in the curriculum.
• New non-statutory programmes of study for
• personal wellbeing
• economic wellbeing
• draw together, in a coherent way, requirements
  for personal, social and health education, sex
  education, the social and emotional aspects of
  learning, careers education, enterprise,
  financial capability and work-related learning.

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Cross-curriculum dimensions

• The non-statutory cross curricular dimensions
  reflect the major ideas and challenges that face
  society and have significance for individuals.
  They can provide powerful unifying themes that
  give learning relevance and help young people
  make sense of the world.
• Identity and cultural diversity
• Healthy lifestyles
• Community participation
• Enterprise
• Sustainable futures and the global dimension
• Technology and the media
• Creativity and critical thinking

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Bringing it all together in a well designed
curriculum

• The curriculum, which is the entire planned
  learning
• experience
• has clear aims and purposes
• reflecting learners needs
• local priorities
• national priorities
• is organised in a way that is likely to achieve
  the aims
• Orchestrates time, staffing, space, approaches to
  teaching, learning and assessment to best effect
• Makes links across subjects, skills and
  cross-curricular dimensions
• is evaluated and developed in response to
  changing needs
• is self-evolving and improving

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Agencies working together
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Agencies working together
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Role of the National Strategy

• Briefings for English, mathematics, science, ICT
  and BA secondary consultants (Jan/Feb 08)
• Materials for Subject Leader Development Meetings
  (SLDMs) in spring 08
• Revised frameworks for English, mathematics,
  science and ICT (phased development Jan, April
  and Sept 08)
• Guidance on the contribution of SEAL to the
  development of successful learners (spring 08)

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The revision of the secondary frameworks 1

• The aims of all four frameworks are to
• increase rates of progress (e.g. the
  proportion/numbers of pupils making two levels of
  progress across KS3)
• improve progression from KS2 to KS4
• improve the levels of attainment at levels 5 and
  6 at end of KS3, and A-C at GCSE

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The revision of the secondary frameworks 2

• The revised frameworks will
• Align with new programmes of study for KS3 and
  KS4
• Develop frameworks of learning objectives that
  set out lines of progression in learning in KS3
  and extend those to include Y10 and Y11
• Link this model of progression in yearly learning
  objectives to the tracking of pupils progress
  through NC levels
• Provide subject leaders and teachers of English,
  mathematics, science and ICT with practical,
  flexible planning approaches

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Issues

• Curriculum Design
• Collaboration
• Subject Leaders CPD and networks
• Common Training Day and additional training day
• Governors