Mick Waters

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• Mick Waters
• Director of Curriculum, QCA

Leading an accountable curriculum Essex
Secondary Headteachers Conference
02 November 2007
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Develop a modern, world-class curriculum that
will inspire and challenge all learners and
prepare them for the future
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A Changing Society

• technology
• an ageing population
• the gap between rich and poor
• global culture and ethnicity
• sustainability
• changing maturity levels in schools
• expanding knowledge of learning
• a changing economy

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Some curriculum possibilities

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

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The entire planned learning experience
The entire planned learning experience

• lessons, events, routines, extended hours
• outside school
• Clubs
• Local band
• Charity work
• Part-time job

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Working draft November 2007
A big picture of the curriculum
Three key questions
The curriculum aims to enable all young people to
become
1 What are we trying to achieve?
Curriculum aims
Every Child Matters outcomes
Be healthy Stay safe Enjoy
and achieve Make a positive
contribution Achieve economic wellbeing
Focus for learning
The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes
2 How do we organise learning?
Components
Learning approaches
Overarching themes that have a significance for
individuals and society, and provide relevant
learning contexts Identity and cultural
diversity - Healthy lifestyles Community
participation Enterprise Global dimension
and sustainable development Technology and the
media Creativity and critical thinking.
Whole curriculum dimensions
Statutory expectations
3 How well are we achieving our aims?
To make learning and teaching more effective so
that learners understand quality and how to
improve
Assessment fit for purpose
To secure
Accountability measures
Adapted with thanks to colleagues at the Council
for Curriculum, Examinations and Assessment (CCEA)
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Curriculum influence
Government
Community
Learner
School
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Curriculum influence
Government
Community
Learner
School
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Curriculum influence
Government
Community
Learner
School
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Curriculum influence
Government
Community
Learner
School
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KS3 What needs to be different? (1)

• more clarity about the purpose and value of
  education and learning
• clarity of possible route ways through school and
  beyond
• more diverse design within clear parameters
  local interpretation within a national framework
• the use of the curriculum to encourage analysis
  of choice, diversity, specialism and need
• a shared emphasis on doing better raising
  standards in literacy, numeracy and ICT as well
  as citizenship, health, enterprise, creativity
  and internationalism

• more clarity about the purpose and value of
  education and learning
• clarity of possible route ways through school and
  beyond
• more diverse design within clear parameters
  local interpretation within a national framework
• the use of the curriculum to encourage analysis
  of choice, diversity, specialism and need
• a shared emphasis on doing better raising
  standards in literacy, numeracy and ICT as well
  as citizenship, health, enterprise, creativity
  and internationalism

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KS3 What needs to be different? (2)

• assessment to enhance learning
• coherence and consistency from KS2 to KS4
• acknowledgement of success and progress in a
  range of areas of learning that recognises and
  values pupils development as people
• planning KS3 as a single stage with emphasis on
  clear aims driving outcomes

• assessment to enhance learning
• coherence and consistency from KS2 to KS4
• acknowledgement of success and progress in a
  range of areas of learning that recognises and
  values pupils development as people
• planning KS3 as a single stage with emphasis on
  clear aims driving outcomes

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Attitude and Engagement
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A distinctive purpose for key stage 3

• a world of learning
• open eyes to potential and possibilities
• extended horizons
• register and confidence
• a rite of passage with adults
• approaches to learning

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• A curriculum
• for the 21st century
• adaptable
• challenging
• inspiring

for our changing societyeconomytechnology
for pupils different needsfor schools in
different circumstances
real audiencesreal purposesreal skills
engagingexpanding horizons
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Some issues

• from concern about subject content
• to concern about the nature and impact of
  subjects
• to a focus on effectiveness of learning
• supporting schools and settings in building
  their curriculum
• harmonising thinking and practice in curriculum

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Subject programmes of study
Rethinkingsubjects
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Importance of the subject
enquiry encourages questioning,
investigation and critical thinking about issues
affecting the world and peoples lives, for the
present and future. inspires
pupils to think about their own place in the
world, their values and responsibilities to other
people, to the environment and to the
sustainability of the planet.
is a creative discipline. It
can stimulate moments of pleasure and wonder for
all pupils when the solve a problem for the first
time, discover a more elegant solution, or notice
hidden connections.
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Sorts of teaching and learning

• open ended investigative activity
• passionate and committed subject teaching
  (meeting a joyful and authorative expert)
• coaching and mentoring (spotting need developing
  specialism)
• independent study (pupil or teacher initiated)

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Key stage 3 Essential learning experiences..? (1)

• a five day programme on education in England

• two theatre performances one Shakespeare
• visit an art gallery
• visit a museum

• practical task with up to four others to
  contribute to a practical learning approach in an
  aspect of a subject, beyond the bounds of schools
• build a hide for bird watching
• restore a small area of recreation ground
• a games event for younger pupils
• a survey for a local citizenship issue

• 2 days fieldwork per subject
• one directly linked to another subject

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Key stage 3 Essential learning experiences..? (2)

• work with five others to prepare, host, serve and
  manage a healthy meal for diners in the local
  community

• an unaccompanied journey of 50 miles with one
  change in transport

• an observation at a local council meeting or a
  court in session
• a half day at either the police station, fire
  station or hospital

• active and extended contact with young people in
  a country beyond the UK

• represent the school in an informal capacity

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Subject programmes of study
Rethinkingsubjects
school garden
scouts guides
international visit
choir
school council
band
mock trials
orchestra
old peoples links
fieldwork
assembly
Duke of Edinburgh
clubs and societies
volunteering
animal care
charity work
school performance
Young Enterprise retreats
work placement
school team
school newspaper
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What is a specialism?

• not what is left when I have failed all else
• doing it a lot?
• becoming immersed
• being proud and confident
• exploring new contexts
• setting my own course of study
• being recognised as a peer by specialists

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Content
session length
x teacher availability
x spaces
x pupil group
x lessons
the hurried curriculum

• Prioritises content proficiency over learning
  for understanding
• Eliminates students voices from the learning
  process

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Lessons, events, routines
staff
resource
content
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Spreading the content
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Spreading the new content
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Spreading the new content
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• Dear Timetabler
• The best way that the Geography department can
  design compelling learning experiences that will
  contribute to our schools aims is as follows.
• 8 X 2 hour sessions for specialist teaching 16
  hours.
• 2 days of field work (one summer, one winter)
  both followed by half-day de-briefing sessions
  12 hours.
• A themed week (in collaboration with Citizenship,
  DT and English team to engage in a community
  based make-over activity) 5 hrs
• 10 X 30 minute skill-builder sessions 5 hrs
  (including orienteering day with PE)
• 5 X 20 minute assemblies to link current affairs
  with geography global citizenship with
  sustainability
• Total 38 hours
• Thank you
• Phil A Day Head of Humanities

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• Dear Timetabler requirements for Art
• 18 X 2 hour sessions for specialist teaching each
  half term each half term themed with other
  subject
• 1. Images in History (History and citizenship)
• 2. Recording life events (RE and citizenship)
• 3. Fashion and media images (DT, PSHEE)
• The intensive half terms followed by
  opportunities for independent study supported by
  teacher seminars/one to ones - bookable in lunch
  and after school sessions and through the VLE.
• 3 days for visiting galleries, working in
  locations or working with Artists in residence
  near the start if each half term themed
  weeks/potential to link with history and museum
  trip.
• Book week illustrations in texts (in
  collaboration with English Department and linked
  to bookmaking project in feeder primary 2 day
  project
• 6 X 30 minute on-line homework research tasks
• Annual Exhibition and Auction in Community Centre
  (Enterprise project)

Term 1 Term 2 Term 3

Annual Exhibition and Auction
Supported independent study
Themed half-term specialist teaching
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• Essential Learning experiences
• In order to design compelling learning
  experiences that will contribute to our schools
  aims we commit to 6 thematic weeks a year these
  will be problem based, require teamwork and make
  links across subjects to issues in the real
  world.
• In Year 7, this will include

Murder mystery 3 day block Forensic science, law and order, media messages science, citizenship, English, art
Community Makeover global citizen Making a difference citizenship, English, DT, Maths, Geography, History
Dragons Den Young enterprise, young inventors DT, English, Science, Maths,
International Café healthy eating, international cuisine, languages, planning to break even, - MfL, DT, Music, Art, RE
University Challenge Pupils research and present lectures on Thursday and Friday - Research skills and build presentation Mon to Wed
The alternative Edinburgh Festival PE, Drama, English, Dance, Music, Art , PWB, enterprise,
A formal programme of timetabled lessons
incorporate the themes and build skills towards a
successful implementation of the thematic
weeks.
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Some starting points

• listen to the learner
• look at institutional habit
• use ICT well
• use other adults
• engage with parents and communities
• create real purpose and audience

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What do schools need to do?

• help adolescents develop an appetite for learning
• use the ingredients
• to create a learning feast
• recognising individual taste, considerations and
  needs
• see a big picture for curriculum

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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

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