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Curriculum Innovation


... the meaning of curriculum innovation and establishing a ... Engaging the governing body with curriculum change. The Five Components of Personalised Learning ... – PowerPoint PPT presentation

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Title: Curriculum Innovation

Curriculum Innovation
  • 20th November

Programme for the day
  • Purpose and understanding of innovation
  • Engaging stakeholders
  • Leadership and management

  • Explore the meaning of curriculum innovation and
    establishing a shared purpose.
  • Explore the processes of Leadership and
    Management of change in schools
  • Signpost support for the process

Key Messages
  • Share the vision and purpose in your school.
  • Recognise this is about raising standards.
  • Ensure the process is rigorous measured risk
    taking, and knowing the impact.
  • Outcomes for children making learning relevant
    for their lives.

There is no one best way
  • Schools need to build on existing strengths and
    areas of high confidence
  • You might want to start small with a few
    committed members of staff who can then help
    embed the project and over time get the whole
    staff on board.
  • You might want to start with the whole staff and
    models of coaching and mentoring or collaborative
    classroom-based CPD

QCAs Aim
To develop a modern, world-class curriculum that
will inspire and challenge all learners and
prepare them for the future
Shift Happens school-based activity
  • Education only flourishes if it successfully
    adapts to the demands and needs of the time.
  • The curriculum cannot remain static. It must be
    responsive to changes in society and the economy,
    and changes in the nature of schooling itself.
  • National Curriculum 2000

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

Three key questions
  • What are we trying to achieve?
  • How do we organise learning?
  • How well are we achieving our aims?

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Talking point NC Aims
  • Have you read these before?
  • How helpful are they?
  • To what extent have they influenced your
    curriculum design?

QCA Aims
  • Successful learners
  • Confident individuals
  • Responsible citizens

Do you agree with the new aims?
  • What do the aims mean to you? To your school?
  • As a staff can you come up with the detail that
    reflects both the national aims and your own
    local context?

Co-creating the vision
  • Successful learners who
  • have the essential learning skills of literacy,
    numeracy and information and communication
  • Confident individuals who
  • have a sense of self-worth and personal
  • Responsible citizens who
  • are able to work cooperatively with others

What do you want for your learners?
  • What would you expect to see in your young people
    when they become successful learners, confident
    individuals and responsible citizens?

Picturing the ideal
  • How would you describe a well-education young
  • With staff, draw a young person in the middle of
    the sheet a stick person will do!
  • Ask everyone to write words/phrases around the
    drawing to create a description of a
    well-educated young person.
  • Encourage your colleagues to draw on the ideas
    from earlier discussions and your school mission
  • Do you agree with each other?
  • Skills, Knowledge, Attitudes and Attributes
  • Consider each one, and decide if it is a skill (
    hand) attribute ( heart ) or knowledge ( Head).

21st century needs
  • Consider the balance across the skills, knowledge
    or attitudes and attribute
  • Are your support staff involved?
  • Parents? Governors? The learners themselves?
  • This is a starting point for your curriculum

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National Context
  • Ofsted on Curriculum Innovation
  • Types of innovations p4 5
  • Barriers bottom of p6 top p8
  • Successful innovation p18-20

Ofsted Report on Curriculum Innovation
  • Key findings
  • Innovations led to clear improvements in
    achievement and personal development
  • Principal barriers include anxiety about tests,
    standards, Ofsted, sustainability, skills of
    staff, parent attitudes
  • Success clearly linked to strong leadership at
    all levels

Ofsted success factors
  • Rigorous self evaluation
  • Clarity on the rationale for change
  • Clear process for evaluation including
    timescales, success criteria, involvement of all
    stakeholders, CPD programmes
  • Most successful schools based their reforms on
    considerable background research learning,
    teaching and approaches to curriculum.

Other stakeholders
  • What do the children think?
  • Engaging the governing body with curriculum change

The Five Components of Personalised Learning
Assessment for Learning
Leadership and Management
Leadership and Management
Effective Teaching and Learning
Curriculum Enrichment and Choice
Organising the School for Personalised Learning
Beyond the Classroom
Leadership and Management
Curriculum Innovation afternoon session
  • Somerville a case study

There is no one best way but
  • It is impossible to over-state the importance of
    leadership in making personalising learning work.
    Leadership that is focused on learning has the
    greatest impact on performance and achievement.
  • John West-Burnham (2008, NCSL)
  • NCSL Online learning resource

Three key questions
  • What are we trying to achieve?
  • How do we organise learning?
  • How well are we achieving our aims?

Dimensions of change
Jacqueline S. Thousand Richard A.
Villa Managing Complex Change 2001
Leading change
  • Strategic bring the possibilities of PL to life
    for staff, parents, governors, children and
    linking the components of PL into school
    improvement strategies and long-term planning.
  • Operational incremental movement of the school
    toward embedding working practices.
  • Cultural focusing on vision and values criteria
    for review and evaluation.