Does the secondary curriculum meet the needs of all learners?

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Does the secondary curriculum meet the needs of
all learners?
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Broad and Balanced?Meets the needs of the
learners?Traditional content Personal
development
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What are we aiming to achieve in our curriculum?
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The Aims

• The curriculum aims to 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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• Successful Learners-
• have the essential learning skills of literacy,
  numeracy and information and communication
  technology
• are creative, resourceful and able to identify
  and solve problems
• have enquiring minds and think for themselves to
  process information, reason, question and
  evaluate
• communicate well in a range of ways
• understand how they learn and learn from their
  mistakes
• are able to learn independently and with others
• know about big ideas and events that shape our
  world
• enjoy learning and are motivated to achieve the
  best they can now and in the future.

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• Confident Individuals-
• have a sense of self-worth and personal identity
• relate well to others and form good relationships
• are self-aware and deal well with their emotions
• have secure values and beliefs, and have
  principles to distinguish right from wrong
• become increasingly independent, are able to take
  the initiative and organise themselves
• make healthy lifestyle choices
• are physically competent and confident
• take managed risks and stay safe
• recognise their talents and have ambitions
• are willing to try new things and make the most
  of opportunities
• are open to the excitement and inspiration
  offered by the natural world and human
  achievements.

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• Responsible Citizens-
• are well prepared for life and work
• are enterprising
• are able to work cooperatively with others
• respect others and act with integrity
• understand their own and others' cultures and
  traditions, within the context of British
  heritage, and have a strong sense of their own
  place in the world
• appreciate the benefits of diversity
• challenge injustice, are committed to human
  rights and strive to live peaceably with others
• sustain and improve the environment, locally and
  globally
• take account of the needs of present and future
  generations in the choices they make
• can change things for the better.

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Three questions driving curriculum design,
development and implementation

• WHAT are we trying to achieve?
• HOW do we organise learning to achieve our aims?
• HOW well are we achieving our aims?

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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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The Aims

• The curriculum aims to 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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Coherence for the learner
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A new look at subjects
Less prescribed contentbut an increased focuson
subject discipline the key ideas and
skillsthat underpin a subject.
Importance Why the subject matters and how it
contributes to the aims
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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, Mathematics 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 and financial capability
• 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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To secure Accountability measures
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To secure
Accountability measures
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The curriculum aims to enable all young people to
become
Curriculum aims
Every Child Matters outcomes
Be healthy Stay safe Enjoy
and achieve Make a positive
contribution Achieve economic wellbeing
To secure
Accountability measures
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Focus for learning
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The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes Components
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The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes Learning approaches
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The curriculum aims to enable all young people to
become
Curriculum aims
Every Child Matters outcomes
Be healthy Stay safe Enjoy
and achieve Make a positive
contribution Achieve economic wellbeing
Focus for learning
Components
Learning approaches
To secure
Accountability measures
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The curriculum aims to enable all young people to
become
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
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
To secure
Accountability measures
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Assessment fit for purpose To make learning and
teaching more effective so that learners
understand quality and how to improve
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Useful links

• http//www.dfes.gov.uk/14-19
• http//www.lsc.gov.uk/National/default.htm
• http//www.info4local.gov.uk/
• http//www.qca.org.uk/
• http//www.ssda.org.uk/
• http//www.aoc.co.uk/
• http//www.specialistschools.org.uk/
• http//www.direct.gov.uk/Homepage/fs/en