A curriculum perspective

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A curriculum perspective Margaret Wright QCA
Curriculum 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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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 1999
from the national curriculum to our curriculum
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standards in writing and mathematics are
declining because young people are spending too
much time
listening to the gramophone. The Times 1912
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Three key questions

• 1. What are we trying to achieve through the
  curriculum?
• 2. How should we organise learning to achieve
  these goals?
• 3. How well are we achieving our aims?

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3. How well are we achieving our aims?
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Curriculum Aims

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

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What are the characteristics of a successful
learner?
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What are the characteristics of an e-confident
learner?
Are they different?
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Successful learners who enjoy learning, make
progress and achieve

• are able to employ the essential learning skills
  of literacy, numeracy and information and
  communication technology
• are creative, resourceful and able to solve
  problems
• have enquiring minds and think for themselves to
  process information, reason, critique and make
  judgements
• 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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The curriculum aims to enable all young people to
become
Successful learners who enjoy learning, make
progress and achieve
Responsible citizens who make a positive
contribution to society
Confident individuals who are able to lead safe
and healthy lives
Curriculum aims
Every child matters outcomes
Enjoy and achieve Stay Safe Be
Healthy Make a Positive Contribution
Achieve economic wellbeing
Knowledge and understanding eg, big ideas that
shape the world
Skills eg, literacy, numeracy, ICT, personal,
learning and thinking skills
Attitudes and attributes eg, determined,
adaptable, confident, risk-taking, enterprising
Focus for learning
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Personal learning thinking skills

• Six groups of skills that, together with
  functional English, mathematics and ICT, make up
  a single framework that is essential to young
  peoples success in learning, life and work
• team workers
• self-managers
• independent enquirers
• reflective learners
• creative thinkers
• effective participators

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How might technology support..?
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Independent enquirers

• find and extract information to inform purposeful
  inquiry
• make intelligent use of sources
• make informed judgements about the veracity of
  information they use
• think analytically to seek out patterns and
  trends in data
• use simulations, models and gaming to explore
  scenarios and develop strategic thinking
• test hypotheses
• present information in a range of
  ways to
  authentic audiences

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Team workers

• work collaboratively with others to achieve
  common goals
• work with others locally and globally
• create knowledge and solve problems through
  collaboration
• participate in online communities
• capture, organise and reflect on
• their own learning

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Creative thinkers

• generate new ideas, products and services
• develop and adapt ideas iteratively
• making use of feedback from teachers, peers and
  on-line reviewers.
• play with ideas, explore options and create
  versions of work, refining and adapting it to
  improve quality
• become confident risk takers by utilising the
  malleable quality of digital media
• have their creative work supported by access to
  work and methodologies of others

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Playing with ideas
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Model making and a digital camera
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Envisaging what might be
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Playing with ideas
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Grand design
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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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Three key questions
The curriculum aims to enable all young people to
become
1 WHAT are we trying to achieve?
Successful learners who enjoy learning, make
progress and achieve
Responsible citizens who make a positive
contribution to society
Confident individuals who are able to lead safe
and healthy lives
Curriculum aims
Every child matters outcomes
Enjoy and achieve Stay Safe Be
Healthy Make a Positive Contribution
Achieve economic wellbeing
Knowledge and understanding eg, big ideas that
shape the world
Skills eg, literacy, numeracy, ICT, personal,
learning and thinking skills
Attitudes and attributes eg, determined,
adaptable, confident, risk-taking, enterprising
Focus for learning
The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes
Lessons
Out of school
Extended hours
Routines
Events
Locations
Environment
Components
2 HOW do we organise learning?
Learning approaches
Including all learners
Opportunities for learner choice and
personalisation
Using a range of audiences and purposes
Taking risks
Matching time to learning need, eg, deep,
immersive and regular frequent learning
Community and business links
Building on learning beyond the school
In tune with human development
A range of approaches, including enquiry, active
learning, practical and constructive
Including all learners
Opportunities for learner choice and
personalisation
Using a range of audiences and purposes
Taking risks
Matching time to learning need, eg, deep,
immersive and regular frequent learning
Community and business links
Building on learning beyond the school
In tune with human development
A range of approaches, including enquiry, active
learning, practical and constructive
3 HOW WELL are we achieving our aims?
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The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes Dimensions
personal development, health and well-being
Overarching themes that have a significance for
individuals and society
active citizenship and community action
enterprise and entrepreneurs
global dimension and sustainability
technology and the media
cultural diversity, identity and belonging
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Three key questions
The curriculum aims to enable all young people to
become
1 WHAT are we trying to achieve?
Successful learners who enjoy learning, make
progress and achieve
Responsible citizens who make a positive
contribution to society
Confident individuals who are able to lead safe
and healthy lives
Curriculum aims
Every child matters outcomes
Enjoy and achieve Stay Safe Be
Healthy Make a Positive Contribution
Achieve economic wellbeing
Knowledge and understanding eg, big ideas that
shape the world
Skills eg, literacy, numeracy, ICT, personal,
learning and thinking skills
Attitudes and attributes eg, determined,
adaptable, confident, risk-taking, enterprising
Focus for learning
The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes
Lessons
Out of school
Extended hours
Routines
Events
Locations
Environment
Components
2 HOW do we organise learning?
Learning approaches
Including all learners
Opportunities for learner choice and
personalisation
Using a range of audiences and purposes
Taking risks
Matching time to learning need, eg, deep,
immersive and regular frequent learning
Community and business links
Building on learning beyond the school
In tune with human development
A range of approaches, including enquiry, active
learning, practical and constructive
Overarching themes that have a significance for
individuals and society, and provide relevant
learning contexts personal development, health
and well-being active citizenship and community
action enterprise and entrepreneurship
cultural diversity, identity and belonging
technology and the media global dimension and
sustainability
Dimensions
3 HOW WELL are we achieving our aims?
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Technology and learning How might it change.

• When?
• Where?
• How?
• Who?
• What?

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How might technology change.
When? use of time
Time used flexibly to meet learning needs.
Full-day or week-long experiences. Learners
create their own timetable.
Time allocated by timetabling software, set
lesson times allocated to specific subject areas.
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How might technology change.
Where learning takes place
A more permeable space virtual space, informal
learning
Classroom
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How might technology change.
Time is rigid 9-5 Classroom Teacher as
expert. Series of lessons Teacher as sole
trader Teacher as audience Content and
coverage
Flexible Time matched to learning need - AAL A
more permeable school virtual space, informal
learning Learning community knowledge building
Wikis, collaborative tools The extended
project School as broker Authentic audiences
and purposes virtual experts, web publishing,
contributory sites Discipline and impact Tools
for research, analysis, communication
When? Where? How? Who? What?
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Assessment fit for purpose To make learning and
teaching more effective so that learners
understand quality and how to improve
Builds a more open relationship between teacher
and learner
Has clear learning intentions shared with pupils
Gives advice on what and how to improve
Has understood, shared and negotiated success
criteria
Celebrates success against agreed criteria
Includes peer- and self- evaluation
Includes peer- and self-assessment
Includes testing
Includes individual target setting
Uses error positively
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How might technology change.
How learning is assessed?
.
When?
Who ?
How ?
Where?
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How might technology change.
How learning is assessed?
A range including day to day assessment to
support learning. When-ready assessment.
testing at the end of units of work teacher pa
per and pen tests exam hall
When?
A range including self-assessment peer
assessment Involving parents in assessment
Who?
How?
On-screen, on-line e-portfolio
Outside the classroom in different contexts
Where?
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Three key questions
The curriculum aims to enable all young people to
become
1 WHAT are we trying to achieve?
Successful learners who enjoy learning, make
progress and achieve
Responsible citizens who make a positive
contribution to society
Confident individuals who are able to lead safe
and healthy lives
Curriculum aims
Every child matters outcomes
Enjoy and achieve Stay Safe Be
Healthy Make a Positive Contribution
Achieve economic wellbeing
Knowledge and understanding eg, big ideas that
shape the world
Skills eg, literacy, numeracy, ICT, personal,
learning and thinking skills
Attitudes and attributes eg, determined,
adaptable, confident, risk-taking, enterprising
Focus for learning
The curriculum as an entire planned learning
experience underpinned by a broad set of common
values and purposes
Lessons
Out of school
Extended hours
Routines
Events
Locations
Environment
Components
2 HOW do we organise learning?
Learning approaches
Including all learners
Opportunities for learner choice and
personalisation
Using a range of audiences and purposes
Taking risks
Matching time to learning need, eg, deep,
immersive and regular frequent learning
Community and business links
Building on learning beyond the school
In tune with human development
A range of approaches, including enquiry, active
learning, practical and constructive
Overarching themes that have a significance for
individuals and society, and provide relevant
learning contexts personal development, health
and well-being active citizenship and
community action enterprise and
entrepreneurship cultural diversity, identity
and belonging technology and the media
global dimension and sustainability
Dimensions
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge and understanding of the world
Physical development
Creative development
3-5
National curriculum
A D
Ma
Ci
D T
En
Ge
Hi
ICT
Sc
PSHE
PE
Mu
MFL
RE
CEG
5-16
Assessment fit for purpose To make learning and
teaching more effective so that learners
understand quality and how to improve
3 HOW WELL are we achieving our aims?
Uses error positively
Includes individual target setting
Includes testing
Includes peer- and self- evaluation
Includes peer- and self-assessment
Gives advice on what and how to improve
Has understood, shared and negotiated success
criteria
Has clear learning intentions shared with pupils
Builds a more open relationship between teacher
and learner
Celebrates success against agreed criteria
Assessment
Securing
Further involvement in education, employment or
training
Attainment and improved standards
Behaviour and attendance
Civic participation
Healthy lifestyle choices
Accountability measures
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http//www.qca.org.uk/curriculum
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The Future
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Contacts
QCA website www.qca.org.uk/curriculum Information
info_at_qca.org.uk Margaret Wright
Wrightm_at_qca.org.uk
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