Building a curriculum fit for the future Gareth

Building a curriculum fit for the future Gareth Mills Head of Curriculum Development and Implementation QCA Our aim is to… develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future Click to edit Master subtitle style 3/19/2018 1

“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

Forces for change • Changes in society, social structures and the nature of work. • • The impact of technology on subjects and schooling. New understandings about the nature of learning. Increased global dimension to life, learning and work The public policy agenda - personalisation

Firing and wiring Scan 1, act of memorising (visual images). Scan 2, act of recall Scans 3 and 4, Processing information, comparison, decision making. The results of the experiment were reported in November 2000

Curriculum concerns… HMI Curriculum Matters 1985: "There is so much knowledge that is potentially useful or of intrinsic interest that syllabuses are often over laden with factual content built up by unregulated accumulation or tradition. In view of this… schools need to be highly selective when deciding what is taught. " QCA Monitoring 2005: "There is still a perception that the curriculum is overloaded. . . delegates continued to regard the curriculum as too full. In practice many find it difficult to incorporate newer ideas, including citizenship. The constraining factors include content overload, staffing problems and the perceived narrowness of the standards agenda. . . "

A fresh look at the curriculum Current concerns Futures • Changes in society • Impact of technology • New understanding about learning • Globalisation • Public policy • Clutter and over-crowding • Space for support and challenge / personalisation • Securing fundamental skills • assessment – Af. L • Greater engagement/relevance ?

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?

What are the characteristics of a good learner? make connections questioning confident – take risks skilled persevere independent thirst for knowledge creative critical – self editing willing to have a go communicates well curious literate generate ideas listen and reflect flexible be shapers get on well with others act with integrity show initiative self-esteem think for themselves ‘can do’ attitude make a difference learn from mistakes

What do employers want? Boeing’s desired attributes of an engineer • • Awareness of customer and societal needs Good communication skills High ethical standards An ability to think creatively and critically Flexibility – self confidence to adapt Curiosity and a desire to learn A profound understanding of the importance of teamwork

A curriculum fit for the future should… • • • have an increased focus on skills, especially learning to learn use approaches that develop personal qualities allow for greater flexibility and local ownership – empower the frontline do more to promote independence, creativity and enterprise use knowledge actively. . as a cornerstone for creativity, problem solving. . be concerned with the how as well as the what – (Af. L, L 2 L , thinking, T and L approaches) • be technologically rich – authenticity and when, where, who, how • link learning to big issues, international dimension and community action • Overcome WYTIWYG backwash • More ways of winning and broadening success measures

How do you know if your curriculum is working? ? Eng, Ma and Sci / A*-C (test scores) ? ? ?

A fresh look at the curriculum Current concerns Futures • Changes in society • Impact of technology • New understanding about learning • Globalisation • Public policy • • Clutter and over-crowding • Space for support and challenge • Securing fundamental skills • More personalisation – Af. L • Greater engagement Increased attention to whole curriculum design and implementation Curriculum coherence driven from aims Increased focus on skills – Personal, Learning and Thinking skills Increasing focus on personal development – well being Subjects de-cluttered and more focused on big ideas and skills More space and flexibility to localise and personalise Opportunity for renewal or re-engineering (KS 3, Diploma, BSF etc)

A system where we anticipate a more diverse and customised curriculum Curriculum A Curriculum B High quality curriculum design – A design standard Curriculum C Curriculum D

Working draft January 2007 Three key questions A big picture of the curriculum The curriculum aims to enable all young people to become Curriculum aims 1. What are we trying to achieve? Every child matters outcomes Focus for learning Successful learners Confident individuals Responsible citizens who enjoy learning, make progress and achieve who are able to lead safe and healthy lives who make a positive contribution Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing Knowledge and understanding Skills Attitudes and attributes eg, literacy, numeracy, ICT, personal, learning and thinking skills eg, determined, adaptable, confident, risk-taking, enterprising eg, big ideas that shape the world The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components 2. How do we organise learning? Learning approaches Dimensions Lessons A range of approaches , including enquiry, active learning, practical and constructive Environment Building on In tune with human development learning beyond the school Events Routines Including Community and business all links learners Extended hours Matching time to learning need, eg, deep, immersive and regular frequent learning Out of school Opportunities for A range of audiences and purposes learner choice and personalisation personal development and well-being – active citizenship and community action – enterprise and entrepreneurship – cultural diversity, identity and belonging – technology and the media – global dimension and sustainability 3 -5 National curriculum Location 5 -16 Communication, language and literacy A&D CEG Ci Knowledge and understanding of the world Creative development D&T En Ge Hi ICT Mathematical development Ma MFL Personal, social and emotional development Mu PE Physical development PSHE RE Sc 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? Assessment open relationship clearning shared success between teacher intentions criteria and learner celebrates success advice on how to improve peer and selfassessment Includes testing individual uses error target positively setting Securing Accountability measures Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices < Education, employment or training

What if… …we explored some opportunities for innovation

What if… we engaged in disciplined innovation? More positive impact On… Standards Skills for learning and life Participation Enjoyment and engagement Behaviour and attendance rigid “one size fits all” flexible “personalised and tailored” More personal curriculum

What if… we changed the way we use time? Time is used flexibly – informed by nature of learning need Impact Leasowes 39 different Fridays The week long lesson Time for learning is rigidly dictated by the timetable “one size fits all” “personalised and tailored” Personalisation

Designing a more powerful curriculum What if we changed… When? Time is rigid 9 -5 X ICT can unlock some tranformations X Flexible: Time matched to learning need AAL Where? Classroom A more permeable school + virtual space, informal learning How? Teacher as expert. Series of lessons Learning community – knowledge building + Wikis, collaborative tools The extended project Who? Teacher as sole trader Teacher as audience What? Content and coverage School as broker – Authentic audiences and purposes – virtual experts, web publishing, contributory sites Discipline and impact – Tools for research, analysis, communication

E-learning to enhance, enrich and extend Bythebook School 3 E’s School Teaches 3 e of ICT SOW Pupils e-mail each other in the classroom Pupils e-mail parents examples of good work and ask for information on various topics. (external expertise, feedback, self-esteem, community engagement) They run collaborative projects with a school in Africa. (global citizenship – ethical development) They send research projects to local council with suggestions for improving local area. (active citizens, capacity to make a difference) They post examples of work to local artist’s website following up from school visit. (other expertise, creative development, self-esteem through real purpose)

Creating sustainable quality through co-construction Engaging and compelling learning experiences that have an impact Schools and teachers Head Office Manufacturers Distribution Retail LA and intermediaries National Agencies Df. ES