Making our curriculum world class Looking after learners, today and tomorrow David Gardner Curriculum Adviser QCA

Making our curriculum world classLooking after learners, today and tomorrow

David Gardner

Curriculum Adviser

QCA

Develop a modern, world-class

curriculum that will inspire and

challenge all learners and

prepare them for the future

The curriculum should be treasured. There should be real pride in ‘our’ curriculum: the learning that the nation has decided it should set before its young. Teachers, parents, the wider education community, the employment community, the media and the public at large should all see the curriculum as something that they embrace, support and celebrate. Most of all, young people should relish the opportunity for discovery and achievement that the curriculum offers to them.

Mick Waters

There are 7 priorities

•Supporting schools designing a curriculum for the future

•Reviewing key stage 3

•Providing for students aged 14 to 19

•Developing and enhancing assessment

•Keeping the curriculum under review

•Engaging with young people and their parents and carers

•Working with partner organisations

The Future…

What are we trying to achieve?… … some of our aims

• re-valuing the curriculum• promoting ownership of our curriculum• building on good practice• … encouraging a groundswell• building confidence and trust to promote innovation in

the curriculum • establishing a network of co-developers• helping QCA inform national policy• affecting the lives of thousands of people

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 (DfES strategy/white

papers, ECM) promoting innovation and personalisation.

“… standards in writing and mathematics are declining because young people are spending too much time…

… listening to the gramophone.”

The Times 1912

What are the characteristics of a good learner?

creative

make connections questioning

communicates well

confident – take risks

thirst for knowledge

curiousgenerate ideas

flexible

persevere

listen and reflect

critical – self editingskilled

be shapers

literatewilling to have a go

think for themselvesshow initiative

get on well with others

make a difference

act with integrity

self-esteem‘can do’ attitude

learn from mistakes

independent

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

• 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

A Changing Society

A Changing Society

Let us finish with the traditional school curriculum in which subjects are served up as ends in themselves. Let us dig deeper and use subjects as the vast and inspiring resources they are for serving the educational goals we value. Geographical Association

Let us finish with the traditional school curriculum in which subjects are served up as ends in themselves. Let us dig deeper and use subjects as the vast and inspiring resources they are for serving the educational goals we value. Geographical Association

The curriculum should not be seen as something limited to school and formal education, but should be holistic and widespread. Financial Services Skills Council

The curriculum should not be seen as something limited to school and formal education, but should be holistic and widespread. Financial Services Skills Council

Is it too obvious to state that young people will enjoy and value a curriculum that enables them to enjoy and value themselves? British Association of Advisers and Lecturers in Physical Education

Is it too obvious to state that young people will enjoy and value a curriculum that enables them to enjoy and value themselves? British Association of Advisers and Lecturers in Physical Education

A curriculum fit for the future should…

• • • • •

Barriers we will have overcome • • • • •

A curriculum - fit for the future should… • focus on aims and outcomes – rather than coverage or delivery.• have a stronger emphasis on skills and personal development

(ECM)• use teaching approaches (active, enquiry based) that relate directly

to developing skills and attributes• value knowledge – linked to creativity and knowledge creation, • be flexible enough to be organised in different ways and have room to

innovate• be relevant and connected to life outside school – the big issues,

work, community• use technology to extend (when, where, how) learning takes place• have a strong international dimension – and promote citizenship

• be evaluated against a broad set of outcomes – beyond WYTIWYG.

Our curriculum conversationThree key questions

1. What are we trying to achieve through the curriculum?

2. How do we best organise learning to achieve these aims?

3. How effectively are we evaluating the impact of the curriculum and continuously improving it?

Our pledges to Young People

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.

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

Confident individuals who are able to live safe, healthy and fulfilling lives

• 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 are able 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.

Responsible citizens who make a positive contribution to society

• 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 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

Sharing aims with the learning communityUK example Newbridge St John's C.E. Infants' School

Sharing aims with the learning communityIndia example

“I want to learn how to complain in a shop”

Successful learner•Communication skills•Speaking and listening•Tone – style – vocabulary – clarity•Negotiation and influencing

Confident individual•Deal with emotions•Self confidence•Assertive not aggressive

Responsible Citizen•Sense of fairness – challenge injustice: rights and responsibilities•Self efficacy “ feel they can change things for the better” •Economic awareness

… we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned.

John Holt

The ‘big picture’ of the curriculum

What are we trying to achieve?

How do we organise learning?

How well are we achieving our aim?

The ‘big picture’ of the curriculum

The ‘big picture’ of the curriculum Working draft (September 06)

Accountability measures

Attainment and improved standards

Reduced NEET

Behaviour and attendance

Civic participation

Healthy Lifestyle Choices

To secure…




Reduced NEETBehaviour and attendance

Civic participation


To secure…


The curriculum aims to enable all young people to become successful learners, confident individuals

and responsible citizens

Successful learners

who make progress and achieve

Responsible Citizens

who make a positive contribution to

society

Curriculum Aim

Aim

Confident Individuals

who lead safe and healthy lives





Civic participation


To secure…

The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens

Successful learnerswho make progress and achieve

Responsible Citizens - who make a positive contribution to society

Curriculum Aim

Aim Confident Individualswho lead safe and healthy lives


Personal Development

Skills Functional Skills (Lit/Number/ICT) +

Personal, Learning and

Thinking Skills

To do

Personal Development

Attitudes and dispositions, determined,

adaptable, learning to learn

To be

Five outcomes

To know and understand

Knowledge and UnderstandingBig Ideas that shape the world

Chronology, conflict, scientific method,

etc.

Enjoy and achieve Safe Healthy Participation Economicallyactive

Whole CurriculumSkills, Knowledge and Attributes

Developing individuals…





Civic participation


To secure…




Curriculum Aim



Personal Development Whole CurriculumSkills, Knowledge

and Attributes

Enjoy and achieve Safe Healthy Participation Economically active


Personal, Learning and Thinking Skills

Personal Development Attitudes and dispositions, determined,


To do To know and understand To be

Five outcomes


Chronology, conflict, scientific method, etc.


The curriculum as the entire planned learning experience

Lessons

Out of schoolExtended

HoursRoutines

EventsLocation Environment

Components





Civic participation


To secure…




Curriculum Aim




and Attributes







Five outcomes




Components Lessons Out of schoolExtended HoursRoutinesEventsLocation Environment

Ethical – Cultural – Physical and health – Spiritual – Creative and aesthetic- Environmental- International –

Scientific and technological – Employability and enterprise – Human and social


Areas of Learning

Learning Approache

s

National Curriculum

A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence

- learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected

to life and work – a range of audiences and purposes – opportunity for learner choice and personalisation – personal identity

ICT GeogEng Ma Sci D&T Hist

A&D RECitMfLPEMusic PSHE




Civic participation


To secure…




Curriculum Aim




and Attributes







Five outcomes





Areas of Learning

Learning Approaches

National Curriculum

Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social

A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a

range of audiences and purposes – opportunity for learner choice and personalisation – personal identity


Eng A&DMa Sci ICT D&T Hist Geo RECitMfLPEMusic PSHE

Building a more open relationship between learner and teacherClear learning intentions shared with pupilsUnderstood, shared / negotiated success criteriaCelebrate success against agreed success criteriaAdvice on what to improve and how to improve itPeer and self assessmentPeer and self evaluation of learningTaking risks for learningTestingIndividual target settingUsing error positively


* To make learning and teaching more effective * So that learners understand quality and how to improve *

Assessment

Assessment fit for purpose




Civic participation


To secure…




Curriculum Aim




and Attributes







Five outcomes





Assessment fit for purpose

Assessment

Building a more open relationship between learner and teacher

Clear learning intentionsshared with pupils

Understood, shared/negotiated success criteria

Celebrate success against agreed success criteria

Advice on what to improve and how to improve it

Peer and self assessment

Peer and self evaluation of learning

Taking risks for learning

Testing Individual target setting

Using error positively

* To make learning and teaching more effective * So that learners understand quality and how to improve *

Areas of Learning

Learning Approaches

National Curriculum

Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social

A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a

range of audiences and purposes – opportunity for learner choice and personalisation – personal identity


Eng A&DMa Sci ICT D&T Hist Geo RECitMfLPEMusic PSHE

Working draft January 2007

A big picture of the curriculum

1

WHAT are we trying to

achieve?

Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Dimensions

spiritual – moral – social – cultural

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

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

Learning approaches

National curriculum

A & D MaCi D & T En Ge Hi ICT ScPSHEPEMuMFL RECEG

Personal, social and emotional development

Communication, language and literacy

Mathematical development

Knowledge and understanding of the world

Physical developmentCreative development3-5

5-16

Components Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment

The curriculum as an entire planned learning experienceunderpinned by a broad set of common values and purposes

Assessment fit for purposeTo make learning and teaching more effective so that learners understand quality and how to

improve

Assessment 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

Celebrates success against agreed

criteria

Has understood, shared and negotiated success

criteria

Has clear learning intentions shared

with pupils

Builds a more open relationship between teacher and learner

Securing


Further involvement in education, employment

or training


Behaviour and attendance Civic participation

Healthy lifestyle choices

Every child matters outcomes

Curriculum aims

Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing

Focus for learning

Attitudes and attributeseg, determined, adaptable, confident,

risk-taking, enterprising

Knowledge and understanding

eg, big ideas that shape the world

Skills eg, literacy, numeracy, ICT, personal, learning

and thinking skills

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe and healthy lives

The curriculum aims to enable all young people to become

What are the implications of these developments for your work ?

What is the Year of Food and Farming?

It is a fantastic opportunity for children and young people to learn more about:

how food is grown, reared or produced and how it gets to the customer

how to prepare or cook food

what good nutrition means and how that can contribute to a healthier lifestyle

what happens on a farm & what life is like in the countryside

what the countryside can offer in terms of leisure, sports and employment.

Key Stage 3 Review

KEY STAGE 3 REMIT: 14-19 WHITE PAPER• Continued focus on the core subjects English, Maths and

Science, with more time freed up to allow for catch up.

• Tests to continue in the core subjects, with an additional online test in ICT.

• Moderated teacher assessment in foundation subjects, and a bank of standardised optional tests will be provided.

Implications for QCA:QCA is undertaking a full review of KS3, to:o Reduce the overall level of prescriptiono Place greater emphasis on English, Maths and ICT;o Give more scope for schools to stretch young people;o Give more support for those who fall behind expected standards;o Ensure the curriculum for all subjects is as coherent as possible.

KS3 geography issues – QCA monitoring 2005

The problems of inadequate curriculum planning and poor quality teaching and learning at KS3. A combination of relatively low status in many secondary schools and a high proportion of non-specialist teachers is resulting in poorly planned curricula and missed opportunities to inspire and challenge pupils.

Declining opportunities for high quality fieldwork to be experienced by pupils”Fieldwork and outdoor education are not just add-on; it is absolutely core for geography and for young people’s learning in general” RGS-IBG evidence to Select Committee 2005 2004-05 shows unequivocally that concerns about health and safety, curriculum time, staff time and expertise, and budget constraints are combining to reduce the amount and effectiveness of fieldwork offered in schools.

Assessment remains a major issue in KS3 geography with pupils being over-assessed to meet schools’ requirements for frequent reporting of levels. This focus on summative assessment has been detrimental to high quality assessment for learning.

David Bell Education for Democratic Citizenship

Nov 2005

First, we have a problem with geography in many schools. In many primary schools it is the worst taught subject and in secondary schools its popularity as a GCSE subject has been diminishing. The teaching is sometimes dull and fails to maintain current relevance, not drawing sufficiently on the issues most likely to capture the imagination and interest of young people such as globalisation and sustainable development. My view is that a partnership between geography and citizenship, where appropriate, will energise the former and give substance to the latter.

The best resources for lessons on global issues will often be this morning’s news rather than a textbook. Enquiry and research into global issues should deal with principles but be informed by issues of the moment and real examples.

I suggest to you that citizenship can be a breath of fresh air, making geography relevant, exciting and, most important of all, empowering pupils so that they know how they can make a difference.

QCA monitoring questionnaire 308 schools

Which year group none specialist teachers ?

82.2

67.8

53.4

14.4 13.8

0

10

20

30

40

50

60

70

80

90

Year 7 Year 8 Year 9 Year 10 Year 11

Year group

Val

id p

erce

nta

ge

Issues for KS 3 review ?

QCA monitoring questionnaire 308 schools

Which areas of PoS do you find difficult

71.5 69.8

47.7

16.7

11.4 10.77.5

1.1

0

10

20

30

40

50

60

70

80

Fieldw ork ICT demands Overseas studies Enquiry w ork Topical issues Local geography Physicalgeography topics

Other areas

valid

per

cen

tag

e

Which ICT applications do pupils use in geography ?

277

246

225

198189

180

136

109

7164

3426

0

50

100

150

200

250

300

wordprocessor

topicspecificwebsite

presentationsoftware

spreadsheet interactivewhiteboard

digitalcameras

departmentwebsiteintranet

databases GIS electronicatlas

other Data-loggingweatherstation

applications

Fre

qu

ency

ou

t o

f 28

2

QCA monitoring 2005-2006 282 schools

QCA monitoring recommendation

Ensure that the KS3 review results in a clear framework for geography, highlighting the key concepts and skills and giving guidance on selection of content and curriculum planning.Ensure that an entitlement to fieldwork and outdoor learning is written in to all national geography frameworks for geography

Opportunities for Geography• Futures thinking - subject fit for 21st century

• Clarify what the subject is about and its importance in the whole curriculum

• Make a clear link to the new aims and PLT’s

• Update to take into account developments since 2000 review

• Address issues with PoS and Level descriptions

• Coordinate progression in the subject 14-19 linked to new A level criteria

Soundbites from Teacher consultation for KS3 review

Three words that should be used in the importance statement are:

i. Interdependency ii. Transferability

(especially where skills are concerned).

iii. Unique in application of knowledge/ place.

Geographers need to be clear on what geography is at the start. The main concepts aren’t as clear as they should be to pupils, teachers, non-specialist teachers etc. Pupils view geography as a series of topics rather than understanding what geography is, and the importance of geography

If looked at by a subject specialist the PoS is still appropriate but it is not always clear. Concepts and skills are not explicit enough and can be easily missed out when teaching content. The way in which the PoS is packaged needs to change.

Sustainability looks like an add on. Need to have global citizenship and ESD contributions embedded in Geography.

The PoS could be written as a series of questions rather than

statements

The use of topics (big picture approach) would provide more flexibility and develop geography within them. For example, environmental change, local issues, hazards etc (Present hazards with geomorphology links).

Streamline the statements, reducing breadth and making the PoS more apparent to teachers, for example:o Section 7 needs to be made more prominent than section 3 (Knowledge and understanding of places). Section 3 is really a conclusion for sections 1 to 6.o Section 3 paragraph a) needs to merge with Section 7 o Section 7 paragraph a) and b) is the same as Section 6 paragraph a).o Make sure that there is not a conflict. Stating a range and 1 or 2 countries conflicts with section 7. o Section 6 paragraph J) would come into hazards if this choice were made.o Section 6 paragraph K) could either be merged or removed.

The LDs statements should have a direct relationship with the importance of geography statement as well as reflect methodology of knowledge.

Geography LDs are more difficult to achieve than other subjects especially further down the school. EP in most cases is unobtainable. Level 6 and above are too high for the age group they are aimed at. The LDs need to change but care needs to be taken not to dumb down geography.

QCA monitoring 2005-2006

At KS3 we continue with a “traditional approach” while meeting the skills, places and themes requirements. We have not adopted all aspects of the PoS, eg. Geography of crime, fashion.


I would welcome more information on your site about GIS. I can see its potential as a tool and want to see it in use before I commit myself to fund raising to get money to buy it.


Is difficult to cover the content required in the time allowed. Is insufficient time to explore issues. More materials would be very useful.


Please don’t change it again ! Hours of work and £1000’s have been invested.

Let us decide what to keep, include and improve.

Geography Action Plan

KS3 Review work so far….

• MAY - SEPTEMBER 2005 Evaluation of existing PoS

• OCTOBER - DECEMBER 2005 - Consultation with stakeholders and partners (re: how curriculum might be developed) through conferences, seminars and meetings

• FROM JANUARY 2006 – JULY 2007- Develop the curriculum (revised importance statements, programmes of study, attainment targets, level descriptions). Try out aspects of developed curriculum

OCTOBER - DECEMBER 2005 Geog reportIn summary, the action required is:

1. Redraft the statement on the importance of geography.

2. Reform the PoS so as to provide more flexibility in choice of content and up-date the curriculum in the light of new thinking in the subject, making it fit for purpose in the 21st century.

3. Focus on those features that should drive the curriculum, i.e. consideration of key concepts, values, skills and techniques and scale/context of study.

4. Ensure in all this that content serves rather than drives the curriculum.

5. Reconsider the role and character of the level descriptions and once decisions have been made redraft them.

FROM JANUARY - May 2006 Geography Jan - March

Online consultation about draft of importance statement on GA & RGS website

http://www.geography.org.uk/news/consultation

Feb

Circulate papers to residential delegates –

•Geography KS3 review report

•KS3 report to DfES

•Geography importance statement

•Skills framework

•Aims

1st – 2nd March

Residential – Flemings of Mayfair to produce importance statement, PoS models, level descriptions – suggested delegates see list below

15th March

Teacher’s meeting to consult on PoS models 15 teachers

18th-20th April

Geographical Association conference QCA update presentation by DG Wednesday 19 th April 16-16.50 outline KS3 models- provide questionnaires to be filled in at QCA stand, leaflets outlining proposals

May

Draft importance statement , PoS, level descriptions

Programme of Study common framework

Importance statement

Key concepts

Key processes

Range and content

Curriculum opportunities

The importance statement describes the important aspects of the subject, why it is necessary for pupils to study the subject and what they can expect to gain from it.

Key concepts are the significant understandings at the heart of each discipline that underpin the study of the subject. They identify what pupils need to understand in order to deepen and broaden their knowledge, skills and understanding in the subject

Key processes are the essential skills and processes which pupils need to learn to make progress in the subject

Range and content outlines the breadth of the subject from which the areas of study should be drawn.

Curriculum opportunities identifies opportunities pupils should be given which are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

FROM Sept - Feb 2007 Geography

• Stakeholder & teacher meetings to address key questions about new PoS

•Discuss and develop elements of the website that show Geography’s whole curriculum contribution

•6 teachers to produce case studies for the KS3 website to illustrate the opportunities for curriculum planning provided by greater flexibility

•Article in Jan 2007 TG linked to Forum

• Feb 5th 2007 12 week online consultation

KS3 Review timeline

What do we want to find out? What impact will the revised programmes of study have on teaching

and learning and curriculum planning?

What exemplification, support and guidance should be provided for teachers/curriculum planners to help them implement the revised programmes of study?

How can we encourage innovative approaches to curriculum planning and foreground the increased potential for flexibility?

How can the web version be organized to help address the issues discussed above?

Next steps –key questions

• What impact will the PoS have on teaching & learning/ curriculum planning ?

• What will it allow schools to do differently ?• What guidance/support will be required ?• What are the potential obstacles and how can they be overcome ?

• How can we use the PoS to encourage innovative approaches ?

• How should web based support be organised ?

CONTACT:

David Gardner – [email protected]

Documents

Making our curriculum world class Looking after learners, today and tomorrow David Gardner Curriculum Adviser QCA