The curriculum – how inclusive is it?

1. The curriculum – how inclusive is it?

2. Questions driving curriculum development 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims? Three key questions Three key questions 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims? From the National Curriculum toYOURcurriculum

3. Three key questions 1 What are we trying to achieve? Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising 2 How do we organise learning? 3 How well are we achieving our aims? To secure Civic participation Healthy lifestyle choices Further involvement in education, employment or training Accountability measures Attainment and improved standards Behaviour and attendance The curriculum aims to enable all young people to become Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Focus for learning

4. 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 lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world 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 Locations Environment Events Routines Extended hours Out of school Components Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Personalised - offering challenge and support to enable all learnersmake progress and achieve Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Resource well-matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences Assessment is fit for purpose and integral to learning and teaching Assessment develops learners’ self-esteem and commitment to their learning Involve learners proactively in their own learning Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical In tune with human development Approaches to learning 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 Communication, language and literacy Creative development Knowledge and understanding of the world Personal, social and emotional development Physical development Problem solving, reasoning and numeracy A & D Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE PW EW+FC RE SC To secure Civic participation Healthy lifestyle choices Further involvement in education, employment or training Accountability measures Attainment and improved standards Behaviour and attendance Three key questions 1 What are we trying to achieve? Statutory Expectations Subjects 2 How do we organise learning? A & D Ci PSHE PW EW+FC RE D & T En SC Statutory expectations Ma MFL Mu PE PSHE PW EW+FC RE SC A & D Ci D & T En Ge Hi ICT PE ICT 3 How well are we achieving our aims? Mu Hi Ge MFL Ma

5. Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Personalised - offering challenge and support to enable all learners tomake progress and achieve Personalised - offering challenge and support to enable all learnersmake progress and achieve Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Resource well matched to learning need eg use of time, space, people, materials Resource well-matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences Relevant, purposeful and for a range of audiences Assessment is fit for purpose and integral to learning and teaching Assessment is fit for purpose and integral to learning and teaching Assessment develops learners’ self-esteem and commitment to their learning Assessment develops learners’ self-esteem and commitment to their learning Involve learners proactively in their own learning Involve learners proactively in their own learning Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical In tune with human development In tune with human development Three key questions The curriculum aims to enable all young people to become 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 Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Responsible citizens who make a positive contribution to society Curriculum aims Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world Knowledge and understanding eg big ideas that shape the world Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Focus for learning Focus for learning 2 How do we organise learning? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Environment Environment Events Events Extended hours Extended hours Learning outside the classroom Learning outside the classroom Lessons Lessons Locations Locations Routines Routines Components Components Approaches to learning Approaches to learning 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. 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 Whole curriculum dimensions Communication, language and literacy Communication, language and literacy Creative development Creative development Knowledge and understanding of the world Knowledge and understanding of the world Personal, social and emotional development Personal, social and emotional development Physical development Physical development Problem solving, reasoning and numeracy Problem solving, reasoning and numeracy Statutory expectations Statutory expectations A & D A & D Ci Ci D & T D & T En En Ge Ge Hi Hi ICT ICT Ma Ma MFL MFL Mu Mu PE PE PSHE PW EW+FC PSHE PW EW+FC RE RE SC SC 3 How well are we achieving our aims? Creates a continuous improvement cycle Chooses assessment fit for purpose Involves the whole school community eg learners, parents, teachers, employers, governors Uses information intelligently to identify trends and clear goals for improvement Uses a wide range of measures, both qualitative and quantitative Uses a variety of techniques to collect and analyse information Uses ‘critical friends’ to offer insights and challenge assumptions Looks at thewhole child eg curriculum aims, progress in skills, subjects and dimensions To make learning and teaching more effective so that learners understand quality and how to improve Evaluating impact To secure Accountability measures Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance

6. Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Lessons Locations Environment Events Routines Extended hours Out of school A range of approaches eg enquiry, active learning, practical and constructive In tune with human development Matching time to learning need eg deep, immersive and regular frequent learning Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Using a range of audience and purpose Including all learners with opportunities for learner choice and personalisation Building on learning beyond the school including community and business links Communication, language and literacy Creative development Knowledge and understanding of the world Mathematical development Personal, social and emotional development Physical development A & D Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE PW EW+FC RE SC Promotes a broad and engaging curriculum Maximises pupils’ progress Helps identify clear targets for improvement Links to national standards which are consistently interpreted Uses tests and tasks appropriately Embraces peer- and self-assessment Draws on a wide range of evidence of pupils’ learning Gives helpful feedback for the learner and other stakeholders Informs future planning and teaching Is integral to effective teaching and learning Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance Legacy 1 What are we trying to achieve? The curriculum aims to enable all young people to become Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Focus for learning 2 How do we organise 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 3 How well are we achieving our aims? To make learning and teaching more effective so that learners understand quality and how to improve Assessment fit for purpose To secure Accountability measures

7. Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Personalised - offering challenge and support to enable all learners tomake progress and achieve Personalised - offering challenge and support to enable all learnersmake progress and achieve Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Resource well matched to learning need eg use of time, space, people, materials Resource well-matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences Relevant, purposeful and for a range of audiences Assessment is fit for purpose and integral to learning and teaching Assessment is fit for purpose and integral to learning and teaching Assessment develops learners’ self-esteem and commitment to their learning Assessment develops learners’ self-esteem and commitment to their learning Involve learners proactively in their own learning Involve learners proactively in their own learning Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical In tune with human development In tune with human development Three key questions The curriculum aims to enable all young people to become 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 Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Responsible citizens who make a positive contribution to society Curriculum aims Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world Knowledge and understanding eg big ideas that shape the world Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Focus for learning Focus for learning 2 How do we organise learning? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Environment Environment Events Events Extended hours Extended hours Learning outside the classroom Learning outside the classroom Lessons Lessons Locations Locations Routines Routines Components Components Approaches to learning Approaches to learning 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. 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 Whole curriculum dimensions Communication, language and literacy Communication, language and literacy Creative development Creative development Knowledge and understanding of the world Knowledge and understanding of the world Personal, social and emotional development Personal, social and emotional development Physical development Physical development Problem solving, reasoning and numeracy Problem solving, reasoning and numeracy Statutory expectations Statutory expectations A & D A & D Ci Ci D & T D & T En En Ge Ge Hi Hi ICT ICT Ma Ma MFL MFL Mu Mu PE PE PSHE PW EW+FC PSHE PW EW+FC RE RE SC SC 3 How well are we achieving our aims? Creates a continuous improvement cycle Chooses assessment fit for purpose Involves the whole school community eg learners, parents, teachers, employers, governors Uses information intelligently to identify trends and clear goals for improvement Uses a wide range of measures, both qualitative and quantitative Uses a variety of techniques to collect and analyse information Uses ‘critical friends’ to offer insights and challenge assumptions Looks at thewhole child eg curriculum aims, progress in skills, subjects and dimensions To make learning and teaching more effective so that learners understand quality and how to improve Evaluating impact To secure Accountability measures Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance

8. questioning thirst for knowledge makes connections confident takes risks independent willing to have a go listens and reflects makes a difference gets on well with others perseveres generates ideas literate critical self-editing flexible shows initiative curious communicates well acts with integrity self-esteem shaper learns from mistakes skilled ‘can do’ attitude thinks for themselves creative

9. So what makes this happen? It is attitude rather than aptitude that causes most failure. Having a commitment to learning is one of the main reasons why people succeed. Its absence is why many students don’t achieve what they are capable of and many adults look back on school as a time of underachievement.

10. What do young people say? They learn and remember least when: They have to listen to the teacher for a long time They copy notes from the board or a book They work on their own

11. What do young people say They learn best when: They do and/or make things/use ICT They can talk to a teacher about their work They work in groups They are helped to find ways to remember things

12. Meeting the needs of all learners - what needs? Educational – they need and have a right to make progress – who is this progress for and why? Personal, social and emotional needs - what is their motivation and their capacity to reflect on how they can best make progress?

13. What barriers might there be? Gaps in knowledge Disability Behavioural Cultural [including social background] Organisational Communication Attitudinal

14. A coherent well designed curriculum Makes sense Is relevant Fosters good working relationships and will lead to Better engagement Improved motivation Increased self-belief Raised aspirations Greater achievement

15. Take into account: What they learn When learning takes place Where learning takes place With whom learning takes place How learning takes place

16. How can we do things differently? Disciplined innovation

17. 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims?

18. 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims?

19. 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims?

20. How do we know we’ve achieved our aims? Record your starting point Plan ‘reflection points’ to recognise progress towards meeting goals Collect evidence of learners’ attitudes, attributes, skills, knowledge and understanding Use a wide range of evidence Share it with learners

21. Develop a modern, world-class Curriculum and assessments that will inspire and challengeall learners and prepare them for the future Three key questions 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims? From the National Curriculum toYOURcurriculum