Kate Moorse – Programme Leader, KS3 Curriculum

1. Key stage 3 review Kate Moorse – Programme Leader, KS3 Curriculum October 2005

2. The review will: • seek to improve coherence in subjects • reduce overall level of prescription • enable greater personalisation of learning and assessment • strengthen teachers’ assessment skills • aid the delivery of the Every Child Matters aims (Children Act) • (enjoy and achieve, make a positive contribution, stay safe, maintain health lifestyles, achieve economic well-being)

3. Review outcomes • A revised KS3 curriculum that provides schools with additional flexibility to allow them to focus on individual students’ needs and strengths • A revised KS3 curriculum with new functional skills in English, maths and ICT and Thinking, Learning, Personal and Employability skills • Advice to Ministers on where the revision of KS3 assessment is necessary as a result of curriculum changes and the introduction of functional skills • Advice to Ministers on the feasibility of developing banks of standardised tests/activities in foundation subjects • Advice to Ministers on the steps needed to increase the professionalism of teacher assessment • Development of a pupil profile • Study support is embedded in schools strategies

4. May – December 2005 – “Orientation”

5. Work in progress – May-Sept 05 • Inclusion action plan • Review of aims, values & purposes • Development of draft framework of thinking, learning, personal and employability skills • Evaluation of existing curriculum (subjects and whole curriculum) • Developing an effective model of assessment

6. Work schedule – Oct - Dec 05 • Consultation with stakeholders and partners (re: how curriculum might be developed) • A series of meetings with partners and stakeholders on draft framework of thinking, learning, personal and employability skills 3 Oct – 11 Nov • Evaluation of existing curriculum (PoS and frameworks) with practitioners and stakeholders • Detailed proposals for development process for assessment & costings

7. In addition: • PSHE/citizenship (in conjunction with KS4) • Science (aligned with new KS4 PoS)

8. Functional Skills • QCA defining functional skills in English, maths and ICT, and establishing content of learning for each subject • Standards to be consistent with KS3 programmes of study, GCSE specifications, Key Skills and Skills for Life qualifications • Establishing functional skills qualifications (Entry level, Levels 1-4) • How will functional skills impact on the KS3 curriculum? • How will assessment of functional skills impact on/change the KS3 tests?

9. Assessment • remit • advise ministers on: • . any changes to assessment needed as a result of curriculum changes occurring in response to the review • . the feasibility of developing banks of standardised test/activities (summative and formative) in foundation subjects • . steps needed to increase the professionalism of teacher assessment • the impact of the review • aims, skills, functional skills, streamlining for remediation/stretch

10. Assessment • AfL • Teacher assessment • there is an acknowledgement that information from tests is not enough, that teachers need to be supported in making and sharing judgments on pupil progress • national curriculum tests • personalisation • the assessment regime has to be responsive to specific local and individual needs

11. Assessment how? where? who? why? to assess • foundation subjects? • core subjects? • embedded skills?

12. Jan 06 – Jun 07 “Development”

13. Sept 07 – Jul 08 “Dissemination”

14. From Jan 2006 – July 2007 • Establish criteria by which to revise the curriculum • Develop the curriculum • Trial aspects of developed curriculum • Consult - informally (Winter 2006/7) • National Consultation on draft proposals (Summer 2007) • for • First teaching – September 2008

15. Curriculum Futures

16. Looking after learners, today and tomorrow. QCA Business Plan Key result area 1: To develop a modern world class curriculum that will inspire and challenge all learners and prepare them for the future.

17. 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 5 year strategy, ECM) promoting innovation and personalisation

18. A future curriculum – some themes to date • A curriculum designed directly from a set of aims • Increasing the focus on skills • Increasing the focus on personal development and well being • Putting learning at the heart – L2L and improving own performance • More relevance – big issues, forward looking, life of work • More active learning – wider range of experiences • More ICT – modernising subjects/approaches • More international dimension

19. A future curriculum – some themes to date • Flexible enough to be organised in different ways • More room to innovate and customise (personalisation and avoid set piece reviews) • Pedagogy and content are interrelated • WYTIWYG – valuing what the curriculum seeks to achieve

20. Aims Knowledge Concepts Skills Personal qualities Informing curriculum design Events Lessons Activities and experiences (out of hours) Routines

21. The aim The curriculum aims to develop confident individuals and successful learners who are able to lead fulfilling lives and make a positive contribution to society, the environment and the economy. It should extend horizons and raise aspirations by helping young people to discover their talents and interests. It should introduce young people to a wide range of worthwhile activities and equip them with the personal qualities, skills, knowledge and understanding they need to to achieve their goals.

22. The aim In particular, it should equip young people to; • enjoy learning and achieve high standards at school, in life and at work • live a safe and healthy life by developing their physical, mental and emotional wellbeing • be principled and make decisions based on the values that underpin society • be active and informed citizens who make a positive contribution • be enterprising and contribute to the economic wellbeing of society • look after the needs of present and future generations • appreciate human achievements and encounter the big ideas that have shaped the world.

23. The curriculum should promote young peoples’ physical, mental and emotional wellbeing. It should encourage them to pursue healthy lifestyles, through an understanding of how the body and mind work. It should equip young people with capacity to deal confidently with the risks that they are likely to face. Living a safe and healthy life Where the curriculum is meeting this aim you will see young people who • have a sense of self worth and deal well with their own emotions • get on well with others, develop and maintain a range of worthwhile and satisfying relationships • understand the prerequisites of a healthy life including nutrition, hygiene, rest and exercise • make healthy life choices, including participating in recreation and physical exercise • deal with bullying, discrimination and anti-social behaviour using a range of strategies • are increasingly self reliant and have the confidence to resist negative pressure • challenge themselves and have the confidence to take managed risks • stay safe online.