Workshop How can school leaders make the new curriculum work for their pupils? Peter Hall Jones
The new curriculum What’s new about it?
Leading the curriculum Or managing it… just
Questioning thirst for knowledge tolerance Is globally aware confident takes risks social justice 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 morality self-esteem patriotism shaper learns from mistakes ‘can do’ attitude national identity skill humanity thinks for themselves creative With thanks to QCDA
A big picture of the curriculum 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 Confident individuals who are able to lead safe and healthy lives Responsible citizens who make a positive contribution to society Curriculum aims Every child matters outcomes Enjoying and achieving Safety Health Contributing positively Achieving economic wellbeing 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 2 HOW do we organise learning? Learning approaches A range of approaches, including enquiry, active learning, practical and constructive Including all learners In tune with human development Building on learning beyond the school Community and business links Matching time to learning need, eg, deep, immersive and regular frequent learning Taking risks Using a range of audiences and purposes Opportunities for learner choice and personalisation 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 Dimensions Communication, language and literacy Creative development Knowledge and understanding of the world Mathematical development Personal, social and emotional development Physical development 3-5 National curriculum A & D CEG Ci D & T En Ge Hi ICT Ma MFL Mu PE PSHE RE Sc 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? Builds a more open relationship between teacher and learner Has clear learning intentions shared with pupils Has understood, shared and negotiated success criteria Gives advice on what and how to improve Includes peer- and self-assessment Includes peer- and self- evaluation Includes testing Includes individual target setting Uses error positively 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
A big picture of the curriculum Three key questions 1 WHAT are we trying to achieve? Lessons Events Routines 2 HOW do we organise learning? Locations Out of school Environment/ culture Extended hours 3 HOW WELL are we achieving our aims? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components
Florence Nightingale.. Topic or an assembly?
Knowledge Create Evaluate Apply Understand Remember
6 degrees of separation
BLP Claxton Values Based Education Hawkes
101 things to do Before you die of boredom doing the National Curriculum