Worcestershire Primary Curriculum Conference November 2009

1. Worcestershire Primary Curriculum ConferenceNovember 2009 Oct 2009

2. ‘The QCA is a fascinating organisation staffed by responsible adults in suits. It produces tons of earnest documents, all of them possessing a single common property, namely that of reducing their readers’ will to live.’ The Observer

3. ‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

4. What might the future hold for these children?

6. A curriculum for the future “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

7. Thoughts on change ‘They say that time changes things, but you actually have to change them yourself.’ Andy Warhol

8. What teachers asked for … flexibility to tailor learning to individuals and local circumstances and less prescription opportunity to make connections between subjects focus on skills such as teamwork, managing self, focus on personal development and wellbeing opportunity for using and applying skills across the curriculum focus on securing the fundamental skills of literacy and numeracy

9. If we always do what we’ve always done… Subjects in hours Half term topics Outdoor learning only in EYFS Literacy and numeracy in the morning Sit at tables to learn Learn in groups of six Have one teacher… who knows everything!

10. How do you rate the current health of your curriculum in school? How well does your curriculum meet the needs of your pupils? How much do pupils enjoy learning in your school? How much do teachers enjoy learning in your school? 0------------------------------------------10 Poor Excellent Health check! Time to reflect

11. The job Jim’s been given … To develop a primary curriculum that will ensure: prescription is reduced and flexibility is increased so schools can personalise children develop essential literacy, numeracy and ICT skills children acquire essential personal, social and emotional attributes The curriculum builds on prior learning in the EYFS children experience a broad and balanced entitlement to learning and a smooth transition between phases

12. Key messages from the review ‘a well planned vibrant curriculum recognises that primary children relish learning independently and cooperatively; they love to be challenged and engaged in practical activities; they delight in the wealth of opportunities for understanding more about the world’ Sir Jim Rose

13. Key messages from the review ‘What is set out in the draft programmes of learning represents a national entitlement with full scope for teachers to shape and supplement it.’ Sir Jim Rose ‘How schools choose to organise their curriculum and timetable will remain a matter for them’ Sir Jim Rose

14. Aims of the curriculum • The aims of the primary curriculum are to enable all children to become: • successful learners • confident individuals • responsible citizens

15. The essentials for learning and life The essentials are embedded throughout the whole curriculum literacy, numeracy and ICT capability learning and thinking skills, personal and emotional skills and social skills

16. Areas of learning Religious Education is a statutory subject, with a non-statutory programme of study.

17. Areas of learning Mathematical understanding – developing children’s understanding of mathematics and its use in everyday life Understanding physical development, health and wellbeing – developing children’s understanding of what makes an active, healthy and fulfilling life Scientific and technological understanding – developing children’s understanding of the natural and made worlds and the relationship between science and technology

18. Areas of learning Understanding the arts – exciting children’s imaginations about the arts and developing their creativity Understanding English, communication and languages – developing children’s language and communication skills Historical, geographical and social understanding – stimulating children’s curiosity about the past and the present and their place in the world

19. What’s in an area of learning Each area of learning has a common format and includes: an importance statement essential knowledge key skills cross-curricular studies breadth of learning curriculum progression

20. Thoughts on change ‘Some men see things as they are and say, "Why?" I dream of things that never were and say, "Why not?" ‘ George Bernard Shaw

21. So what do you think?

22. Thinking and talking about… The new primary curriculum offers a fresh look at curriculum design. What are the principles of designing a curriculum? What are the different contexts in which learning takes place that we should consider? What curriculum design looks like in practice for us and for pupils?

23. Interdependence is key Curriculum Pedagogy Assessment All three elements work together foreffective learning and teaching

24. Curriculum design – defining what we mean. In groups please take time to discuss your views of the term ‘curriculum design’. You may want to consider: Design rather than ‘plan’ Broad and balanced entitlement Localising the curriculum Personalising the curriculum

25. 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

26. Design learning from critical staring points not content What are we trying to achieve? How will we organise learning? How do we know we are being successful? Curriculum design should be rooted in school improvement Embed the essentials from the start Build capacity and capability in the workforce Create a new phase of curriculum designers to sustain better learning and increased capability Design tool specification

27. The design process Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to live safe, healthy and fulfilling lives Responsible citizens who make positive contribution to society Your school priorities: These might already be identified in your SEF and in your school improvement plan. Priorities might include underachieving group of pupils identified in your data analysis, subjects where achievement needs to be developed, aspects such as community cohesion, ECM outcomes, or other local priorities such as support for newly arrived pupils.

28. Essentials for learning and life Make a selection from this component which you want to focus on for this periodic plan based on your knowledge of what your pupils need todevelop. • Essentials for learning and life • Make a selection from this component which you want to focus on for this periodic plan based on your knowledge of what your pupils need todevelop. What would successful learning look like? Break down the learning into success criteria that can inform the pitch and depth of the learning. • What exciting learning opportunities can link these aspects of curriculum design? • Consider: • The breadth of learning • Stimulus or starting points • Any outcomes / products / events the learning will lead to • Key activities and steps in learning • Themes • Dimensions • Local context – places, people etc Areas of learning Essential knowledge and key skills Make a selection from this component which you want to focus on for this periodic plan based on your knowledge of what your pupils need todevelop.

30. What are the implications for you as school leaders?

31. ‘If you don’t know where you are going, you’re unlikely to end up there’ Forest Gump

32. Ofsted Inspection Framework The school’s curriculum provides memorable experiences and rich opportunities for high quality learning and wider personal development and well being. The school may be at the forefront of successful innovative curriculum design in some areas…cross curricular provision, including literacy, numeracy and ICT is mainly outstanding. Grade descriptor – ‘outstanding’

33. Ofsted Inspection Framework The school’s curriculum provides well organised, imaginative and effective opportunities for learning and a broad range of experiences which contribute well to the pupils’ development and well being. The curriculum is adjusted effectively to meet the needs of most groups…cross curricular provision is mainly good…extra curricular opportunities are varied, have high take up and are much enjoyed. Grade descriptor – ‘Good’

34. Leadership challenges Curriculum stimulates both learners and staff. Monitor the impact of changes on learning from the start. Innovations based on need, and well thought out, never a whim. Understand and develop a clear philosophy of pupils’ learning. Involved in networks, often as leaders. Win hearts and minds of staff, governors, parents and pupils. Curriculum innovation in schools - Ofsted October 2008

35. April 2009-September 2011 Formal national consultation-complete Secretary of State accepts all of Jim’s recommendations April 2009 30 April-24th July 2009 Local authority briefing events Early Dec Renewed primary curriculum sent to schools Jan 2010 Jan 2010 Publication and launch of curriculum design guidance, website, handbooks Launch of new curriculum Sept 2011

36. What can you do now? Join our online forums http://tiny.cc/qcdaprimary Register to receive curriculum updates at www.qcda.gov.uk/ and follow the links to e-newsletters Thank you Jayne Bennion (jayne.bennion@qcda.gov.uk)

37. Final thought on change Change is inevitable… except from vending machines. Anon