A curriculum for the future

Association of RE Inspectors, Advisers and Consultants Conference

Mick WatersDirector of Curriculum, QCA

02 July 2007

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

a secure base

a changing society

greater expectations for our young

the role and organisation of schooling

new leadership, new buildings, new workforce

the capacity to re-engineer

The future for curriculum

A Changing Society…

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

The entire planned learning experience

lessons, events, routines, extended hours

outside school• Clubs• Local band• Charity work• Part-time job

The entire planned learning experience

1

WHAT are we trying to achieve?

Three key questions

2

HOW do we

organise learning?

3

HOW WELL are we

achieving our aims?

Assessment

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

Dimensions

Learning approaches

3-5

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

Accountability measures

Further involvement in education, employment or

training

Attainment and improved standards

Behaviour and attendance Civic participation

Healthy lifestyle choices

Every child matters outcomes Enjoy and achieve Stay Safe Be Healthy Make a Positive Contribution Achieve economic wellbeing

Focus for learning

Attitudes and attributeseg, determined, adaptable, confident,

risk-taking, enterprising

Knowledge and understandingeg, big ideas that shape the world

Skills eg, literacy, numeracy, ICT, personal,

learning and thinking skills

Curriculum aimsSuccessful learners

who 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

Working draft July 2007

A big picture of the curriculum

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

Embraces peer- and

self-assessment

Uses tests and tasks

appropriately

Links to national standards which are consistently

interpreted

Helps identify clear targets for

improvement

Gives helpful feedback for the learner and other

stakeholders

Maximises pupils’

progress

Promotes a broad and engaging curriculum

Draws on a wide range of

evidence of pupils’ learning

Is integral to effective

teaching and learning

Informs future planning and

teaching

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 development

Creative development

Overarching themes that have a significance for individuals and society, and provide relevant learning contextsCultural diversity and identity – health lifestyles – community and civic participation – enterprise and entrepreneurship – sustainable

futures and the global dimension – technology and the media – creativity and critical thinking

Civic Participation

Reduced NEETHealthy Lifestyle

Choices

Attainment and Achievement

Successful Learners

Confident Individuals

Responsible Citizens

Attitude and Engagement

more clarity about the purpose and value of education and learning

clarity of possible route ways through school and beyond

more diverse design within clear parameters; local interpretation within a national framework

the use of the curriculum to encourage analysis of choice, specialism and need

a shared emphasis on ‘doing better’; raising standards in literacy, numeracy and ICT as well as citizenship, health, enterprise, creativity and internationalism

KS3: What needs to be different? (1)

more clarity about the purpose and value of education and learning

clarity of possible route ways through school and beyond

more diverse design within clear parameters; local interpretation within a national framework

the use of the curriculum to encourage analysis of choice, specialism and need

a shared emphasis on ‘doing better’; raising standards in literacy, numeracy and ICT as well as citizenship, health, enterprise, creativity and internationalism

assessment to enhance learning

coherence and consistency from KS2 to KS4

acknowledgement of success and progress in a range of areas of learning that recognises and values pupils’ development as people

planning KS3 as a single stage with emphasis on clear aims driving outcomes

assessment to enhance learning

coherence and consistency from KS2 to KS4

acknowledgement of success and progress in a range of areas of learning that recognises and values pupils’ development as people

planning KS3 as a single stage with emphasis on clear aims driving outcomes

KS3: What needs to be different? (2)

from concern about subject content

to concern about the nature and impact of subjects

to a focus on effectiveness of learning

supporting schools and settings in building their curriculum

harmonising thinking and practice in curriculum

Some issues…

A distinctive purpose for key stage 3

a world of learning

open eyes to potential and possibilities

extended horizons

register and confidence

a rite of passage… with adults

approaches to learning

Subject programmes of study

Rethinkingsubjects

is a creative discipline. It can stimulate moments of pleasure and wonder for all pupils when the solve a problem for the first time, discover a more elegant solution, or notice hidden connections.

enquiry encourages questioning, investigation and critical thinking about issues affecting the world and peoples lives, for the present and future.

inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet.

Importance of the subject

Sorts of teaching and learning

open ended investigative activity

passionate and committed subject teaching (meeting a joyful and authorative expert)

coaching and mentoring (spotting need; developing specialism)

independent study (pupil or teacher initiated)

Key stage 3: Essential learning experiences..? (1)

two theatre performances; one Shakespeare

visit an art gallery

visit a museum practical task with up to four others to contribute to a practical

learning approach in an aspect of a subject, beyond the bounds of schools

•build a hide for bird watching

•restore a small area of recreation ground

•a games event for younger pupils

•a survey for a local citizenship issue

2 days fieldwork per subject

•one directly linked to another subject

a five day programme on education in England:

Key stage 3: Essential learning experiences..? (2)

work with five others to prepare, host, serve and manage a

healthy meal for diners in the local community

an observation at a local council meeting or a court in session

a half day at either the police station, fire station or hospital

active and extended contact with young people in a country

beyond the UK

an unaccompanied journey of 50 miles with one change in

transport

represent the school in an informal capacity

Some challenges

young people’s changing allegiance with faith traditions

learning about religion as a subject

learning from religion

collective worship

the place of content and knowledge

Teaching 5 outcomes through RE

Be healthy Stay safe Enjoy and achieve

Make a positive contribution

Achieve economic well-being

Religious teachings and beliefs on diet and treatment of animals

Understanding belief, faith and relationships as risks

Appreciation of religious roots of some art, music and architecture

Organising inter-cultural or inter-religious links

Understanding and evaluating religious and ethical rules on the use of money

Reasons for moral decision making

Teachings on violence and non-violence

Investigating a place of worship

Welcoming, questioning and thanking a visitor

Developing skills of listening, empathy, and group collaboration

Meditation, clarity and enlightenment

Family life and the duty to obey parents

Understanding, expressing and responding to complex arguments

Leading debates and discussions

Ethics of advertising

Sexual health and ethics

Religious and cultural identities and the need to belong

Solving moral and social problems

Working with faith groups in the community

The work of Christian, Muslim, Humanist and other charities

Subject advisers… making an impact?

ask for time at head teacher meetings

talk at governor conferences

talk with local community leaders

have a presence at ‘parent conferences’

talk to employers organisations

encourage involvement in other subject communities

Link to SACREs

grapple with ‘big issues’

The role of SACRE locally

sleeping partners

uncritical lovers

hostile witnesses

critical friends

a sense of destiny and something to live for

learning that is lively and ‘full of body felt’

a sense of belonging and family…a sense of home

reasons for faith and hope…why should I believe?

try to make it work…then use the manual

The kind of people we are…

John Sentamu, Archbishop of York

Well-educated pupils are socially, personally and emotionally intelligent, know what knowledge they need and how to acquire and use it in various contexts.

Well-educated pupils are socially, personally and emotionally intelligent, know what knowledge they need and how to acquire and use it in various contexts.

Good Curriculum Leaders

see the big picture

and talk about it

make learning deep and profound

recognise that every moment matters

resist institutional habits

make learning happen everywhere

know it has to change

stretch it to fit the child