The New Secondary Curriculum

• De Vere University Arms, Cambridge – 26/06/09

Cross Curricular DimensionsCross Curricular Dimensions

Steve KeebleLead Practitioner Curriculum Change North Suffolk

‘ We want young people to understand, consider and influence the world in which they live. The curriculum has to help them to explore key dimensions by bringing their learning together around key issues that affect our changing society.’

Mick Waters, Director of Curriculum, QCA

Using the dimensions

• Although dimensions are not a statutory part of the National Curriculum, schools will find them useful in designing and planning their curriculum.

• Individual dimensions should not be considered in isolation as they are often interdependent and mutually supportive. Identity and cultural diversity and community participation can be interlinked in promoting community cohesion

2How

do we organise learning?

Environment RoutinesLocationsLessonsLearning outside the classroomEvents Extended hours

Once you have identified your priorities design and implement curriculum changes as an entire planned learning experience, made up of a number of components, underpinned by a broad set of common values and purposes

Dimensions provide a focus for learning within and between subjects, in PLTS and

across the entire planned learning experience. Develop the ethos of your school around the dimension you (Or

OFSTED) have identified as the priority for your learners

Designing compelling learning experiences

focused on a dimension

Subjects - identify how each subject can contribute to your dimension. Use the subject comparison tool on the NC website to help you select appropriate key concepts, processes, range and content and curriculum opportunities across subjects

Other dimensions – dimensions are interdependent and mutually supportive. Create links between your core dimension and others.

Assessment – make this an integral part of teaching and learning, using day to day interactions with learners to recognise learning as it happens and shape next steps.

Resources- consider how you marshal resources relevant to your dimension to provide easy access for learners eg. Use of ICT and link to community resources provided by school library service and museums

People – consider who will contribute to your compelling learning experience such as experts from outside the school from local community organisations, museums, art galleries, libraries, NGO’s

Time - think about time creatively eg. introduce single lesson days or week-long lesson days as a way of developing the flexibility of the timetable

Place – consider where learning will take place, ensuring that any learning outside the classroom interconnects with learning in the classroom. Does your school environment – corridors, hall, library etc link to your priority dimension ?

PLTs – plan how to develop these skills through a range of experiences and subject contexts linked to your selected dimension. Encourage learners to develop and transfer skills across a range of contexts.

School Example

• The challenge asks students to choose a sport, identify current accessibility issues for spectators of the sport and think about new ways that technology could be used to improve the spectator experience of the sport.

The Process 1

• Curriculum OpportunitiesEnglish/PE/Citizenship/ICT/Music/Art/

• DimensionsHealthy Lifestyles

Community Participation

Enterprise

Technology and the Media

Creativity and Critical Thinking

The Process 2• What is the community attitude to sports?• What is the community experience of new

technology?• What is the community accessibility to sports

events and new technology?• How could we improve the community

experience of sport?• How will we counteract negativity to new

technology?

“A curriculum fit for the 21st century should encourage critical thinking so that pupils are not only aware of global issues and events from different points of view but also that they can take part in working on their solutions.”

Mick Waters, Director of Curriculum, QCA