why has the curriculum changed?. discuss the following four questions on your table and exchange...
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Why has the curriculum changed?
Discuss the following four questions on your table and exchange ideas. Then be ready to hold up the green card for “yes”, and red card for “no” in answer to the following questions:
1. We know the dates for phasing in the new KS3, KS4 and A-level.
2. We understand the significance of the different colour swirls above.
3. We know who Mick Waters is.
4. We know about the CfBT project and how it can help us.
2008: new Y7 & ‘AS’ 2009: new Y8, ‘A2’ and Y10 GCSE2010: new Y9 and Y11 GCSE
plus: Diplomas and other vocational changes in 14-19
education
What? When?
Society and the world has changed…..
• The nature of work has changed.• The impact of technology.• New understandings about the nature of learning. • Increased global dimension to life.• The public policy agenda - personalisation, ECM,
sustainability, social cohesion, enterprise.
But why do we need change?
The new secondary curriculum is more than just the revised PoS. At its heart is a new curriculum planning and design approach that aims to promote:
• Increased flexibility to make the curriculum more coherent for learners
• Opportunity to tailor/customise/localise your curriculum to make more impact on the learner
• Whole curriculum design (aims, subjects, skills, personal development, cross-curricular dimensions)
A big picture of the curriculum
Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)
Working draft July 2007
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Three key questions
3How well
are we achieving our aims?
Assessmentfit for purpose
Whole curriculum dimensions
Learning approaches
Components
Accountability measures
Every Child Matters outcomes
Focus for learning
Curriculum aims
Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
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
Successful learnerswho enjoy learning, make progress and achieve
Responsible citizens who make a positive contribution to society
Confident individualswho are able to lead safe, healthy and fulfilling lives
The curriculum aims to enable all young people to become
To 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
Statutory expectations
PSHEPW EW+FCPEMuMFL RE SCMaICTHiGeEnD & TCiA & D
Physical development
Personal, social and emotional development
Mathematical development
Knowledge and understanding of the world
Communication, language and literacy
Creative development
1What
are we trying to achieve?
2Howdo we
organise learning?
Attainment and improved standards
Behaviour and attendance
Further involvement in education, employment or training
Civic participation
Healthy lifestyle choices
To secure
Including all learnerswith opportunities
for learner choice and personalisation
Using a range of audience and
purpose
Matching time to learning need eg
deep, immersive and regular frequent
learning
In tune with human
development
A range of approaches eg enquiry, active
learning, practical and constructive
Building on learning beyond the schoolincluding community and business links
Opportunities for spiritual, moral, social,
cultural, emotional, intellectual and
physical development
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.
Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment
The QCA ‘Big Picture’ of the new curriculum
The new KS3 curriculum aims to “develop a modern, world-class curriculum that will inspire and challenge all
learners and prepare them for the future.”
WHAT are we trying to achieve?
HOW do we organise learning?
HOW well are we achieving our aims?
There are three questions that are driving curriculum design, development and implementation:
The curriculum aims to enable all young people to become:
• 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 a positive contribution to society
The AimsThe Aims
geography
Coherence… for the learnerCoherence… for the learner
Subjects
Skills and dimensions
Personal Development
Personal, learning and thinking skills (PLTS)
An increased focus on skillsAn increased focus on skills
Functional skills• Literacy, Numeracy and ICT skills
• Independent enquirers• Creative thinkers• Reflective learners• Team workers• Self-managers• Effective participators
< Geography < Geography < Geography < Geography < Geography < Geography
< Geography
A note of caution from David Lambert.A note of caution from David Lambert.
“Pupils cannot be taught simply to think. They have to have something to think about. “
“If this ‘something’ is trivial, irrelevant or out of date then the education process will be devalued and impoverished.”
These can provide powerful unifying themes that give learning relevance and help young people make sense of the world…..
Cross-curriculum dimensionsCross-curriculum dimensions
• Identity and cultural diversity• Sustainable futures • The global dimension• Healthy lifestyles• Community participation• Enterprise • Technology and the media• Creativity and critical thinking
• Whole curriculum design underpinned by aims
• Flexibility
• Personalisation
• Locally determined curriculum
• More emphasis on skills
• More emphasis on personal development and ECM
• Coherence and relevance• Real opportunity for renewal and re-invigoration
So what has changed?So what has changed?
For details and case studies of the new KS3 curriculum
visit - http://curriculum.qca.org.uk
What are the What are the opportunities opportunities
for for Geography?Geography?
The cross curriculum dimensions especially the
Global dimension and Sustainable Development
A locally determined
curriculum that looks at local
issues
To work more closely with
other subjects
To contribute to PLTS
Personal geography responding to
student voice and related to student
experiences
A relevant and up to date geography curriculum