Secondary Curriculum ReviewImplications for teacher trainers

What is happening when

• 30 April 2007 - consultation ends

• 5 June 2007 - final proposals

• 1 September 2007 – new curriculum on-line and training begins

• 1 September 2008 – implementation for year 7

• May 2011 – first assessments on new level descriptions

A curriculum …

• for the 21st century

• adaptable

• challenging

• inspiring

for our changing societyeconomytechnology

for pupils’ different needsfor schools in different circumstances

real audiencesreal purposesreal skills

engagingexpanding horizons

A curriculum that enables learners to

• linger longer

• dig deeper

• cross boundaries

to secure learningto follow throughto recap

reach conceptual understandinggo beneath the surface

link subjectsgo beyond the school gates

A curriculum that is more than the sum of its parts

• coherent

• meaningful for all pupils

• makes imaginative use of resources

building onnot repeating

Why am I doing this?How can I use what I’ve learnt?

provision supports learning objectives combining teacher expertises

Rethinking the whole curriculum

• the aims

• personal development

• personal, learning and thinking skills

• functional skills

New curriculum aims

• To ensure that all young people become: successful learners confident individuals responsible citizens

• These aims can be used as the focus for refreshing and developing the curriculum

The challenge of Every Child MattersTo what extent do young people:

• enjoy and achieve?

• engage and participate positively?

• use their learning to make wise, healthy and safe choices?

• pursue social, economic or environmental goals?

• value and understand each other, and appreciate diversity in society?

• Creativity• Critical understanding• Cultural understanding and diversity• Enterprise • Global awareness• Sustainability• Spiritual and moral development• Technology and media literacy

Curriculum dimensions: links in learning

Supporting schools in organising the curriculum

• personalisation

• inclusion

• teaching and learning experiences

• promoting progress through assessment

Subject programmes of study

Rethinkingsubjects

Starting to plan: three possible models

possible models1. Begin with key concepts

1. Begin with key processes

2. Begin with the importance statement and curriculum opportunities

Starting to plan: key concepts

A curriculum based around key concepts

5.Importance statement

Check the pupil experience

alongside the importance statement

1.Key conceptsPlan schemes,

units and lessons based

on one or more

2.Key

processesSelect

appropriate processes

3.Range and

contentBuild in relevant content

4.Curriculum

opportunitiesDevise contexts

and experiences

that can deliver

A school/department might begin with concepts when it…(for example …)

• To change teaching from content-led to concept-led

• To increase learners’ skills in independent thinking and critical reflection

• To enhance the creativity and motivation of learners

• To ensure stronger progression within and beyond key stages (s)

Starting to plan: Model 2: key processes

A curriculum based on skills

1.Key processes

Build the curriculum

around the skills and experiences

you intend to deliver

2.Range and

contentSelect content

that fits the skills and experiences

needed

3.Key concept

Organise teaching and

learning so that it develops concepts

4.Curriculum

opportunitiesDevise contexts and experiences that addresses

content

5.Importance statement

Check the pupil experience

alongside the importance statement

A school/department might begin with processes…

• To make teaching approaches more interactive and diverse

• To focus more systematically on skills

• To create skills-based connections within and between subjects

• To focus on skills or processes across subjects for specific groups of pupils, e.g. for a year group

Starting to plan: Model 3: importance statement

A curriculum promoting personal development

and community cohesion

1.Importance statement

Reflect on what the subject aims to try to achieve

2.Curriculum

opportunitiesCreate the

contexts and experiences which can achieve this

3. Key concepts

Organise content and concepts

4.Key processes

Select appropriate learning processes

5.Range and

Content

Select content

relevant to the context

A school/department might begin with importance statements …

• To place its teaching and learning into a wider social, cultural, economic or environmental contexts for learning

• To help pupils understand why the subject matters

• To create opportunities and experiences for re-engaging and enlivening

• To create stronger connections between the aims of the curriculum and the contribution of subjects

Questions for ITT partners1. How can ITT programmes help trainees to understand and use key

concepts and key processes?

2. How can trainees understand what the three planning models might look like?

3. How can a partnership ensure that trainees have experience of diverse, relevant, flexible planning models – and still retain quality?

4. How can ITT partnerships work together in developing the models?

Questions for subject-based discussion1. What is the impact of foregrounding concepts and processes?

2. How will pedagogy be improved by this change?

Consultation

• Tell us what you like … and what could be improved

• www.qca.org.uk/secondarycurriculumreview