THE ROSE REVIEW – IMPLICATIONS FOR PRIMARY

INTITIAL TEACHER EDUCATION

UCET 2009

Not Protected - Restricted- Confidential (Delete as Applicable)

Dr Samantha Twiselton – University of CumbriaDr Alice Hansen – University of CumbriaDr Sally Elton-Chalcraft – University of CumbriaDr Mark Chater - QCDA

Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualifications and Curriculum Authority. © QCA 2009

The changing primary curriculum: implications for ITT

Voices from student teachers and schools

Think-pair-share 1

The changing primary curriculum

Think-pair-share 2

How one provider is doing it

More voices from schools

Think-pair-share 3

Voices from student teachers and schools

A case study: “Teachers as learners: curriculum innovation with trainee teachers”

What do head teachers say?

“The advantage of having groups of students was in the first instance the benefit of powerful collaboration on creative ideas and the planning for implementation of them, the opportunity to make professional use of individual skills in specific curriculum areas.”

“It was possible also through the Skills-Based Approach to link through every subject especially for Literacy and mathematical skills, thereby contextualising the learning and making it more meaningful.”

What do head teachers say?

“There were very high levels of pupil enjoyment and tremendous opportunities created for development of Speaking and Listening skills in particular. The school also has a wealth of ICT resources and these were utilised to the full. Staff were able to value fully the real advantages of being able to transform the curriculum through the team of students.”

“A fantastic week in which the generation and planning of creative ideas were not constrained by thoughts of anything being ‘impossible’.”

What do our NQTs say?

“I learned not to be afraid to give the children freedom to explore.”

“Creativity is not just about drama, art and music etc. but can be found in all aspects of the curriculum and this is why finding meaningful links throughout your teaching is so valuable.”

“The highlight for me was working as part of a team, experimenting and bouncing ideas off colleagues and having a flexible plan for the week which could incorporate children’s ideas and questions.”

What do our NQTs say?

“What could be managed on the creative week has to be done in part or in a very different way with the everyday resource of one teacher and possibly a teaching assistant.”

“I think the distinct teaching of the subjects on the PgCE could be altered to better address the new Primary Curriculum changes.”

Think-pair-share 1

From what you have seen and heard from the primary school case studies …

What is new?

What is challenging?

What could work for you?

(5 minutes discussion)

Primary Review - building on EYFS :

From this…

…to this –

Oct 2009

Levels of Specification(Mick Waters)

OLD

NEW

H

HLDesign

Content

coherencefragmentation

stagnation regimentation

Interdependence is key

Curriculum with assessment: personalising learning at every level

THE REMIT• help schools design engaging, challenging and inspiring

learning experiences to meet their pupils’ individual needs and strengths - put personal development at the heart of the curriculum

• encourage attitudes and attributes such as creativity and a commitment to lifelong learning

• reflect what we know about how children learn - reflect the distinctive features of the primary phase

• support learners’ transition into and out of the primary curriculum

• meet the needs of our future society

• inspire and galvanise the workforce and promote public understanding

The story so far…

Children’s Plan – December 2007

Independent review by Sir Jim Rose – January 2008

Final report to Secretary of State – April 2009

Public consultation – May to July 2009

Consultation reports to DCSF – September 2009

The primary curriculum consultation

1057 survey responses

9 conferences attended by 750 educationalists

49 focus groups and seminars for 800 participants

Pupil consultation – 507 responses

Parent consultation – 375 responses

Hundreds of emails, letters, speaking engagements, school visits…

0-14 advisory group: including system leaders, Ofsted, National Strategies, ITT providers, TDA, Primary HeadsInternational comparison studies and probesSubject expert groupCo-developmentEvidence from OfstedLiterature reviewCommissioned research and probesUniversities and academicsPolicy steer: Personal development, ICT, flexibility

Evidence Base

0-14 advisory group: including system leaders, Ofsted, National Strategies, ITT providers, TDA, Primary HeadsInternational comparison studies and probesSubject expert groupCo-developmentEvidence from OfstedLiterature reviewCommissioned research and probesUniversities and academicsPolicy steer: Personal development, ICT, flexibility

Evidence Base

Key messages from the final report

‘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

‘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

What are the implications of these changes for ITT?

Aims of the curriculum

• The aims of the primary curriculum are to enable all children to become: • successful

learners• confident

individuals• responsible citizens

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

Areas of learning

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

Areas of learning

Understanding the arts

Historical, geographical and social understanding

– exciting children’s imaginations about the arts and developing their creativity

– developing children’s language and communication skills

– stimulating children’s curiosity about the past and the present and their place in the world

Understanding English, communication and

languages

Areas of learning

Mathematical understanding

Understanding physical development, health and

wellbeing

Scientific and technological

understanding

– developing children’s understanding of mathematics and its use in everyday life

– developing children’s understanding of what makes an active, healthy and fulfilling life

– developing children’s understanding of the natural and made worlds and the relationship between science and technology

What’s in a programme 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

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

With what you currently know about the changing curriculum, what are the challenges and opportunities for improving assessment and curriculum in our schools and the impact on ITT?

Revolution or evolution? Time to reflect

What happens next?

The revised national curriculum website goes live at the end of January, featuring

Proposed statutory curriculum content

Online tools to support curriculum design

Case studies on specific aspects of the curriculum

Curriculum design guidance and a handbook are being prepared for circulation to all schools early in 2010

The DCSF is setting up an implementation support programme with key partners NCSL

April 2009-September 2011

Formal national consultation-complete

Renewed primary curriculum sent to schools

Launch of new curriculum Sept 2011

Jan 2010Publication and launch of curriculum design guidance, website, handbooks

30 April-24th July 2009

Jan 2010

Secretary of State accepts all of Jim’s recommendations April 2009

Local authority briefing events Early Dec

Interdependence is key

Curriculum

Pedagogy Assessment

All three elements work together foreffective learning and teaching

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

Theresa Forbes forbest@qcda.gov.uk

Think-pair-share 2

From what you have seen and heard of the changing primary curriculum …

What are the implications for …

Primary ITT programme aims and design ?Primary ITT partnerships and settings, including links to school improvement? Primary ITT standards in knowledge and understanding?

(10 minutes discussion)

Primary QTS Programmes – mass revalidation

Common framework across all programmesBuilt around 3 main types of placement:

BeginningDevelopingExtendingAn integrated approach

Some discreet subject time – but the ‘main’ subject is the uniqueness of the primary phaseMuch more holisticNeeds to deliver efficiency gains

PL

AC

EM

EN

TS

Beginning/The learner

Understanding English, Communication and Languages 20

Mathematical understanding 20

Scientific and Technological Understanding 20

Child Development(1)/ Principles of T & L 20

Intro to Skills and Attitudes(HE and IT through a

possible subject interest?) 20

100

Developing /Learning Community

Child Development (2) /Learning Theory, NLP,

Personalised learning…20

Historical, Geographical and Social Understanding 10

RE, Cultural and Global Understanding 10

PE & Wellbeing (PSHE) 10

Understanding & developing the Arts 10

60 + 40 specialismOr make them all 20

Broadening/Widening Community

Inclusion, Diversity & SEN 20

Creativity through a cross curricular approach

(PSHE & global…) 20

Reflective practice in the core subjects 20

60 specialismi.e. 60 common

– 40 special

Extending,Deepening/

Research community

Current Issues in Education 20Curriculum Managing and Thinking 20

Researching teacheri.e. 40 common 60 specialism

Reflective Practice

Creativity

Inclusion

ChildDevelopment

Assessment For Learning

Personalisedlearning

Learning Theory,P4C, Enquiry, Thinking

Skills, Children’s Voices, NLP, Participatory learningSchool based

learning

Learningenvironment

Pervading Ethos

Role of adult and relationships,

working with others

Programme Distinctive Elements4 YEAR DEGREE:Main subject is the uniqueness of conceptual development within the primary phase – specialisms are in depth explorations of this within a curriculum areaSubject specialisms will be reconstructed around Programmes of Learning. They will use:

QCDA aims, Importance statements, Concepts (Essential Knowledge)Key skills and breadth of knowledge

3 YEAR DEGREEBuilt around:

QCDA ‘Big pictureECM outcomes

FT and Flexible Modular PGCEsOffer Professional Graduate and Post Graduate Awards to range of student teachers.

Attitudes and Attributes – being:Open-minded and adaptableMotivated and determinedAcceptingCreativeReflectiveInformed by valuesCurious, Well qualified, Risk - takers

Attitudes and Attributes – being:Open-minded and adaptableMotivated and determinedAcceptingCreativeReflectiveInformed by valuesCurious, Well qualified, Risk - takers

Skills in:Teaching/planning/evaluating All areas of the Primary Curriculum Team workQuestioning self and others Time managementClassroom organisation and managementStudying Applying theory to practice

Skills in:Teaching/planning/evaluating All areas of the Primary Curriculum Team workQuestioning self and others Time managementClassroom organisation and managementStudying Applying theory to practice

Knowledge and Understanding of:Children and selves as learnersComplexities of the statutory and wider curriculumProgression, differentiationDifferent theoretical perspectivesHolistic awareness of childrenWhy and how effective learning occurs – and act on this

Knowledge and Understanding of:Children and selves as learnersComplexities of the statutory and wider curriculumProgression, differentiationDifferent theoretical perspectivesHolistic awareness of childrenWhy and how effective learning occurs – and act on this

Be Healthy Stay Safe Enjoy and Achieve Make a Positive Contribution Economic Well- BeingBe Healthy Stay Safe Enjoy and Achieve Make a Positive Contribution Economic Well- Being

The Learner [20] The Learning Community 1 [10] The Wider Community [20]

Foundation SubjectsPE, Geog, DT, MFL [20]

Foundation Subjects [20]PE, Art, History, Music

Creativity X Curriculum [20]

Maths [10]

Core [20]Maths and Science

Core X Curriculum [20]

English [10]

Science [10]

The Learning Community 2 [10]

Year 1 Year 2 Year 3 Year 1 Year 2 Year 3

Core [20]English and ICT

ICT [10]

Managing Change [20]

Electives [20]

School Experience

Specialist Theme [20]

The Undergraduate Teacher [20]

Specialist Theme [20]

Specialist Theme [20]

Specialist Theme [20]

ThinkersReflective, critical, questioning,

independent, challenging, Life –Long Learners

ThinkersReflective, critical, questioning,

independent, challenging, Life –Long Learners

Aims – to be: Aims – to be:

Varied Peer Individual Assessment for Learning Linked to Programme Placement and Worthwhile Assessment Feedback Advice given on Areas Aims University To Develop Focused

Varied Peer Individual Assessment for Learning Linked to Programme Placement and Worthwhile Assessment Feedback Advice given on Areas Aims University To Develop Focused

AssessmentAssessment

TD

A P

rofe

ss

ion

al S

tan

da

rds

for T

ea

ch

ers

20

07

ECM outcomes

ECM outcomes

LearningOutcomesLearning

Outcomes

TheCurriculumThe

Curriculum

CreativeAble to work across

boundaries, imaginative, flexible

CreativeAble to work across

boundaries, imaginative, flexible

ProfessionalRelationships, qualities, manner, attitude, approach, commitment

ProfessionalRelationships, qualities, manner, attitude, approach, commitment

ResponsibleFor own learning, others,

planning, teaching, assessing, evaluating

ResponsibleFor own learning, others,

planning, teaching, assessing, evaluating

Meeting children's needs within and beyond the curriculum (20 credits)

Areas of Learning (Primary Curriculum)(Qualificatory)

Improving learning and teaching through practitioner research (20 credits)

The Creative and Effective Curriculum (20 credits)

Beginning placement(4 weeks)

Developing placement(5 weeks)

Extending placement

(7/8 weeks)

C&E placement(1 week)

1 day

1 day

1 day

1 day

1 day

Meeting children's needs within and beyond the curriculum (20 credits)

Improving learning and teaching through practitioner research (20 credits)

The Creative and Effective Curriculum (20 credits)

PgCE (5-11 pathway): One model

Areas of Learning (Primary Curriculum)(Qualificatory)

Meeting children's needs within and beyond the curriculum (20 credits)

Improving learning and teaching through practitioner research (20 credits)

1 day

1 day

1 day

1 day

1 day

Beginning placement(4 weeks)

Developing placement(5 weeks)

The Creative and Effective Curriculum (20 credits)

Areas of Learning (Primary Curriculum)(Qualificatory)

C&E placement(1 week)

Think-pair-share 3

From your discussion, what changes will you advocate ?

What are you trying to achieve through programme aims and partnership arrangements ?

How will you organise your students’ learning through programme design and partnership arrangements?

How will you measure success in subject knowledge and understanding?

(5 minutes discussion)