The curriculum – how inclusive is it?. Questions driving curriculum development Three key...

The curriculum – how inclusive is it?

Questions driving curriculum development

Three key questions

3How well are we achieving

our aims?

1What are we trying

to achieve?

2How do we

organise learning?

Three key questions

1What

are we trying to achieve?

2How do we

organise learning?

3How well

are we achieving our aims?

From the National Curriculum to YOUR curriculum

Accountability measures

Attainment and improved standards

Behaviour and attendance

Further involvement in education, employment or trainingCivic participation Healthy lifestyle choices

To secure

Every Child Matters outcomes

Focus for learning

Curriculum aims

The curriculum aims to enable all young people to become

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

Three key questions

3How well


1What


2How do we

organise learning?

Whole curriculum dimensions

Approaches to learning

Components

The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes

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

Varied and matched to learning need

e.g. enquiry, instruction, active,

practical, theoretical

Assessment is fit for purpose and integral to

learning and teaching

Opportunities for spiritual, moral, social, cultural,

emotional, intellectual and

physical development

In tune with human

development

Assessment develops

learners’ self-esteem and

commitment to their learning

Personalised - offering challenge

and support to enable all learners make progress and

achieve

Assessment uses a wide range of

evidence to encourage learners to

reflect on their own learning

Involve learners

proactively in their own learning

Resource well-matched to

learning needeg. use of time, space, people,

materials

Relevant, purposeful and for a range of

audiences


Focus for learning

Curriculum aims














Further involvement in education, employment or training

Civic participation

Healthy lifestyle choices

To secure

PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

Statutory Expectations

Three key questions

3How well


1What


2How do we

organise learning?

Subjects

PSHEPW EW+FC

PE

Mu

MFL

RE

SC

Ma

ICT

Hi

Ge

En

D & T

Ci

A & D

PSHEPW EW+FC


Statutory expectations

Problem solving, reasoning and numeracy

Physical development

Personal, social and emotional development

Knowledge and understanding of the world

Communication, language and literacy

Creative development







PSHEPW EW+FC





Components


Focus for learning

Curriculum aims












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.









In tune with human

development

Assessment develops





achieve




Involve learners




materials


audiences

Environment RoutinesLocationsLessonsLearning outside the classroomEvents Extended hours

Evaluating impact


To make learning and teaching more effective so that learners understand quality and how to improve

To secure




Components


Focus for learning

Curriculum aims















eg enquiry, instruction, active, practical,

theoretical






In tune with human

development

Assessment develops




and support to enable all learners to make progress and

achieve




Involve learners


Resource well matched to

learning needeg use of time, space, people,

materials


audiences

PSHEPW EW+FC












Three key questions

3How well


1What


2How do we

organise learning?

Involves the whole school community eg learners, parents, teachers, employers,

governors

Chooses assessment fit

for purpose

Creates a continuous

improvement cycle

Uses a wide range of

measures, both qualitative and

quantitative

Uses ‘critical friends’ to offer

insights and challenge

assumptions

Uses information intelligently to

identify trends and clear goals for improvement

Looks at the whole child eg curriculum aims, progress in

skills, subjects and dimensions

Uses a variety of techniques to

collect and analyse

information


Legacy

3How well


Assessmentfit for purpose


Learning approaches

Components



Focus for learning

Curriculum aims












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


PSHEPW EW+FC




Mathematical development




1What


2How do we

organise learning?



Further involvement in education, employment or training

Civic participation

Healthy lifestyle choices

To secure

Including all learners with 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 school including community and business links

Opportunities for spiritual, moral, social,

cultural, emotional, intellectual and




Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment







PSHEPW EW+FC





Components


Focus for learning

Curriculum aims






















In tune with human

development

Assessment develops





achieve




Involve learners




materials


audiences


Evaluating impact



To secure




Components


Focus for learning

Curriculum aims















eg enquiry, instruction, active, practical,

theoretical






In tune with human

development

Assessment develops




and support to enable all learners to make progress and

achieve




Involve learners


Resource well matched to

learning needeg use of time, space, people,

materials


audiences

PSHEPW EW+FC












Three key questions

3How well


1What


2How do we

organise learning?

Involves the whole school community eg learners, parents, teachers, employers,

governors

Chooses assessment fit

for purpose

Creates a continuous

improvement cycle

Uses a wide range of

measures, both qualitative and

quantitative

Uses ‘critical friends’ to offer

insights and challenge

assumptions

Uses information intelligently to

identify trends and clear goals for improvement

Looks at the whole child eg curriculum aims, progress in

skills, subjects and dimensions

Uses a variety of techniques to

collect and analyse

information

creative

makes connections questioning

communicates well

confident takes risks

thirst for knowledge

curious

generates ideas

flexible

perseveres

listens and reflects

critical self-editing

skilled

shaper

literate

willing to have a go

thinks for themselves

shows initiative

gets on well with othersmakes a difference

acts with integrityself-esteem

‘can do’ attitude

learns from mistakes

independent

It is attitude rather than aptitude that causes most failure. Having a commitment to learning is one of the main reasons why people succeed.

Its absence is why many students don’t achieve what they are capable of and many adults look back on school as a time of underachievement.

So what makes this happen?

What do young people say?They learn and remember least when:

• They have to listen to the teacher for a long time• They copy notes from the board or a book• They work on their own

What do young people say

They learn best when:

• They do and/or make things/use ICT• They can talk to a teacher about their work• They work in groups• They are helped to find ways to

remember things

Meeting the needs of all learners - what needs?

• Educational – they need and have a right to make progress – who is this progress for and why?

• Personal, social and emotional needs - what is their motivation and their capacity to reflect on how they can best make progress?

What barriers might there be?

• Gaps in knowledge• Disability• Behavioural• Cultural [including social background]• Organisational• Communication• Attitudinal

A coherent well designed curriculum• Makes sense• Is relevant• Fosters good working relationships and will lead

to

• Better engagement• Improved motivation• Increased self-belief• Raised aspirations• Greater achievement

Take into account:

• What they learn

• When learning takes place

• Where learning takes place

• With whom learning takes place

• How learning takes place

How can we do things differently?

Disciplined innovation

1What


2How do we

organise learning?

3How well


How do we know we’ve achieved our aims?

• Record your starting point• Plan ‘reflection points’ to recognise

progress towards meeting goals• Collect evidence of learners’ attitudes,

attributes, skills, knowledge and understanding

• Use a wide range of evidence• Share it with learners

Three key questions

3How well are we achieving

our aims?

1What are we trying

to achieve?

2How do we

organise learning?

From the National Curriculum to YOUR curriculum

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

The curriculum – how inclusive is it?. Questions driving curriculum development Three key...

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