to help you to plan for…

> universal entitlement and local need; > employability and well-being; > expertise and experience; > practice and principles; > agendas and schemes of work; > careers education and curriculum; > guidance and teaching; > boundaries and links; > professionalism and reform; > standards and life-role relevance.

DVT

9Curriculum

uploaded 19/06/07

RE-INVENTING CAREERS EDUCATIONthe future in seven-and-a-half chapters

these ideas in: The future of

careers education in seven-and-a-half

chapters - at: www.hihohiho.com

- in ‘the underpinning’

this PowerPoint at: www.hihohiho.com

in ‘the magazine’(in touch)

_________

handouts:print in fine colour/ copy in grey-scale

‘... we want to encourage schools to be innovative in the way that they plan the school

timetable...’

QCA boss

QCA 2007 - rebalancing curriculum

‘... to make pupils more enthusiastic about learning.’

rebalancing universal entitlement and local need calls on curriculum

‘... we want to encourage schools to be innovative in the way that they plan the

school timetable...’

‘... to make pupils more enthusiastic about learning.’

QCA boss

rebalancing universal entitlement and local need calls on curriculum

enquiring minds - think for themselves... know how to process

information, reason, question and evaluate... know about big ideas and events that shape our world;

well prepared for life and work... take account of the needs of present future generations in the choices they make... can change things for the better.

self-aware and deal well with their emotions...

recognise their talents and have ambitions... are willing to try new things and make the most of opportunities;

> successful learners:

> confident individuals:

> responsible citizens:

QCA 2007 - the aims

1. enjoy and succeed:

2. stay safe and manage risks:

3. maintain a healthy lifestyle:

4. form relationships and participate:

5. be ready for working life:

Youth Matters and QCA Review

rebalancing employability and well-being calls on curriculum

QCA 2007 - and Youth Matters

for example ‘have a say in what and how you learn’; for example ‘develop skills such as negotiation and assertiveness to resist unhelpful pressure’; for example ‘see the consequences that some decisions might have on their health and that of others’;.

for example ‘understand the multiple roles individuals play’; for example ‘understand the economy’ and ‘be an informed consumer of financial services’.

QCA 2007 - Youth Matters and careers1. enjoy and succeed: for example ‘have a say in what and how you learn’;2. stay safe and manage risks: for example ‘develop skills such as negotiation and assertiveness to resist unhelpful

pressure’;3. maintain a healthy lifestyle: for example ‘see the

consequences that some decisions might have on their health and that of others’;4. form relationships and participate: for example ‘understand the multiple roles individuals play’;5. be ready for working life: for example ‘understand the

economy’ and ‘be an informed consumer of financial services’.

Youth Matters and QCA Review

rebalancing employability and well-being calls on curriculum

well-being in the emerging curriculum

education for citizenship

spiritual well-being

personal, social, health and economic education

personal well-being

economic well-being

civil well-being

religiouseducation

back story 1: changing culture

‘The great majority of young people are taking advantage of the expanding opportunities that changes in society and the economy are providing. The internet, mobile

phones, digital tv and games consoles have transformed the way they use their leisure time. Texting and chat-rooms are for many an essential means of

communication. The web is today’s newspaper, gossip column and encyclopaedia all rolled into one.’

Youth Matters

rebalancing expertise and experiencecalls on curriculum

back story 1: culture and career

‘The great majority of young people are taking advantage of the expanding opportunities that

changes in society and the economy are providing. The internet, mobile phones, digital tv and games consoles have transformed the way they use their

leisure time. Texting and chat-rooms are for many an essential means of communication. The web is

today’s newspaper, gossip column and encyclopaedia all rolled into one.’

Youth Matters

rebalancing expertise and experiencecalls on curriculum

> beliefs – this is how things are;

> values - this is what is worth

doing;> expectations – and this is who is

in a position to do it.

back story 2: locality in policy

‘The information needed appropriately to formulate targets is held by the people in

schools - rather than in government departments. To evade that reality is to

undermine the authority and morale of those engaged in the activities which are being

planned.’ The State and the Market (abstracted)

rebalancing expertise and experiencecalls on curriculum

‘The information needed appropriately to formulate targets is held by the people in

schools - rather than in government departments. To evade that reality is to

undermine the authority and morale of those engaged in the activities which are being

planned.’ The State and the Market (abstracted)

rebalancing expertise and experiencecalls on curriculum

back story 2: ‘locality’ and career

> attachment, allegiance and resonance.

> ‘long-tail’ celebrations of ‘people-like-us’;

> post-coded and other proximate realities;

‘Our national output has grown in every quarter since 1993. But a visitor might rightly ask, “if

you’re so rich, how come you ain’t happy?”. Of course, happiness and well-being are

notoriously slippery concepts. But it’s hard to deny that something is wrong.’

Compassionate Conservatism

rebalancing expertise and experience calls on curriculum

back story 3: well-being in experience

‘Our national output has grown in every quarter since 1993. But a visitor might

rightly ask, “if you’re so rich, how come you ain’t happy?”. Of course, happiness and

well-being are notoriously slippery concepts. But it’s hard to deny that

something is wrong.’ Compassionate Conservatism

rebalancing expertise and experience calls on curriculum

back story 3: experience in role

For example…

…as a job-seeker - and a friend - and a son

We do semantic and procedural, but less episodic learning - developing a story of how learning can be used in a life.

on the street / at home

my mates / the family

letting go / holding on

> where? …in an interview /

> with whom? …a selector /

> for what? …looking good /

1. aims: what students gain, and why it is important;

2. key processes: how learning is acquired and used;3. key concepts: ideas that underpin any useful grasp of the learning;4. range and content: topics and issues that students need to examine;5. opportunities: scheme, project and experience.

QCA Review

rebalancing practice and principles calls on curriculum

effect 1: principle not prescription

1. aims: what students gain, and why it is important;

2. key processes: how learning is acquired and used;3. key concepts: ideas that underpin any useful grasp of the learning;4. range and content: topics and issues that students need to examine;5. opportunities: scheme, project and

experience.QCA Review

rebalancing practice and principles calls on curriculum

effect 1: principles enable links

... school-based and community-based expertise and experience.

... subjects separated by conventional timetabling;

... well-being and any part of the subject-based curriculum;

... citizenship, religious education, personal and economic well-being;

every scheme to be organised around the five principles - so that links can be made between...

> ‘use “work” as a context for learning across the curriculum’; and> ‘reflect on how their learning in all subjects in the curriculum is relevant to their economic well-being’.

QCA Review

rebalancing boundaries and links calls on curriculum

‘something do’‘somewhere to go’

‘someone to talk to’

effect 2: integration

- which is useful:- that is new;- who is credible.

Youth Matters - Next Steps (adapted)

> ‘use “work” as a context for learning across the curriculum’; and> ‘reflect on how their learning in all subjects in the curriculum is relevant to their economic well- being’.

QCA Review

‘something do’ – which is useful: ‘somewhere to go’ – that is new;

‘someone to talk to’ - who is credible.

Youth Matters - Next Steps (adapted)

rebalancing boundaries and links calls on curriculum

effect 2: not boxed or infused - integrated

other’s space

as-and-when

cross-curricular

subject-by-subject

more for less

shared space

as needed

off-the-edge

task-by-task

less is more

wholly-owned

in a box

‘specialist’

another subject

by ‘whomever’

subject-based infused integrated

key features of curriculum:

rebalancing guidance and teaching calls on curriculum

> getting transfer-of-learning: so they have multiple links for using the learning in their lives;

effect 3: re-programming curriculum

> enabling processes: so that students learn how to learn;

> ensuring progression: so that students move forward from basic to useful learning;

> working across boundaries: so that learning is rooted in a range of expertise and experience.

key features of curriculum:

> enabling processes: so that students learn how to learn;

> ensuring progression: so that students move forward from basic to useful learning;

> getting transfer-of-learning: so they have multiple links for using the learning in their lives;

> working across boundaries: so that learning is rooted in a range of expertise and experience.

rebalancing guidance and teaching calls on curriculum

effect 3: programme management

and scheme development…

…enabling what learning?...

team

...bringing what credibility?...

...who is helping?...

for network,

‘The curriculum cannot remain static. We have to re-appraise our work in response to the

changing needs of our students and the impact of economic, social and cultural change. Education only flourishes if it successfully

adapts to the demands and needs of the time.’DfES – The National Curriculum (abstracted)

rebalancing professionalism and reform calls on curriculum

effect 4: reforming careers work

‘The curriculum cannot remain static. We have to re-appraise our work in response to the changing needs of our students and the

impact of economic, social and cultural change. Education only flourishes if it

successfully adapts to the demands and needs of the time.’

DfES – The National Curriculum (abstracted)

rebalancing professionalism and reform calls on curriculum

effect 4: reforming careers work

> positioned for on-going curriculum reform.

> at the heart of curriculum;

> from bilateral to multilateral partnerships;

6. ‘markets and meaning’: as pressures on religious education relax, working with meaning and purposes for life roles;

the future - in seven-and-a-half chapters

5. ‘linking up’: as pressures on citizenship relax, linking economic to civil roles;

4. ‘off the edge’: getting integrated events in central timetabling;

3. ‘getting smart’: drawing on expertise and experience in school-wide curriculum and community;

2. ‘moving out’: linking learning for work roles to other economic roles;

1. ‘back to basics’: embedding careers education in economic well-being;

chapter seven-and-a-half: ‘pastoral’, ‘religion’, ‘citizenship’ and ‘career’ may prove to be pre-twenty-first-century words – we might now find better.

rebalancing standards and life-role relevance calls on curriculum

7. ‘the reformers’: becoming a major source for on-going curriculum reform.

1. ‘back to basics’: embedding careers education in economic well-being;

2. ‘moving out’: linking learning for work roles to other economic roles;3. ‘getting smart’: drawing on expertise and experience in school-wide

curriculum and community;4. ‘off the edge’: getting integrated events in central timetabling;5. ‘linking up’: as pressures on citizenship relax, linking economic to civil

roles;6. ‘markets and meaning’: as pressures on religious education relax,

working with meaning and purposes for life roles;7. ‘the reformers’: becoming a major source for on-going curriculum

reform.

chapter seven-and-a-half: ‘pastoral’, ‘religion’, ‘citizenship’ and ‘career’ may prove to be pre-twenty-first-century words – we might now find better.

rebalancing standards and life-role relevance calls on curriculum

the future - as life-role related learning

daughter / friend / lover / consumer / debtor

job-seeker / employee / entrepreneur / investor

voter / activist / neighbour / volunteer

believer / disciple / worshipper / guru

any hope here?

universal entitlement and local need:employability and well-being:

expertise and experience:practice and principles:

agendas and schemes of work:careers education and curriculum:

guidance and teaching:boundaries and links:

professionalism and reform:standards and life-role relevance:

get… a run-down on the QCA review: www.hihohiho.com/magazine/features/cafreview.html

the QCA proposals on life-role relevance: www.hihohiho.com/moving on/cafqca.pdf

this PowerPoint: www.hihohiho.com/magazine/features/cafreview.ppt

help colleagues: paste these urls into an e-mail

for rebalancing…

if ‘yes’ - glad it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com

yes/noyes/noyes/noyes/noyes/noyes/noyes/noyes/noyes/noyes/no