A Curriculum for the futureThe new Secondary Curriculum
What’s next? Phase 3
Possible areas of focus in phase 3
• When, where, with whom and how? 11-19 coherence
• Curriculum and new qualifications – key stage 4 start
• Assessment – APP development
• Equalities – community cohesion, commitment, engagement (ks4), interests, needs, specialism and aspiration
• Impact evaluation
What do we want to achieve?
We want our young people to:• become increasingly successful learners, confident
individuals and responsible citizens; who are…
• more engaged, motivated and committed to learning and their own achievement to the age of 19 and beyond; and so…
• have the skills they need for learning, life and the world of work, and the knowledge and understanding that bring about the highest possible achievement in the national curriculum and qualifications.
Where are we now? What differences have we made to date?
We have developed a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future
What is the impact to date?
What is the evidence that the new secondary curriculum is:
• leading to changes in curriculum design and implementation?
• making a difference to learners and their learning?
We will have developed a modern, world-class curriculum that will inspire and challenge all
learners and prepare them for the future by…(?)
Coherent 11-19 curriculum
We need deep change in curriculum design and implementation
An 11-19 curriculum that incorporates qualifications
How could we organise the curriculum differently?
How do we incorporate new qualifications
How do we ensure the following qualifications are part of a coherent 11-19 curriculum?
• New GCSE specifications live in September
• Second year of new GCE specifications
• Continued roll out of Diplomas
• Foundation learning tier
• Functional skills
• Apprenticeships
Focusing on Equalities
• Developing learners’ commitment
• Increasing engagement and raising the age of participation
• Responding better to individuals’ needs, interests, specialisms and aspirations
It is attitude rather than aptitude that causes most failure. Having a commitment to learning is one of the main reasons why people succeed.
What do we know builds or blocks commitment to learning and success?
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.
Developing commitment to learning
The challenges
The young people we have spoken to say, ‘I would really like to learn…
• how to become the person
I want to be’
• to have good relationships, especially with my family and close friends’
• stuff I need to get on in life’
• how I can make a difference.’
The challenges
However, too often our learners become the:
• disenchanted
• disengaged
• disappeared
• disappointed.
What do we want to achieve?
1. develop good personal qualities and attitudes2. develop
self-belief3. feel valued
4. have aspirations
We want our learners to:
What should the curriculum be built on?
5. Positive relationships with teachers
6. Support from parents and carers
7. Support from school
8. Support from peers
9. Inspiring learning experiences
10.Supportive assessment processes
Newer Challenges
• 14-19 engagement programme – how does it dovetail with learners’ commitment?
• Community cohesion – how do we link this to curriculum design?
• Needs, interests, specialisms and aspirations – how can we design and implement curriculum that is built around these?
Assessment
QCA’s Principles for assessment
• the learner is at the heart of assessment
• assessment needs to provide a view of the whole learner
• assessment is integral to teaching and learning
• assessment includes reliable judgements about how learners are doing, related, where appropriate, to national standards
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Current priorities
• Increasing the focus on pupil progress rather than achievement linked to age-related expectations
• Raising the status of teacher assessment
• Expanding the assessment repertoire
• a wider range of assessment evidence
• learners’ involvement in their assessment
• Personal, Learning and Thinking Skills (PLTS)
• more accessible and relevant information for parents
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Reconceptualising assessment
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Assessing Pupils’ Progress (APP)
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• Tools to support periodic assessment judgements
APP further support
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Evaluating Impact
Disciplined curriculum innovation – tools that help tell your story or the impact you are
making
Disciplined innovation is a process of: • defining outcomes to be achieved in terms of what you
want to see and hear in learners,• taking action to bring about the outcomes, • keeping track of emerging impact and progress towards
the outcomes, and • making decisions to increase the rate of progress and
extent of impact. • The fundamental purpose of disciplined innovation is to
make an impact on learners and their learning
Disciplined curriculum innovation – tools that help tell your story or the impact you are
making
Disciplined Innovation Challenges
• Developing skills in school and college system
• Cross partnership responsibility
• Areas of focus
• Systematic collection and use
• Phase 4 and beyond
What is the impact to date?
What is the evidence that the new secondary curriculum is:
• leading to changes in curriculum design and implementation?
• making a difference to learners and their learning?
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