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John Dunford, Liz Robinson andJulian Grant

Curriculum development in the current climate: building an entitlement to a fully rounded education

Curriculum development in the current climate: building an entitlement to a fully rounded education

The school curriculum is everything that happens to a learner in school

It is much bigger than the National Curriculum

It includes the co-curriculum

SCHOOL CURRICULUM

NATIONAL

CURRICULUM

Curriculum development in the current climate: building an entitlement to a fully rounded education

Work ready

Life ready

Ready for

further study

Curriculum development in the current climate: building an entitlement to a fully rounded education

HMCI speech to the Festival of Education, June 2017

Not losing sight of the real substance of education

Understanding the objectives

‘Education should be about broadening minds, enriching communities and advancing

civilisation. Ultimately it is about leaving the world a better place than we found it.’

Schools should ask: ‘What is the body of knowledge we want to give to young

people?’

Curriculum is more than qualifications or the timetable.

Opportunities for curriculum breadth, especially at key stage 3.

Curriculum development in the current climate: building an entitlement to a fully rounded education

HMI Curriculum Matters, 1985

A school’s curriculum comprises ‘all those activities designed … to promote the intellectual, personal, social and physical development of its pupils, including the formal timetabled lessons, the informal extra-curricular programme and features which embody the ethos and values of the school’

Curriculum development in the current climate: building an entitlement to a fully rounded education

The school curriculum is everything that happens to a learner in school

Teacher objectives aligned with school objectives

SCHOOL CURRICULUM

NATIONAL

CURRICULUM

Curriculum development in the current climate: building an entitlement to a fully rounded education

A Whole Education is:

Values-led

Based on the school’s core values

Evidence-informed

Based on research and good practice

Working in partnerships

Impact-focused

Clear success criteria and evaluation of impact

Curriculum development in the current climate: building an entitlement to a fully rounded education

A Whole Education is:

Local

Built on clear principles

Involving the local community

National

Fulfilling national obligations

International

Preparing citizens of the world

Curriculum development in the current climate: building an entitlement to a fully rounded education

Principles for a local curriculum:✓ No single, uniform model

✓ Map and use local resources

✓ Co-develop curriculum between school and community

✓ Involve young people in curriculum development

✓ Involve the disengaged

✓ Link with national and international curriculum aspects

✓ Monitor impact of area-based curriculum components

✓ Use an action research approach

✓ Provide area-level support

Curriculum development in the current climate: building an entitlement to a fully rounded education

Addressing the critical questions:

What curriculum does a C21 young person need?

What curriculum does most for the disadvantaged?

Entitlement

Give all young people a fully rounded education – a ‘whole education’

Develop knowledge, skills and personal qualities

This curriculum can help to ‘close the gap’

Curriculum development in the current climate: building an entitlement to a fully rounded education

John Cridland CBI ex-Director-General shares this view:

“Employers sought school leavers who did not just possess a clutch of examination passes, but were rounded and grounded. Emphasis on exams and league tables has produced a conveyor belt rather than what I would want education to be – an escalator.”

Andreas Schliecher of OECD argues:

“Today, schooling needs to be much more about ways of thinking, involving creativity, critical thinking, problem-solving and decision-making.”

Curriculum development in the current climate: the warp and the weft of a fully rounded curriculum

Knowledge

Curriculum development in the current climate: building an entitlement to a fully rounded education

Developing a rounded, rigorous curriculum for all

➢ Recognise that education is the development of knowledge, skills and personal

qualities

➢ Recognise that the statutory national curriculum and examination specifications are

only a small part of the school curriculum

➢ Plan a curriculum that develops skills and personal qualities at the same time as

knowledge, not as separate entities

➢ Enrich the curriculum by looking out for inspiration – locally, regionally, nationally,

internationally – and not looking up to the government to be told what to teach

➢ Teach all elements of the curriculum as rigorously as the content that will be examined

externally

Curriculum development in the current climate: building an entitlement to a fully rounded education

This is an education that:

1. helps children and young people to develop a range of skills, qualities and knowledge they will need for life, learning and work

2. helps make learning more relevant and engaging, with young people taking ownership of their own learning

3. supports learning across various settings (online, outside, at home, volunteering, through work) and engages all staff and the wider community in learning

Liz RobinsonWhole Education – Surrey Square Primary School

Living our values

Surrey Square Primary School

Ofsted November 2016

Ofsted November 2016

Our core values story

“This child doesn’t know how to behave…”

Our mission

Personal excellence

Language of ‘choice’

Embedding specific praise

Parental engagement for positives

Much greater emphasis on positives/praise

Genuine use of time out – emotional intelligence

Everyone restarts every day afresh

How does personal excellence live?

• Active• Children

• Specific praise• Reflections• Assemblies• Certificates• Specific teaching• Assessment framework

• Adults• Code of conduct• Parent expectations

• Passive• Environmental reinforcement• ‘How’ we do things, rather than ‘what’ we do

Everyone, every day…

•Every child, no excuses

•Routines, traditions (e.g. staff shout out)

•Typicality/authenticity

•Adults as well as children• Parents/carers• Staff code of conduct• Visitors

• It’s hard and we keep trying

Julian Grant Shevington High School

Curriculum Development and changing a school culture.

Developing Student Agency in Learning (SAIL)

Life is what you make it

•Coaching

•Log Book

•Curriculum Delivery through Themes and Steps

•Swedish Week

Coaching and Log Book

•Year 7 only this academic year

• Students have a LOG BOOK for setting and reviewing Goals.

• Students set weekly Goals. Students are supported to set goals.

• Every 3 weeks students have a coaching session with a coach to reflect on goals set. Students are supported to set goals.

Student Log Book

Curriculum – a different approach

• The SAIL work in the lessons is designed to encourage ownership of learning. Clear Assessment Goals shared.

• Students work on Themes in a variety of subjects.

• Workshop lessons.

• Termly Themes – Who Am I ?

• Termly Challenges – Juggling, Play Chess, Family Tree, Magic Trick and 5-minute speech.

Swedish Week – Just try things !!!!

• No Bells

• No Mobile Phones

• Goal Setting for year 7 and 8

• Workshop Lessons – Three Tasks to complete by the end of the week for year 7 and 8

• Health Swedish Food Option – Staff encouraged to eat in the canteen with students

• Fika at Breaktime for staff

Impact and what next ?

• Softer Skills - Year 7 students are more confident overall.

• More students are planning and setting personal goals.

• Students can articulate in SAIL lessons what they need to do to achieve the final grade

• Students are keen to work independently. Some staff are not as confident – feel they have less control.

• Workshop time has been allocated in year 7 and 8 timetables from September.

• Coaching every 2 weeks

www.wholeeducation.org

jd@johndunfordconsulting.co.uk

liz.robinson@surreysquare.southwark.sch.uk

JGrant@shevingtonhigh.org.uk

Curriculum development in the current climate: building an entitlement to a fully rounded education