© 2010 GAL Education Ltd ‘The Inside Out Curriculum’ ‘Will all in the garden look ‘Rose’y ?’ Dave Smith gal-education.com

© 2010 GAL Education Ltd

‘The Inside Out Curriculum’

‘Will all in the garden look ‘Rose’y ?’

Dave Smithgal-education.com


Chase the dream, not the competition!

What would you like your learners to leave with?

• Preparing children for the world in which they are going to live (ECM)

• Helping children learn — academically, socially, spiritually, emotionally and physically

• Making learning active, engaging, and meaningful to children

• Creating life long learners• Standards and achievement


Rose Review 2009

Asked to focus on;

• Reducing prescription, repetition and overloading

• Improving manageability for schools

• Strengthening the focus on Literacy, Numeracy, ICT

• Greater focus on personal development and well being


‘Outstanding Curriculum’ provides memorable experiences and rich opportunities.

What does an ‘Outstanding Curriculum’ look like ?


The focus on ACHIEVEMENT of GROUPS:

ACHIEVEMENT


The curriculum meets the needs and interests of all learners

Broad and balanced curriculum is an entitlement for all learners

The curriculum is integrated with effective teaching, learning and assessment

The curriculum is at the heart of schools' strategies to raise achievement and improve outcomes for all their learners.

Design Principles


The curriculum design process addresses three questions:

What are you trying to achieve? How will you organise learning? How will you know when you are

achieving your aims?

THE CURRICULUM DESIGN PROCESS

Core values around the curriculum

Successful

Learners

Confident

Individuals

Responsible

Citizens


CURRICULUM PRINCIPLES

Elements to remain in the new curriculum:

• Knowledge, skills and understanding … with the addition of “good attitudes”

• These will be “organisers” of curricular content

• More opportunity for enquiry and problem solving to increase understanding



Spiritual, moral, cultural, mental and physical development

Likely new framework for personal development

Broader and wider ranging – builds upon SEALWill place some elements in KS3 which are

currently covered in KS2


Primary education in its own right – the distinctiveness of the primary phase

Interlocking ways in which children learn and develop

Learn WHAT to study, but also HOW to studyThe quality of an education system cannot

exceed the quality of its teachers (McKinsey 2007)



Retention of subjects: knowledge, skills and understanding

Cross curricular studies for applicationStronger focus on curriculum progressionStronger focus on literacy and numeracy in KS1Stronger focus on ICTGreater emphasis on personal developmentStronger links on transition“Exciting opportunities” for languages in KS2



Subjects are essential but not sufficientSubjects “like history” will be tools for learning“This approach respects the integrity of subjects

but lessens the rigidity of their boundaries”Schools can organise the curriculum in any wayNew core of literacy, numeracy and ICTNew entry arrangements for summer born children



Schools will retain control of:

Teaching methods Teaching content additional to statutory Organisation Distribution across key stage Daily timetable Teaching hours each week Time allocations and lesson length Organisation of teaching groups Inclusion and differentiation Resources for learning Assessment



Essential Knowledge:Identify what children need to know within

an area of learning

Importance Statement

Outlines why the area is essential for children to learn

Key skills: Identify what children need to learn to do in order to make progress in an area of learning

Breadth of learning:

Identifies the ‘range of content’ through which children will develop understanding and capability

Curriculum Progression

Early Middle Later

Opportunities for cross-curricular studies


Low attainment: Curriculum

used to raise Core

Attainment

NATIONAL CURRICULU

M

High attainment: Curriculum

used to develop lateral

attainment


KEY SKILLS

“Nothing is more important than the body of essential knowledge, skills and understanding we choose as a

nation to pass on to our young people. The primary curriculum must ensure that all pupils can build on their prior

learning in the Early Years Foundation Stage to develop the essential reading, writing, numeracy and personal skills they need to learn and develop. It must provide all pupils with a broad and balanced entitlement to learning which encourages creativity and inspires in them a commitment to learning that will last a lifetime.”

ROSE REPORT


KEY SKILLS

The Rose Report prioritises literacy, numeracy and ICT

• Taught directly, but with ample opportunities for using and applying across the curriculum

• Greater emphasis on speaking and listening• Emphasis on the language and vocabulary of

science, technology, maths and economic literacy• More opportunities should be given for role play

and drama• Some elements of KS3 ICT likely to move to KS2


CREATIVITY

Creativity is not just for Wednesday afternoons or “creativity weeks”

A curriculum designed to develop creativity will:

• Give daily opportunities for development• Give opportunities for creativity across the subjects• Aim to develop skills for adult life• Develop the talents of the individual


The Curriculum-meeting the needs


CURRICULUM STRUCTURE

Decide how to arrange learning.

• Timetable• Length of sessions• Weekly plans• Whole term overview• Flexibility


A Contextual Curriculum

What should be the vital elements of the Curriculum?

What elements of the Curriculum could we minimise?

What will be the tailored elements of the Curriculum?

Eg, High emphasis on Visitors and visits to raise the experiential learning opportunities


1. Identify your priorities 2. Record your starting point 3. Set clear goals 4. Design and implement 5. Review progress 6. Evaluate and record the impact 7. Maintain, change or move on

Seven-step design and planning process



SHORT TERM PLANNING

The Rose Report Recommendation 12:

The QCA and National Strategies should support schools to implement the principles of personalised learning and apply them effectively in practice, for example, so that the benefits of personalised learning in one-to-one teaching, group work and whole class teaching are fully realised.


2.13 These views have been takeninto account in designing the proposedcurriculum. The review does not agree,however, with those who believe thatwe should start with a blank sheet, as

if all or most of what primary educationhas been about in recent years hasfailed children either collectively or

individually. It is worth repeating thatthe review’s rationale for the curriculum

calls for conserving and transmittingthat which is good as well as changing

that which needs to be better.

Don’t throw the baby out with the bath water!


Curriculum Progression

Organising the curriculumaround areas of learning2.23 The proposed model for curriculum design builds on the EYFS, secures children’s introduction to the principalsubject disciplines and prepares them for further specialist study at secondary school.

2.24 Following extensivediscussion with primary headteachers,the review’s Advisory Group and subjectspecialists, the review recommends thatcurriculum content is set out in threephases, to show curriculum progressionthrough the ‘early, middle and later’primary education

Curricular progression2.25 The curricular progression set out for the early primary phase builds on prior learning and experience from the EYFS. This will provide children with a smoother transition from the EYFS areas of learning and development to a primary curriculum also basedon six broad areas of learning, andis in line with the remit given to thereview to consider whether ‘…pupils’interests might be better served bystudying fewer subjects during primary education, particularly in Key Stage 1’.


The child at the heart of assessment.

Assessment needs to provide a view of the whole child

Assessment is integral to teaching and learning

Assessment includes reliable judgements about how children are performing related, where appropriate, to national standards.

ASSESSMENT OF THE CURRICULUM


You decide!

In conclusion, will all in the garden be ‘Rose’y with the New Curriculum ? or will the thorns of discontent get in the way of the beautiful smell of a thematic, relevant, contextual and memorable curriculum?- You decide!


PLENARY

Can we ensure a focus on generic key skills throughout the curriculum?

Can we ensure that all children can access the learning at an appropriate level?

Can we ensure a skills progression in specific subjects?Can we ensure that children do not lower their own

expectations in foundation subjects?Can we ensure that we always plan lessons at the level

of the children we are teaching?Can we ensure a relevant, exciting and creative

curriculum?Can we ensure that we are teaching the whole

curriculum?

Documents

© 2010 GAL Education Ltd ‘The Inside Out Curriculum’ ‘Will all in the garden look ‘Rose’y ?’ Dave Smith gal-education.com