Does the secondary curriculum meet the needs of all learners?

Does the secondary curriculum meet the needs of all learners?

Broad and Balanced?Meets the needs of the learners?Traditional content Personal development

What are we aiming to achieve in our curriculum?

The Aims The curriculum aims to enable all young people to become:

– successful learners who enjoy learning, make progress and achieve

– confident individuals who are able to live safe, healthy and fulfilling lives

– responsible citizens who make a positive contribution to society

Successful Learners:-

• have the essential learning skills of literacy, numeracy and information and communication technology

• are creative, resourceful and able to identify and solve problems• have enquiring minds and think for themselves to process

information, reason, question and evaluate• communicate well in a range of ways• understand how they learn and learn from their mistakes• are able to learn independently and with others• know about big ideas and events that shape our world• enjoy learning and are motivated to achieve the best they can now

and in the future.

Confident Individuals:-

• have a sense of self-worth and personal identity• relate well to others and form good relationships• are self-aware and deal well with their emotions• have secure values and beliefs, and have principles to distinguish

right from wrong• become increasingly independent, are able to take the initiative and

organise themselves• make healthy lifestyle choices• are physically competent and confident• take managed risks and stay safe• recognise their talents and have ambitions• are willing to try new things and make the most of opportunities• are open to the excitement and inspiration offered by the natural

world and human achievements.

Responsible Citizens:-

• are well prepared for life and work• are enterprising• are able to work cooperatively with others• respect others and act with integrity• understand their own and others' cultures and traditions, within the

context of British heritage, and have a strong sense of their own place in the world

• appreciate the benefits of diversity• challenge injustice, are committed to human rights and strive to live

peaceably with others• sustain and improve the environment, locally and globally• take account of the needs of present and future generations in the

choices they make• can change things for the better.

Three questions driving curriculum design, development

and implementation

• WHAT are we trying to achieve?

• HOW do we organise learning to achieve our aims?

• HOW well are we achieving our aims?

So what’s changed?• An increased focus on whole curriculum design underpinned by Aims

• Increased flexibility – less prescription but focus on key concepts and processes in subjects.

• More room for personalisation and locally determined curriculum

• More emphasis on skills –functional and wider skills for learning and life

• More emphasis on personal development and ECM

• More opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions

• A real opportunity for renewal and re-invigoration (BSF, Diplomas)

The Aims The curriculum aims to enable all young people to become:

– successful learners who enjoy learning, make progress and achieve

– confident individuals who are able to live safe, healthy and fulfilling lives

– responsible citizens who make a positive contribution to society

Coherence… for the learner

Subjects

Skills and dimensions

Personal Development

A new look at subjects

ImportanceWhy the subject

matters and how it contributes to the

aims

Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject.

An increased focus on Skills

A new framework for Personal, learning and thinking skills• Independent enquirers• Creative thinkers• Reflective learners• Team workers• Self-managers• Effective participators

Functional skillsEnglish, Mathematics and ICT

In POSEmbedded in GCSE and DiplomaStand-alone qualifications

An increased focus on personal development

The new Aims and the PLT skills framework emphasise the importance of personal development and ECM in the curriculum.New non-statutory programmes of study for • personal wellbeing• economic wellbeing and financial capability draw together, in a coherent way, requirements for personal, social and health education, sex education, the social and emotional aspects of learning, careers education, enterprise, financial capability and work-related learning.

Cross-curriculum dimensionsThe non-statutory cross curricular dimensions reflect the major ideas and challenges that face society and have significance for individuals. They can provide powerful unifying themes that give learning relevance and help young people make sense of the world.

– Identity and cultural diversity– Healthy lifestyles– Community participation– Enterprise – Sustainable futures and the global dimension– Technology and the media– Creativity and critical thinking

Bringing it all together in a well designed curriculumThe curriculum, which is the entire planned learning experience…

…has clear aims and purposes– reflecting learners needs– local priorities– national priorities

…is organised in a way that is likely to achieve the aims

– orchestrates time, staffing, space, approaches to teaching, learning and assessment to best effect

– makes links across subjects, skills and cross-curricular dimensions

…is evaluated and developed in response to changing needs

– is self-evolving and improving

1. What are we trying to achieve?

2. How do we organise learning?

3. How well are we achieving our aims?

Three key questions

3How well

are we achieving our aims?

1What

are we trying to achieve?

2How do we

organise learning?

To secure

Accountability measures

Further involvement in education, employment

or training

Attainment and improved standards

Behaviour and attendance

Civic participation

Healthy lifestyle choices

Three key questions

3How well


1What


2How do we

organise learning?

Three key questions

3How well


1What


2How do we

organise learning?




Further involvement in education, employment or training

Civic participation


To secure

Responsible citizens who make a positive

contribution to society

Successful learnerswho enjoy learning, make progress and

achieve

Confident individualswho are able to lead

safe, healthy and fulfilling lives

The curriculum aims to enable all young people to become

Make a positive contribution

Be healthy Stay safe Enjoy and achieve

Achieve economic wellbeing

Every Child Matters

Three key questions

3How well


1What


2How do we

organise learning?

Three key questions

3How well


1What


2How do we

organise learning?





Civic participation


To secure

Every Child Matters outcomes

Curriculum aims


Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing

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

Focus for learning

Three key questions

3How well


1What


2How do we

organise learning?

Attitudes and attributes

eg determined, adaptable, confident, risk-taking, enterprising

Knowledge and understandingeg big ideas that shape the world

Skillseg literacy, numeracy, ICT,

personal, learning and thinking skills

Routines

Extended hours

Lessons

Environment Events

Locations Out of school

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

Components

Three key questions

3How well


1What


2How do we

organise learning?

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

Learning approaches

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

physical development

Including all learners with opportunities

for learner choice and personalisation

Three key questions

3How well


1What


2How do we

organise learning?

Three key questions

3How well


1What


2How do we

organise learning?





Civic participation


To secure

Learning approaches

Components


Focus for learning

Curriculum aims



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 developm

ent

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


Attitudes and attributeseg determined, adaptable, confident,

risk-taking, enterprising


Skills eg literacy, numeracy, ICT, personal,

learning and thinking skills




Three key questions

3How well


1What


2How do we

organise learning?





Civic participation


To secure

Whole curriculum dimensions

Learning approaches

Components


Focus for learning

Curriculum aims


Statutory expectations

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


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 developm

ent

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


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


Attitudes and attributeseg determined, adaptable, confident,

risk-taking, enterprising


Skills eg literacy, numeracy, ICT, personal,

learning and thinking skills




PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

Physical development

Personal, social and emotional development

Mathematical development

Knowledge and understanding of the world

Communication, language and literacy

Creative development

Assessment fit for purpose

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

Draws on a wide range of evidence of pupils’ learning

Gives helpful feedback for the

learner and other stakeholders

Is integral to effective teaching

and learning

Maximises pupils’ progress

Links to national standards which are consistently

interpreted

Promotes a broad and engaging

curriculum

Helps identify clear targets for

improvement

Informs future planning

and teaching

Uses tests and tasks

appropriately

Embraces peer- and self-

assessment

Three key questions

3How well


1What


2How do we

organise learning?

Useful links

• http://www.dfes.gov.uk/14-19• http://www.lsc.gov.uk/National/default.htm• http://www.info4local.gov.uk/• http://www.qca.org.uk/• http://www.ssda.org.uk/• http://www.aoc.co.uk/• http://www.specialistschools.org.uk/• http://www.direct.gov.uk/Homepage/fs/en

Documents

Does the secondary curriculum meet the needs of all learners?