Simon WarburtonThe Knights Templar School

Hertfordshire

“The curriculum should be treasured. There should be real

pride in our curriculum: the learning that the nation has

decided to set before its young. Teachers, parents,

employers, the media and the public should all see the

curriculum as something to embrace, support and

celebrate. Most of all, young people should relish the

opportunity for discovery and achievement that the

curriculum offers.”Mick Waters

Rationale

• New National Curriculum – fit for the 21st Century3 Main aims – focussing on ECM outcomesEmphasis on Knowledge, Skills and Attitudes

http://curriculum.qcda.gov.uk/key-stages-3-and-4/organising-your-curriculum/principles_of_curriculum_design/bigpicture.aspx

Massively Complex...

“The real challenge is to get to the bottom line and at the same time fulfil the

aims of the school in which you work”

Challenge

“True accountability...........lies not in the answerability to external

agencies or performance measures imposed by outside bodies but in the

professional accountability that is driven by ourselves as leaders and

educationalists”

John DunfordASCL General Secretary 2003

Wishful thinking........

What other sources of evidence should we be looking at as part of our evaluation?

• Assume anything is possible • We can revisit each item of interest and

look for practical solutions

• Vision & Values• Consultation with stakeholders – lesson engagement, transition

at Key Stages, safety, relationships with staff, marking, reporting, homework

• Awareness of current initiatives• Curriculum progression plans up to the RPA in 2013• Coherence across subjects• Opportunities for learning outside of the classroom• C. Models – best way of organising the learning?• Impact of curriculum on the school ethos, local community

Here’s a start...

• Monitor provision from collaborative partners, Diploma & ELO

• Breadth and Balance – option choices – satisfaction rates• Independent learning – skills for life• How is EVERY student able to achieve with our provision?• Target data – how are the targets drawn up – monitoring

and tracking systems• ASSESSMENT!! – Fit for purpose/influence teaching and

learning

ECM

Achieving

Evidence Outcomes

•Attainment; progress records, IEPs•Lesson Observations•Displays of student’s work•Reports to Parents•Discussions with pupils, staff and parents•Case studies of students to show achievement and development over time

•Students make good progress•They understand what they have done well and need to do better•Achieve the standards expected of them

ECM evidence – OFSTED “Collecting and reporting evidence of ECM outcomes

ECM

Enjoying

Evidence Outcomes

•Talk to pupils – especially in extra curricular activities, attendance & punctuality•Quality of display work/creativity•Evidence of participation curricular enrichment (visits etc)•Parent/pupil questionnaires•Observe students at the start of the day/break/lunch

Students have...•Good attitudes to school and show willingness to participate in activities•Take an interest and pride in their work•Behave well and follow school rules•Attend regularly and punctually

ECM

Positive Contribution

Evidence Outcomes

•Meet with school council members•Evidence of fund raising, charity work, voluntary work•Observations of students tolerance and sociability •Examine records of bullying, exclusions•Citizenship programmes

Students...•Form stable relationships with others•Refrain from bullying and discrimination•Participate in decision making•Manage changes in their own lives

ECM

Economic Well being

Evidence Outcomes

•Key skills in ICT, reading, writing and numeracy•IAG•Work placements•Enterprise activities•Independence programmes teaching budget, careers and other life skills•Progression routes mapped out for all ranges of learners

Students..•Develop basic skills in literacy, numeracy and ICT•Develop self confidence and team working skills•Become financially literate•Be able to explain their career choices and options•Take up employment or further training after 16

ECM

Economic Well being

Evidence Outcomes

•Key skills in ICT, reading, writing and numeracy•IAG•Work placements•Enterprise activities•Independence programmes teaching budget, careers and other life skills•Progression routes mapped out for all ranges of learners

Students..•Develop basic skills in literacy, numeracy and ICT•Develop self confidence and team working skills•Become financially literate•Be able to explain their career choices and options•Take up employment or further training after 16

ECM

Being Healthy

Evidence Outcomes

•Student discussion – diet, feeling safe, exercise etc•Curriculum – PSHCE time, PE•Involve outside speakers•Evidence of multi agency links, YOT, CAMHS•Discussions with school nurse, counsellors•Healthy Schools Award

Students..•Take regular exercise•Know about and can take healthy lifestyle choices•Understand sexual health risks•Eat and drink healthily

ECM

Stay Safe

Evidence Outcomes

•Policies relating to safeguarding children•CRB checks on all staff•Premises check and condition of environment•Visits policy•Accident reporting systems•Monitoring of racist or sexist bullying•Parent/student questionnaires

Students..•Adopt safe practices•Refrain from anti social behaviour•Display concern for others•Confident to report incidents and getting support if needed.

• Launch as a result of the new curriculum and the removal of KS3 core tests

• Every child knows how they are doing, and understands what they need to do to improve.

• Every teacher is equipped to make well-founded judgements about learners’ attainment and how to plan to improve it.

• Every school has systems for making regular, useful, manageable and accurate assessments.

• Every parent knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers.

Assessment for Learning Strategy

• Learner is at the heart of assessment

• Assessment provides a view of the whole learner

• Assessment is integral to good teaching and learning

• Assessment includes reliable judgements about how learners are doing, related, where appropriate, to national standards and expectations

Four Key Principles

Calendar of evaluation across the year/2 year or 3 year plan

Portfolio of evidence – evaluation of new themes and developments

Community of enquiry – too much for one person – variation of foci should have variety of inputs

Stakeholder involvement – huge theme – we must have these as involved as possible and documented

Wealth of resources available – including LP’s

Key Points