From consultation to classroom – the new primary curriculum

February 2010

East Midlands Sustainable Schools ShowcaseLincolnshire EPIC Centre

Wednesday March 3rd 2010 Steven Horsley, QCDA

‘To develop a modern, world-To develop a modern, world-class curriculum that will inspire class curriculum that will inspire

and challenge all learners and and challenge all learners and prepare them for the future’prepare them for the future’

‘To develop a modern, world-To develop a modern, world-class curriculum that will inspire class curriculum that will inspire

and challenge all learners and and challenge all learners and prepare them for the future’prepare them for the future’

The story so far…

• Children’s Plan – December 2007

• Independent review by Sir Jim Rose – January 2008

• Final report to Secretary of State – April 2009

• Public consultation – May to July 2009

• Consultation reports to DCSF – September 2009

The primary curriculum consultation

• 1057 survey responses• 9 conferences attended by 750 educationalists• 49 focus groups and seminars for 800

participants• Pupil consultation – 507 responses• Parent consultation – 375 responses• Hundreds of emails, letters, speaking

engagements, school visits…

Aims of the curriculum

• The aims of the primary curriculum are to enable all children to become: • successful

learners• confident

individuals• responsible

citizens

The essentials for learning and life

• The essentials are embedded throughout the whole curriculum• literacy, numeracy

and ICT capability• learning and

thinking skills, personal and emotional skills and social skills

Areas of learning

Religious Education is a statutory subject, with a non-statutory programme of study.

What’s in an area of learning

• Each area of learning has a common format and includes:• an importance

statement

• essential knowledge

• key skills

• cross-curricular studies

• breadth of learning

• curriculum progression

Big Picture

Innovation Cycle

….People will be living longer…we expect to see even greater ethnic diversity….

….to see greater diversity of social attitudes and expectations – a decline in traditional family structures, although not in family values there will also be greater

religious diversity ….….pace of technological change will continue to increase….near universal access to personal multi-functional devices…Using ICT

will be natural for most pupils and for an increasing majority of teachers

….workplace skills will change requiring employees to be flexible and adaptable….

….heightened awareness of threats to the environment….individuals will be expected to take personal

responsibility for their impact on the environment

Sustainability as a non-negotiable

The Eight Doorways

Achieving Aims through Sustainability

Know about big ideas and events that shape the world

Have secure values and beliefs and have principles to distinguish right from wrong

Are open to the excitement and inspiration offered by the natural world and human achievements

Sustain and improve the environment, locally and globallyTake account of the needs of present and future generations in the choices they makeCan change things for the better

A sustainable school takes an integrated approach to its improvement. It explores sustainable development through its teaching provision and learning (curriculum); in its values and ways of thinking (campus); and in its engagement of local people and partners (community).

Using energy and water to define a theme

Take account of the needs of present and future generations in the choices they make

Sustain and improve the environment, locally and globally

Curriculum Aims

They learn about the impact of their actions on the planet and understand the importance of developing a future that is sustainable

Children build secure knowledge of: how and why places and environments develop, how they can be sustained and how they might develop in the future

Importance Statement Essential Knowledge

In order to make progress children need to consider, respond to and debate alternative viewpoints in order to take informed and responsible action

Children should learn about and develop informed views on local, national and global issues such as sustainability…and their impact on people, places and environment

Key Skills Breadth of Study

Supporting Publications

The education system working together

From the national curriculum to your curriculum

Children are at the heart

Promotes wellbeing and academic achievement

Promotes the progress of all learners

Exploits all learning

opportunities

Built on clear aims and

shared values

Reflects all the ways

children learn

Council for Learning Outside the Classroom

Why is LOtC important?

• Getting out and about should be a vital part of every child’s school life and for many people educational visits are among their fondest and most vivid childhood memories

• A classroom environment doesn’t always provide young people with the real world experiences they need

“When planned and implemented well, learning outside the classroom contributed significantly to raising standards & improving pupils’ personal, social & emotional development.” .”

Learning outside the classroom: How far should you go? Ofsted Report (October 2008)

Council for Learning Outside the Classroom

LOtC Quality Badge

New scheme, combining for the first time learning and safety into one easily recognisable badge for all organisations providing learning outside experiences

Makes it easier for teachers to identify providers of quality educational visits

Organisations will display the badge as a signal to schools that their venue has met required standards, so teachers do not need to carry out their own risk or quality assessments

LOtC organisations/venues having this Badge will therefore be:

Offering high quality teaching & learning

Safe (i.e. managing risk effectively)

What can you do now?

• Join our online forums

www.thinkingprimary.co.uk

• Register to receive curriculum updates at

www.qcda.gov.uk/ and follow the links to e-newsletters

Charlie...

What kind of knowledge, skills,

values and attitudes will he need for the

future and for the rest of his life?

11 years old 2020

19 years old 2028