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