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					      Secondary Curriculum Review




Nick Doran                          April 2007
Curriculum Division, QCA
                Background to the review


In March 2005, QCA was remitted to review the key stage 3 curriculum to
enable schools to meet better students’ individual needs and strengths. The
main aims of the revision were:
 – to reduce congestion by identifying areas of duplication across subjects
 – to reduce the level of prescription and encourage curriculum flexibility
    and innovation
 – to identify and embed broader curriculum issues (see below)
 – to improve cohesion across the curriculum
 – to consider the changes at KS4 and the impact these will have on KS3
    including the Functional Skills Standards for English, mathematics and
    ICT.
      Features of the new Programmes of Study



•   enable connections between subjects to make the curriculum more
    coherent,
.
•   emphasis on creativity and adaptability and the need for pupils to relate
    to the world beyond the classroom.

•   designed to help schools be innovative in timetabling and provide for
    learners in a variety of ways.

•   support schools priorities and innovation
Freedom to customise

                              The PoS could be viewed as a design
                              specification, rather like that given to a
                              group of architects for designing a
                              house. One spec., many variations!




  ‘We know that schools and colleges are most effective
  when they have the autonomy to innovate …..and adapt to
  their local circumstances ..’
                              White Paper, 2005 p11.32
                        Curriculum aims

•   To ensure that all young people become:
        § successful learners
        § confident individuals
        § responsible citizens




•   These aims can be used as the focus for refreshing and
    developing the curriculum and plan coherently across the entire
    planned learning experience
                       Curriculum website
•   A web-based tool to review and refresh the whole curriculum

    – organising the curriculum (personalisation, T&L, assessment)

    – ‘Curriculum lenses’ or perspectives (aims, personal
      development, skills)

    – ‘dimensions’ that link areas of learning (eg global, enterprise,
      cultural understanding and diversity, creativity)

    – Subjects (revised PoS and level descriptions, case studies)

    www.qca.org.uk/secondarycurriculumreview
                                       This section provides to improve coherence can provide a
                                                                      and guidance
The revised programmes of study are designedsupportCurriculum dimensions within subjects and across
                                       on                            context and focus for
         This section provides support andpersonalising the curriculum through stages work within and
the curriculum and to ensure clearguidance inclusion and targeted subjects and across the whole
                                            progression between key
                                       approaches to
        to help curriculum planners examine their                    between
                                        intervention                    who have
        current provision and refresh the whole- to support pupils curriculum. They give opportunities for pupils
                                                                                      the same structure.
                   All the revised programmes of study followor important ideas and issues
                                                                       to engage with
        school curriculum plan to take fallen behind or who have a particular gift
                                         advantage of
                                                        explores ways in which pupils lives and the world beyond
        the increased flexibilities and talent. It alsoin              that affect their
Curriculum aims are given atnew focuses of each programme of study. Teaching and learning
                                              start
                                        thebe given more choice in their learning                                   in all
        the revised programmes of study.can                            school. Curriculum dimensions can provide
                                                    these aims. rich develop
subjects should help learners achieve greater opportunities to contexts for learning with authentic
                                        and have
                                        specialisms                    audiences and purposes.
The importance statement describes the important aspects of the subject, why it is necessary for
learners to study the subject and what they can expect to gain from it.
   Each programme of study is supplemented
   by supporting guidance the heart of each discipline and underpin the study of the subject. They
Key concepts are aton how to develop
   coherent approaches to
                          need and
identify what learnersteaching to learn in order to deepen and broaden their knowledge, skills and
   learning.
understanding in the subject.
   This is presented in two sections.
                              essential
Key processes are the curriculum skills and processes that learners need to learn to make progress
    Links to the whole-school
in the subject.
   Developing the subject curriculum
Range and content outlines the breadth of subject matter from which the areas of study should be
drawn.
Curriculum opportunities identifies opportunities that are integral to learning and enhance
learners' engagement with the subject.
Explanatory notes are included in each programme of study, signposted by the blue note icon.
These explain the scope of the requirements in the programmes of study, clarifying phrases and
terms and giving examples. They are included in full in the downloadable versions of the
programmes of study.
  Teaching 5 outcomes through Mathematics

Be healthy        Stay safe          Enjoy and        Make a                 Achieve economic
                                     achieve          positive               well-being
                                                      contribution
diet, protein,    logical thinking   investigation    group work and         creativity and
calories                             and fieldwork    collaboration          innovation


measurement,      interpreting       creativity and   presentation,          technological
e.g. BMI          information…..     innovation       discussion and         applications
                  doses                               argument
minimise risk     personal           maths in arts,   global citizenship..   understanding and
through healthy   organisation.…     history, music   poverty and            controlling investment
choices           timetables and     and literature   wealth issues
                  maps
budgeting         financial          games and        study of impact of     career opportunities
                  capability         strategies       mathematicians
        New subject programmes of study

Rethinking
subjects
        A structure that creates new opportunities

•   Key concepts: Creativity: Art & Design, Design & Technology, English,
    Mathematics, MFL, Music, PE

•   Key concepts: Identity: Citizenship, RE

•   Key processes: Critical reflection: History, Personal Well-being

•   Key processes: Evaluate: ICT, RE

•   Key processes: Analyse:Mathematics, RE, Science
Timeline: next steps

  • 30 April 2007 - consultation ends
  • 5 June 2007 - final proposals
  • 1 September 2007 – new curriculum on-line and
    training begins
  • 1 September 2008 – implementation for year 7
  • May 2011 – first assessments on new level
    descriptions
             The value of mathematics
Ø for its own sake

Ø as an intellectual discipline

Ø as a tool to tackle problems

Ø in the workplace

Ø for individual function and fulfilment

                … are they in balance?
  What are the prospects for a good mathematician?




 X-ray technician    gardener        journalist travel agent
    doctor    archaeologist      chef        forensic scientist
   pharmacist          advertising       veterinary surgeon
  nurse plumber       theatre lighting                pilot
              optics      emissions tester
surveyor                                       bridge builder
                     cinematographer
sports scientist                                  financier
                         engineer
 aeronautics          astro-physicisist       environmentalist

				
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