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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
"Doran-QCA1.ppt - HoDoMS"