MANAGING PERSONAL DEVELOPMENT WITHIN THE NEW SECONDARY CURRICULUM

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MANAGING PERSONAL DEVELOPMENT WITHIN THE NEW
SECONDARY CURRICULUM
11-19 and 14-19 Reforms
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• The new secondary curriculum asks schools to
• Reflect on the learning outcomes for young people
  through the whole curriculum experience
• Develop a local curriculum through a process of
  disciplined innovation engaging the whole school
  community

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Overarching Aims

• The curriculum aims to enable all young people to
  become
• Successful learners who enjoy learning, make
  progress and achieve
• Confident individuals who are able to live safe,
  healthy and fulfilling lives
• Responsible citizens who make a positive
  contribution to society

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There are 3 key questions for schools in this
process

• What are we trying to achieve?
• How do we organise learning?
• How well are we achieving our aims?

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Change on this scale includes an element of risk,
a need to lead the school through a period of
change that will not be universally popular and
will be extended over several years and so
require sustaining
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Innovation and Standards

• Recognising that this isnt a choice between
  innovation and raising standards, but rather
  working for both, how are we measuring the impact
  of changes and using that information to further
  improve and innovate?

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How are schools reconfiguring the way they are
organised in redesigning the curriculum?
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• Reconfiguring Yearly Cycles Routines
• Reconfiguring the Working Day
• Reconfiguring the Grouping of Learners
• Reconfiguring the Location of Learning
• Reconfiguring the Leadership of Learning

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The challenge is to design a high quality
curriculum that

• Makes sense to and includes learners
• Is personal to them and makes them feel valued
• Helps them learn
• Incorporates qualifications as an integral part
  of it
• Changes when it needs to
• Takes account of dimensions and skills

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NCSLs Role

• NCSL Headteacher/Senior Leaders
• Autumn 2008
• 45 Events October and 18 14-19 workshops
  Leading the Change
• 4 Middle School Events November
• 6 Special School Events - January

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5 Key Messages

• Increased coherence from the learner perspective
  11-19
• Systematic planning for the whole curriculum (a
  deeper look at embedding PLTS and dimensions)
• Develop approaches to increase learners
  engagement motivation and commitment to their
  learning.
• Develop the conversation about assessment (APP
  framework and making good progress pilot)
• Disciplined Curriculum Innovation (tools to help
  you tell the story/impact)

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PLTS

• Independent enquirers
• Team Workers
• Effective Participants
• Self Managers
• Reflective Learners
• Creative Thinkers

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Cross-Curriculum Dimensions

• Identity and cultural diversity
• Healthy lifestyles
• Community participants
• Enterprise
• Global Dimensions and sustainable development
• Technology and the media
• Creativity and critical thinking

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Approaches to increase engagement

• Involve learners in co-construction of learning
  experiences
• Take learning out of the classroom
• Make assessment part of the learning experience
• Instil belief that learners can achieve through
  effort/positive attitude
• Build on teachers' strengths/passion for what
  they teach

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Focus for the next phase of the reforms

• Support the development of a more coherent 11-19
  curriculum
• More schools take advantage of new secondary
  curriculum opportunities to evaluate impact of
  changes

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Pupil Voice

• Whats the best thing youve done at Brighouse
  High?
• Describe your favourite teacher. What makes
  him/her so good?
• What helps you to learn? Describe a lesson or
  project you really enjoyed.
• If you were a teacher, what would you include in
  your lesson plans?