Chelsea School

1
Chelsea School

• New OpportunitiesThe new Secondary Curriculum A
  Curriculum for the Future

2
Parachuted in to give a message!
3
The purpose of the session

• raising your awareness of the new secondary
  curriculum key changes and why
• helping you continue the journey of developing a
  curriculum for the 21st Century
• share some thoughts about the process of
  curriculum design to implementation
• share some ideas that schools have developed that
  illustrate the journeys they have embarked on
  these are on the QCA website

4
The curriculum is changing

• As from September 2008 there is a new National
  Curriculum for all subjects
• KS3 to be introduced first
• Some schools changing from Sept 2007
• The changes are structural and philosophical
• The curriculum is designed to be a curriculum for
  all and a curriculum for the future providing
  compelling learning experiences.

5
Why change?
6
Children have different needs and different
talents
7
Three questions driving curriculum design,
development and implementation

• WHAT are we trying to achieve?
• HOW do we organise learning?
• HOW well are we achieving our aims?

8
Why Change?

• The current curriculum has been seen to fail some
  children
• The current curriculum has strengths and
  weaknesses
• The current curriculum does not always cater for
  individual and local needs
• Are we achieving our aims?
• Is learning organised appropriately?

9
Whats changed?

• An overview of the new secondary curriculum

10
Current concerns
Futures agenda
More space for personalisation challenge and
support improved standards Less prescription
more innovation Greater engagement and
participation Securing essentials skills
including wider skills for life and work
personal development

• Changes in society
• Impact of technology
• New understanding about learning
• Globalisation
• Public policy

11
Coherence for the learner
12
So whats changed?

• An increased focus on whole curriculum design
  underpinned by Aims
• Increased flexibility less prescription but
  focus on key concepts and processes in subjects.
• More room for personalisation and locally
  determined curriculum
• More emphasis on skills functional and wider
  skills for learning and life
• More emphasis on personal development and ECM
• More opportunities for coherence and relevance -
  linking learning to life outside school, making
  connections between subjects, cross-curricular
  themes and dimensions
• A real opportunity for renewal and
  re-invigoration (BSF, Diplomas)

13
The Curriculum

• All revised programmes of study follow the same
  structure
• Curriculum aims
• The importance statement
• Key concepts
• Key processes
• Range and content
• Curriculum opportunities
• Explanatory notes

14
The Curriculum Aims
.. are given at the start of each programme of
study. Teaching and learning in all subjects
should help learners achieve these aims.

• IN PE, pupils should be
• Learning and undertaking activities which
  contribute to achievement of the curriculum aims
  for 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.

15
Subject programmes of study
A new look at subjects
Importance Why the subject matters and how it
contributes to the aims
Less prescribed contentbut an increased focuson
subject discipline the key ideas and
skillsthat underpin a subject.
16
A new look at subjects Physical Education
The importance statement Physical Education
develops pupils competence and confidence to
take part in a range of physical activities that
become a central part of their lives, both in and
out of school. A high quality PE Curriculum
enables all pupils to enjoy and succeed in many
kinds of physical activity. They develop a wide
range of skills and the ability to use tactics,
strategies and compositional ideas to perform
successfully.
17
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.

• PE develops pupils competence and confidence to
  take part in a range of physical activities that
  become a central part of their lives, both in and
  out of school.
• A high-quality PE curriculum enables all pupils
  to enjoy and succeed in many kinds of physical
  activity. They develop a wide range of skills and
  the ability to use tactics, strategies and
  compositional ideas to perform successfully.

18
Key concepts
.. are at the heart of each discipline and
underpin the study of the subject. They identify
what learners need to learn in order to deepen
and broaden their knowledge, skills and
understanding in the subject.

• In PE pupils will develop the concepts of
• Competence
• Performance
• Creativity
• Healthy, active lifestyles

19
Key processes
.. are the essential skills and processes that
learners need to learn to make progress in the
subject.

• Developing skills in physical activity
• Being creative and making decisions
• Developing physical and mental capacity
• Evaluating and improving
• Making informed choices about healthy, active
  lifestyles

20
Key processes in PE

• Developing skills in physical activity Pupils
  should be able to
• refine and adapt skills into techniques
• develop the range of skills they use
• develop the precision, control and fluency of
  their skills.
• Being creative and making decisions Pupils
  should be able to
• select and use tactics, strategies and
  compositional ideas effectively
• develop their plan what they need to practice to
  be more effective in their performance
• refine and adapt their ideas and plans in
  response to changing circumstances.
• Developing physical and mental capacity Pupils
  should be able to
• develop their physical strength, stamina, speed
  and flexibility
• develop their mental determination to succeed.
• Evaluating and improving Pupils should be able
  to
• analyse performances, identifying strengths and
  weaknesses
• make decisions about what to do to improve the
  performance
• act on their decisions in future performances.
• Making informed choices about healthy, active
  lifestyles Pupils should be able to
• identify the types of activity they are best
  suited to
• identify the types of role they would like to
  take on
• make choices about their involvement in healthy
  physical activity.

21
Key Concepts in PE

• Competence
• Developing control in whole-body and fine
  manipulation skills.
• Selecting and using skills, tactics and
  compositional ideas effectively in different
  types of physical activity.
• Responding with body and mind to the demands of
  an activity.
• Being adaptable to a widening range of familiar
  and unfamiliar contexts.
• Performance
• Carrying out actions, roles and responsibilities
  to bring about successful outcomes.
• Developing awareness of other participants and
  audiences that affect performers.
• Understanding of how to be successful in
  different types of activity.
• Creativity
• Using imaginative ways to solve problems and
  overcome challenges.
• Exploring and experimenting with techniques,
  tactics and compositional ideas.
• Healthy, active lifestyles
• Understanding that physical activity contributes
  to the healthy functioning of the body and mind
  and is an essential component of a healthy
  lifestyle.
• Recognising that regular physical activity that
  is fit for purpose, safe and enjoyable has the
  greatest impact on physical, mental and social
  well-being.

22
Range and content
This section outlines the breadth of the subject
on which teachers should draw when teaching the
key concepts and key processes.

• The study of PE should include activities that
  cover at least three of the following
• outwitting opponents, as in games activities
• accurate replication of actions, phrases and
  sequences as in gymnastic activities
• exploring and communicating ideas, concepts and
  emotions, as in dance activities
• performing at maximum levels in relation to
  speed, height, distance, strength or accuracy, as
  in athletic activities
• identifying and solving problems to overcome
  challenges of an adventurous nature, as in life
  saving and personal survival in swimming, and
  outdoor activities
• exercising safely and effectively to improve
  health and well-being as in fitness and health
  activities.

23
Curriculum Opportunities
During the key stage pupils should be offered the
following opportunities that are integral to
their learning and enhance their engagement with
the concepts, processes and content of the
subject.

• The curriculum should provide opportunities for
  pupils to
• get involved in a range of activities that
  develop the whole body
• experience a range of roles within a physical
  activity
• specialise in specific activities and roles
• follow pathways to other activities in and beyond
  school
• perform as an individual, in a group or as part
  of a team in formal competitions or performances
  to audiences beyond the class
• use ICT as an aid to improving performance and
  tracking progress
• make links between PE and other subjects and
  areas of the curriculum.

24
Bringing it all together in a well designed
curriculum

• The curriculum, which is the entire planned
  learning experience
• has clear aims and purposes
• reflecting learners needs
• local priorities
• national priorities
• is organised in a way that is likely to achieve
  the aims
• Orchestrates time, staffing, space, approaches to
  teaching, learning and assessment to best effect
• Makes links across subjects, skills and
  cross-curricular dimensions
• is evaluated and developed in response to
  changing needs
• is self-evolving and improving

25
Possible Interpretation

• A curriculum designed around concepts rather than
  activities
• Clear progression from KS2 to KS3
• A multi-skills/concept/principle based
  curriculum which will allow children to develop
  knowledge, skills and understanding which can
  allow pupils to transfer skills, concepts and
  principles from activity areas to activity
  areas and from sport to sport

26
Implications

• An opportunity for modernisation of provision to
  take account of pupils needs and interests
• Plenty of time to plan and prepare
• A change in approach needing careful management
  to show other teachers, parents and pupils the
  benefits of such an approach

27
What support will be available in the year ahead?

• All material is available on the QCA curriculum
  website
• http//www.qca.org.uk/curriculum
• In the coming year there will coordinated support
  from major agencies
• Support for school leaders National College for
  School Leadership (NCSL)
• Leaders and whole curriculum planning Specialist
  Schools and Academies Trust (SSAT)
• Subject support Centre for British Teachers
  (CfBT)
• On-going guidance, models and case studies
  Qualifications and Curriculum Authority (QCA)

28
The Timeline

• 2007-8 preparation and support
• QCA website and materials available Sept 2007
• Department for Children, Schools and Families
  (DCSF) Conferences - Sept-Oct 2007
• Support for school leaders NCSL from November
  2007
• Support for whole curriculum design SSAT from
  Nov 2007
• Support for subjects CfBT from Jan 2008
• Phased implementation from 2008
• First Key Stage 3 assessment 2011