Mick Waters

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Mick Waters
Mick Waters
Director of Curriculum
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The future for curriculum

• a secure base
• a changing society
• greater expectations for our young
• the role and organisation of schooling
• new leadership, new buildings, new workforce
• the capacity to re-engineer

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A curriculum

• for the 21st century
• adaptable
• challenging
• inspiring

for our changing societyeconomytechnology
for pupils different needsfor schools in
different circumstances
real audiencesreal purposesreal skills
engagingexpanding horizons
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Curriculum re-engineering

• What can be done centrally?
• expose issues
• provoke debate , conjecture,and possibilities
• create blueprints and models
• What can schools and settings do?
• pick up the gauntlet
• resist institutional and organisational habit
• use design options

• support schools and settings in re-engineering
• influence accountability frameworks
• lay down a gauntlet

• influence accountability frameworks
• see the big picture of the curriculum
• look through the eyes of the pupil

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Repositioning curriculum

• challenge, evidence, debate
• nationwide consensus
• co-development
• energy within the system
• natural enthusiasm for shaping learning

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What about the primary curriculum?

• schools are already reconstructing curriculum
• making learning matter
• demonstrating that attainment rises when
  engagement and attitude are good
• balancing skills, knowledge and understanding
  with personal wellbeing
• meeting the aims and purposes of the curriculum

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Ignite video to 100212 100441
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Business, Industry, Higher and Further Education
expect
safety
oracy
planning
performance
mathematics
engaging with experts
science
curriculum purpose
creativity
teamwork
safe
healthy
economic awareness
Every Child Matters(5 outcomes)
enjoy and achieve
participation
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Secondary Curriculum Review
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KS3 What needs to be different?

• more clarity about the purpose and value of
  educationand learning
• clarity of possible route ways through school and
  beyond
• more diverse design within clear parameters
  local interpretation within a national framework
• the use of the curriculum to encourage analysis
  of choice, specialism, diversity and need
• a shared emphasis on doing better raising
  standards in literacy, numeracy and ICT as well
  as citizenship, health, enterprise, creativity
  and internationalism

• more diverse design within clear parameters
  local interpretation within a national framework
• the use of the curriculum to encourage analysis
  of choice, specialism, diversity and need

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KS3 What needs to be different?

• assessment to enhance learning
• coherence and consistency from KS2 to KS4
• acknowledgement of success and progress in a
  range of areas of learning that recognises and
  values pupils development as people
• planning KS3 as a single stage with emphasis on
  clear aims driving outcomes

• acknowledgement of success and progress in a
  range of areas of learning that recognises and
  values pupils development as people

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A distinctive purpose for key stage 3

• a world of learning
• opens eyes to potential and possibilities
• extends horizons
• adaptability and confidence
• a rite of passage with adults
• approaches to learning

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Subject programmes of study
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Some issues

• from concern about subject content
• to concern about the nature and impact of
  subjects
• to a focus on effectiveness of learning
• supporting schools and settings in building
  their curriculum
• harmonising thinking and practice in curriculum

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Secondary Curriculum Review
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Flash tour and commentary

• 100500
• 101127

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Video of Eye

• To follow on DVDcam

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A curriculum should
address difficult issues
affect the person and social
deal with emotions and relationships
not shrink from controversy
help young people face fears
see things from different view points
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humour
technical skills
creativity
knowledge
selection
production
real purpose
interpretation
mood
sensitive subject
employability
employability
use of audience
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Employers descriptions of a good learner
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What do schools need to do?

• help learners develop an appetite for learning
• use the ingredients
• to create a learning feast
• recognising individual taste, considerations,
  diversity and need
• see a big picture for curriculum

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1000 words to shape the future
We need to abandon the approach of designing
progression routes for the ideal learner and
then differentiating the curriculum for young
people who do not fit this mould. Disability
Rights Commission
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1000 words to shape the future
Let us finish with the traditional school
curriculum in which subjects are served up as
ends in themselves. Let us dig deeper and use
subjects as the vast and inspiring resources
they are for serving the educational goals we
value. Geographical Association
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1000 words to shape the future
The curriculum should not be seen as something
limited to school and formal education, but
should be holistic and widespread. Financial
Services Skills Council
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1000 words to shape the future
Assessment should focus on identifying what
learners can do rather than grading them
according to what they cannot. Royal National
Institute for the Blind
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1000 words to shape the future
Is it too obvious to state that young people
will enjoy and value a curriculum that enables
them to enjoy and value themselves? British
Association of Advisers and Lecturers in
Physical Education