The New Secondary Curriculum Dissemination and implementation support Carol Gronow Cambridgeshire Ad

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The New Secondary Curriculum Dissemination and
implementation supportCarol GronowCambridgeshire
Adviser for PE and SportMaximising opportunity
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Course objectives and outline

• Outline
• Intro and review
• To explore ways in which changes so far can be
  developed and embedded
• To help develop the new curriculum model across
  the whole key stage

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Planning for a KS3 coherent curriculum offer

• Locally determined
• Inspires and challenges all young people
• Takes into account the needs of young people
• Engages learner voice
• Promotes physical education outcomes which
  includes sports outcomes
• Prepares learners for life
• Raises standards (disciplined innovation)

New Programme of study
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Disciplined Curriculum Innovation

• Developing and implementing the curriculum is a
  major investment for all involved and it is
  important for schools and the wider education
  system to be able to see the impact of the
  changes on learners and their learning.

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Disciplined innovation emerging principles

• Disciplined innovation underpins effective
  curriculum design, implementation and evaluation
• It focuses on the full range of learners
  achievements across the whole curriculum
• It is about the differences seen and heard in
  learners rather than on changes to the curriculum
  itself
• It makes use of reporting systems already in
  place such as SEFs and reports to Governors
• The most effective systems and processes reduce
  the burden on schools and colleges
• It requires an understanding of which aspects of
  curriculum change and implementation have the
  most impact on learners and learning in order to
  inform further developments of their curriculum.

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Our learners will
Can work without assistance
Able to solve problems
independent enquirers
Creative thinkers
Be more skilful
Better attendance
Be more engaged and motivated
Better team workers
Achieve higher standards
Work together harmoniously
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What is disciplined innovation?

• Disciplined innovation is a process of
• defining outcomes to be achieved in terms of what
  you want to see and hear in learners,
• taking action to bring about the outcomes,
• keeping track of emerging impact and progress
  towards the outcomes, and
• making decisions to increase the rate of progress
  and extent of impact.

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The seven steps of disciplined innovation
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What are the skills in the curriculum?

• The personal, learning and thinking skills (PLTS)
  provide a framework for describing the qualities
  and skills needed for success in learning
  and life.
• The PLTS framework embraces social and emotional
  aspects of learning, employability, responsible
  citizenship, enquiry skills and creativity,
  self-direction and independent study, reflection
  on learning (learning to learn and assessment for
  learning).
• The framework comprises six groups of skills
• independent enquirers
• creative thinkers
• reflective learners
• team workers
• self-managers
• effective participators.
• These generic skills, together with the
  functional skills of English, mathematics and
  ICT, are essential to success in life, learning
  and work.

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How can skills be planned for?

• Focusing on the development of skills is one way
  to bring coherence to the curriculum and the
  entire planned learning experience. The PLTS
  should be viewed holistically as they are often
  interdependent and mutually supportive.
• Schools have found a range of ways in which
  provision for PLTS can be addressed, including
• through subjects, with links across subjects
• separately timetabled thematic days, activity
  weeks and events, often including block
  timetabling
• activities integrated into the routines of the
  school, such as running a mini-enterprise,
  arranging a fundraising event
• through visits, assemblies, out-of-hours learning
  and by bringing experts into the school
• a combination of the above
• Schools will develop an approach that best suits
  them.

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PLTS
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What are we aiming to teach?
Outwitting Opponents Accurate Replication Performi
ng at Maximum Levels Identifying and solving
problems Exploring and communicating ideas,
concepts and emotions Exercising safely and
effectively
RANGE CONTENT

• Learning to outwit
• Learning to replicate
• Learning to excel
• Learning to solve problems
• Learning to express
• Learning to exercise

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Key themes throughout KS 3 4 and 5
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What are we aiming to teach?
Outwitting Opponents Accurate Replication Performi
ng at Maximum Levels Identifying and solving
problems Exploring and communicating ideas,
concepts and emotions Exercising safely and
effectively
Making and applying decisions Evaluating and
improving Developing skills in physical
activity Developing mental and physical
capacity Making informed choices about healthy,
active lifestyles
PROCESS DRIVEN
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What are we aiming to teach?
Outwitting Opponents Accurate Replication Performi
ng at Maximum Levels Identifying and solving
problems Exploring and communicating ideas,
concepts and emotions Exercising safely and
effectively
PROCESS DRIVEN
Making and applying decisions Evaluating and
improving Developing skills in physical
activity Developing mental and physical
capacity Making informed choices about healthy,
active lifestyles
Invasion Games focus
Compelling learning
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What are we aiming to teach?
Outwitting Opponents Accurate Replication Performi
ng at Maximum Levels Identifying and solving
problems Exploring and communicating ideas,
concepts and emotions Exercising safely and
effectively
PROCESS DRIVEN
Making and applying decisions Evaluating and
improving Developing skills in physical
activity Developing mental and physical
capacity Making informed choices about healthy,
active lifestyles
Off road cycling
Compelling learning
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Year 7
195 days 39 weeks (2 x 1 hour lessons per week)
Suggest 36 weeks in reality 72 hours Balance
72 / 6 12 hours per area of provision

• Core Stability through Gymnastic activities
• Off Road Cycling, exploring lifestyle choices
• Games Principles
• Building physical capacity and health through
  Athletic or water-based activities
• Hand eye coordination through racket sports
• Appreciating Aesthetic movement through Dance

Making and applying decisions Evaluating and
improving Developing skills in physical
activity Developing mental and physical
capacity Making informed choices about healthy,
active lifestyles
Compelling learning
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Year 7
Making and applying decisions Evaluating and
improving Developing skills in physical
activity Developing mental and physical capacity

• Games Principles
• Off Road Cycling, exploring lifestyle choices
• Core Stability through Gymnastic activities
• Building physical capacity and health through
  Athletic or water-based activities
• Hand eye coordination through racket sports
• Appreciating Aesthetic movement through Dance

Making informed choices about healthy, active
lifestyles
Compelling learning
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KS4?

• Implementation from September 2009
• What are the differences in the PoS?
• What do you want your learners to experience and
  achieve in KS4? What is the vision?

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Conclusion

• Websites
• http//www.qca.org.uk/curriculum
• http//curriculum.qca.org.uk/subjects/pe/index.htm
  
• http//www.cfbt/nsc
• nsc_at_cfbt.com
• http//www.newsecondarycurriculum.org/
• QCA
• Devon Units
• Hinchingbrooke case study

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Good Curriculum Leaders

• see the big picture
• and talk about it
• make learning deep and profound
• recognise that every moment matters
• resist institutional habits
• make learning happen everywhere
• know it has to change
• stretch it to fit the child

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• Carol Gronow
• Cambridgeshire Adviser for Physical Education and
  Sport
• carol.gronow_at_cambridgeshire.gov.uk
• 01480 375599