Mick Waters

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York Diocesan Annual Education Conference
Mick Waters Director of Curriculum QCA
Wednesday 05 July 2006
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Develop a modern, world-class curriculum that
will inspire and challenge all learners and
prepare them for the future
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The Standard for the Curriculum

• the universal element
• based on five outcomes
• the unique elements
• local authority issues
• school cluster potential
• individual school characteristics
• the school as broker of flexibility
• time
• space
• people
• to entire planned learning experience
• the community signs up

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The big picture of the curriculum
Working draft (July 06)
Succ
Whole
Learning Approaches
A range of teaching and learning approaches
(enquiry, active learning, practical and
constructive) - in tune with child development
and adolescence - learning beyond the school,
community and business links deep immersive and
regular frequent learning relevant and
connected to life and work a range of audiences
and purposes opportunity for learner choice and
personalisation
Areas of Learning
Ethical Cultural Physical and health
Spiritual- Creative and aesthetic- Environmental-
International Scientific and technological
Employability and enterprise Human and social
National Curriculum
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Some learning experiences for all
Some learning experiences for all

• the dawn of the day
• the power of the weather
• the opening of a flower
• strength and fragility
• conformity and protest
• permanence and transience

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Some childhood essentials..? Make, do and mend

• a collection
• tending plants
• taking things to bits
• caring for creatures
• enjoying the weather
• an adventure
• being in a club
• making something to use at home or school

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Five outcomes
Participation
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D R

• prototype pilot trials research and
  analysis with schools

• structural partnerships
• ? NCSL ? DfES Innovation Unit
• ? GTC ? Ofsted
• ? SS AT ? TDA
• ? LAs ? Faith groups/DBs
• ? Employers and Business ? Childhood agencies

• contagious professionalism

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Current position of RE

• still growing as option at GCSE and A Level
• examples of growth in teaching
• butassessment and differentiation
• resourcing is an issue in some schools
• QCA wants to help build strength
• for example in KS3 review

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Non-statutory framework document

• widespread national consultation

• recognised by
• Diocesan Boards
• Local Authorities
• all participating faith groups
• stakeholders and partners

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RE schemes of work

• early years to aged 19

• wide consultation

• non-statutory

• underpin and illustrate the national framework

• examples of how RE could be implemented

• on line soon

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Some challenges

• learning about religion as a subject
• learning from religion

• young peoples changing allegiance with faith
  traditions

• collective worship

• the place of content and knowledge

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Correlation between height and shoe size
What else correlates with your shoe size?!
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Correlation between life expectancy and literacy
Data from 20 most populated countries in the
world. CIA World Factbook
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The role of stakeholders locally

• sleeping partners
• uncritical lovers
• hostile witnesses
• critical friends

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How can we influence practice?

• ask for time at head teacher meetings
• talk at governor conferences
• talk with local community leaders
• have a presence at parent conferences
• talk to employers organisations
• encourage involvement in other subject
  communities
• grapple with big issues

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Ways forward

• value of self evaluation
• developing, established or advanced
• critical friend

• five key dimensions

• monitoring and improving standards

• partnership DB, LA, SACRE and others

• the effectiveness of local syllabus

• quality of collective worship

• contribution to social and racial harmony

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People who
People who

• Push back boundaries go beyond limits
• Live on the edge
• Achieve perfection
• Are brilliant but unpredictable
• Appeal to some but upset others
• Have big ideas

Children in your class