1. A Curriculum for the future
Making Learning Irresistible
Cambridgeshire Governors’ Conference
Mick Waters
Director of Curriculum
Qualifications and Curriculum Authority 07 March 2009

2. The role of Governors
sleeping partners
uncritical lovers
hostile witnesses
critical friends

3. Develop a modern, world-class
curriculum that will inspire and
challenge all learners and prepare
them for the future

4. A Changing Society…
technology
an ageing population
the gap between rich and poor
global culture and ethnicity
sustainability
changing maturity levels in schools
expanding knowledge of learning
a changing economy

5. A big picture of the curriculum

6. Working draft September 2008
A big picture of the curriculum
Three key questions
The curriculum aims to enable all young people to become
Successful learners Confident individuals Responsible citizens
Curriculum aims
1 who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society
Every Child
What Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Matters outcomes
are we trying
to achieve? Skills
Attitudes and attributes
Knowledge and understanding
Focus for learning eg literacy, numeracy, ICT, personal,
eg determined, adaptable, confident,
eg big ideas that shape the world
learning and thinking skills
risk-taking, enterprising
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Components Lessons Locations Environment Events Routines Extended hours Out of school
Building on learning Including all learners with
Opportunities for spiritual, moral,
A range of approaches eg In tune with Matching time to learning need
Learning beyond the school opportunities
social, cultural, emotional, Using a range of
enquiry, active learning, human eg deep, immersive and regular
2 approaches intellectual and physical audience and purpose
including community for learner choice and
practical and constructive development frequent learning
development personalisation
and business links
How
do we Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:
Whole curriculum
Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –
organise dimensions
Technology and the media – Creativity and critical thinking.
learning?
Communication, Creative Knowledge and Mathematical Personal, social and Physical
Statutory language and literacy development understanding of the world development emotional development development
expectations
PSHE
A&D Ci D&T En Ge Hi ICT Ma MFL Mu PE SC
RE
PW EW+FC
To make learning and teaching more effective so that learners understand quality and how to improve
3 Gives helpful feedback for Helps identify clear Links to national Informs future Embraces peer-
Is integral to Draws on a wide range
Assessment Promotes a broad and Maximises pupils’ Uses tests and tasks
the learner and other targets for standards which are planning and and self-
effective teaching of evidence of pupils’
engaging curriculum progress appropriately
fit for purpose stakeholders improvement consistently interpreted teaching assessment
and learning learning
How well
are we
achieving To secure
our aims? Accountability Civic
Attainment and Behaviour Further involvement in education,
Healthy lifestyle
employment or training
participation
improved standards and attendance
measures choices
Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)

7. Building a curriculum that works
Develop a modern, world-class curriculum that will inspire
and challenge all learners and prepare them for the future
Mick Waters
March 2009
Director of Curriculum, QCA

9. The secondary curriculum
recent review well received
enthusiasm, innovation, energy
schools reconstructing curriculum design
benefits already felt
standards; academic, personal, social

10. Three key questions
The curriculum aims to enable all young people to become
Successful learners Confident individuals Responsible citizens
Curriculum aims
1 who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society
Every Child
What Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Matters outcomes
are we trying
to achieve? Skills
Attitudes and attributes
Knowledge and understanding
Focus for learning eg literacy, numeracy, ICT, personal,
eg determined, adaptable, confident,
eg big ideas that shape the world
learning and thinking skills
risk-taking, enterprising
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Components Lessons Locations Environment Events Routines Extended hours Out of school
Opportunities for Assessment uses
Assessment Personalised - Resource well-
Varied and matched Assessment is spiritual, moral, Relevant, a wide range of Involve
develops offering challenge matched to
to learning need fit for purpose social, cultural, In tune with purposeful evidence to learners
Approaches to learners’ self- and support to learning need
e.g. enquiry, and integral to emotional, human and for a encourage proactively in
2 esteem and enable all learners to
enable all learners eg. use of time,
learning instruction, active, learning and intellectual and development range of learners to their own
commitment to make progress and space, people,
practical, theoretical teaching physical audiences reflect on their learning
their learning achieve materials
development own learning
How
do we Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:
Whole curriculum
Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –
organise dimensions
Technology and the media – Creativity and critical thinking.
learning?
Communication, Creative Knowledge and Mathematical Personal, social and Physical
Statutory language and literacy development understanding of the world development emotional development development
expectations
PSHE
A&D Ci D&T En Ge Hi ICT Ma MFL Mu PE SC
RE
PW EW+FC
To make learning and teaching more effective so that learners understand quality and how to improve
3 Uses a variety of
Uses information Builds capacity Uses ‘critical friends’ to
Uses both quantitative
Uses a wide range Creates a continuous techniques to Involves the whole Is rigorous, open
Looks at the whole
Evaluating impact data and qualitative intelligently to identify among the staff for offer insights and
of metrics improvement cycle collect and analyse school community and honest
child
trends and goals school improvement challenge assumptions
information
How well information
are we
achieving To secure
our aims? Accountability Civic
Attainment and Behaviour Further involvement in education,
Healthy lifestyle
employment or training
participation
improved standards and attendance
measures choices

11. Successful Confident Responsible
Learners Individuals Citizens
Attainment and Civic
Achievement Participation
Attitude and
Engagement
Healthy
Lifestyle
Reduced NEET
Choices

12. Coherence… for the learner
Personal
Subjects
Development
Skills

13. The entire planned learning experience
lessons, events, routines, extended hours
beyond school
• Clubs
• Hobbies and pastimes
• Local band
• Charity work
• Part-time job
• Work experience

14. Cross-curriculum dimensions
The cross curricular dimensions reflect the major ideas and
challenges that face society and have significance for
individuals. They can provide powerful unifying themes that
give learning relevance and help young people make sense
of the world.
– Identity and cultural diversity
– Healthy lifestyles
– Community participation
– Enterprise
– Sustainable futures and the global dimension
– Technology and the media
– Creativity and critical thinking

15. A new look at subjects
Subjects now…
• linked to curriculum aims
• focused on the essentials
• explicit links to each other
• support broader learning

16. Subject programmes of study
Rethinking
subjects

18. Building a curriculum that works
Develop a modern, world-class curriculum that will inspire
and challenge all learners and prepare them for the future
Mick Waters
March 2009
Director of Curriculum, QCA

19. QCA and the Primary Curriculum Review
working alongside Sir Jim Rose in meeting the remit
building on evidence base
presenting - view on models, structures and detail
timescale - draft proposals: Autumn 2008
- programmes of learning: Spring 2009
- consultation: Summer2009
- implementation: Autumn 2011

20. From national parameters...
Aims for Primary Education
Successful learners, who enjoy learning, make progress and achieve.
Confident Individuals who are able to live safe, healthy and fulfilling lives.
Responsible Citizens who can make a positive contribution to society.
Areas of Learning / Skills and competences Personal Well-being:
Subjects Attributes and values
Independent Enquirers
Communication,
Creative Thinkers
Language and literacy The
Principled
National
Reflective Learners
Mathematics
Enterprising
Framework
Team Workers
Expressive Arts
Creative
Self Managers
Humanities
Resilient
Effective Participators
Physical Development
Principles of Curriculum Design
Secures the fundamentals in Secures personal development
literacy and numeracy
Considers the entire planned learning
Provides opportunities for experience
depth and breadth
In tune with child development
The School
Curriculum
Designing the School Curriculum

21. Curriculum models
Local versions
North Somerset, Cornwall, Sandwell, Gloucester
Mantle of the Expert
International Primary Curriculum
Opening Minds
Musical Futures, Learning Outside the Classroom
Alternatives or interpretations ?

22. The entire planned learning experience
lessons, events, routines, extended hours
beyond school
• Clubs
• Hobbies and pastimes
• Local band
• Charity work
• Part-time job
• Work experience

23. A distinctive purpose for key stage 2
a world of learning
open eyes to potential and possibilities
extended horizons
register and confidence
a rite of passage… with adults
approaches to learning

24. Programmes of Learning
are only ingredients
they need blending
to distribute between learning in
- lessons - events
- routines - beyond school
with schools as the broker for learning
- time - place - people
Programmes of study
An appetising feast taking account of need,
specialism, interest and taste.

25. A world of primary learning
a wonderland
an expanding world
pathways to explore
new skills to learn
a springboard
a safety net
a cocoon

26. Approaches to curriculum design
Subject Areas of Skills Theme
based learning based based
England, Norway, IB, Scotland, NI, RSA, Opening Minds,
Slovenia Queensland, NZ Enquiring minds
The challenge and opportunity is to create a
The challenge and opportunity is to create a
design that draws on the best of each approach.
design that draws on the best of each approach.

27. Challenging false polarities
It is possible to have:
• skills and knowledge
• direct teaching and child led exploration
• good standards and well-rounded learners
• literacy and numeracy and a broad and balanced curriculum
• specialist subject teaching and thematic teaching that makes
connections between subjects
• developing skills regularly and often and deep immersive
learning over extended periods
• the big ideas and events from the past and connections to the
contemporary issues of our time

28. Draft: work in development not for circulation

29. Curriculum Aims

30. Curriculum Aims
Encouraging all children to be…
• 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

31. Essentials for learning and life

32. Essentials for learning and life

33. Aims, essentials & areas of learning

34. 6 Areas of learning

35. The organisation of an Area of Learning

36. Working draft January 2008
A big picture of the curriculum
Three key questions
The curriculum aims to enable all young people to become
Successful learners Confident individuals Responsible citizens
Curriculum aims
1 who enjoy learning, make progress and achieve who are able to lead safe, healthy and fulfilling lives who make a positive contribution to society
Every Child
What Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing
Matters outcomes
are we trying
to achieve? Skills
Attitudes and attributes
Knowledge and understanding
Focus for learning eg literacy, numeracy, ICT, personal,
eg determined, adaptable, confident,
eg big ideas that shape the world
learning and thinking skills
risk-taking, enterprising
The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes
Components Lessons Locations Environment Events Routines Extended hours Out of school
Building on learning Including all learners with
Opportunities for spiritual, moral,
A range of approaches eg In tune with Matching time to learning need
Learning beyond the school opportunities
social, cultural, emotional, Using a range of
enquiry, active learning, human eg deep, immersive and regular
2 approaches intellectual and physical audience and purpose
including community for learner choice and
practical and constructive development frequent learning
development personalisation
and business links
How
do we Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:
Whole curriculum
Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –
organise dimensions
Technology and the media – Creativity and critical thinking.
learning?
Communication, Creative Knowledge and Mathematical Personal, social and Physical
Statutory language and literacy development understanding of the world development emotional development development
expectations
PSHE
A&D Ci D&T En Ge Hi ICT Ma MFL Mu PE SC
RE
PW EW+FC
To make learning and teaching more effective so that learners understand quality and how to improve
3 Gives helpful feedback for Helps identify clear Links to national Informs future Embraces peer-
Is integral to Draws on a wide range
Assessment Promotes a broad and Maximises pupils’ Uses tests and tasks
the learner and other targets for standards which are planning and and self-
effective teaching of evidence of pupils’
engaging curriculum progress appropriately
fit for purpose stakeholders improvement consistently interpreted teaching assessment
and learning learning
How well
are we
achieving To secure
our aims? Accountability Civic
Attainment and Behaviour Further involvement in education,
Healthy lifestyle
employment or training
participation
improved standards and attendance
measures choices
Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)

37. 1&2
Knowledge
Areas of Learning
Experiences
primary
Audiences
Purposes
Approaches
primary
Childhood

38. Building a curriculum that works
Develop a modern, world-class curriculum that will inspire
and challenge all learners and prepare them for the future
Mick Waters
March 2009
Director of Curriculum, QCA

39. What do schools need to do?
help chidren develop an appetite for learning
use the ingredients
to create a learning feast
recognising individual taste, considerations and
needs
see a big picture for curriculum

40. The curriculum challenge
space for teachers to ‘educate’
why does a youngster decide to stay in or drop
out?
in a lesson……..in schooling
how do we get teachers to be inspired rather than
burdened?

41. The role of Governors
sleeping partners
uncritical lovers
hostile witnesses
critical friends

42. Governors and the curriculum
encourage the ‘sign up’ by the community
look for progression in expectations of pupils
focus on events and routines as well as lessons
look at the learning diet of ‘random’ pupils
explore overlaps between Key Stages

43. What next?
… try things in schools and settings or your local area
… let us know what you are doing
… tell us what works and what doesn’t
… make learning irresistible
Contact: curriculum@qca.org.uk

44. 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
British Association of Advisers and Lecturers in
Physical Education
Physical Education

45. A Curriculum for the future
Making Learning Irresistible
Cambridgeshire Governors’ Conference
Mick Waters
Director of Curriculum
Qualifications and Curriculum Authority 07 March 2009