[PDF] - Preparing for the new Curriculum If you had eight hours to cut PDF Document

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Preparing for the new Curriculum

Pete Hall Jones If you had eight hours to cut down trees… how long would you spend sharpening the knife?

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A new National Curiculum?

How responsive has our curriculum been?

Subjects ¡ English ¡ Mathema.cs ¡ Science ¡ History ¡ ¡ Geography ¡ MFL ¡ Art ¡and ¡Cra< ¡ Physical ¡Exercise ¡ Music ¡ RE ¡ Plowden Report 1967 ¡ Subjects ¡ English ¡ Mathema.cs ¡ Science ¡ History ¡ ¡ Geography ¡ MFL ¡ Art ¡ PE ¡ Music ¡ DT ¡ ICT ¡ ¡ PHSE ¡ Ci.zenship ¡ ¡ First National Curriculum

nwards

1989+ Aims ¡ Essen/al ¡Skills ¡for ¡ learning ¡and ¡life ¡ Areas ¡of ¡Learning ¡

English, ¡

communica.ons ¡ and ¡languages ¡

Mathema.cal ¡

understanding ¡

Scien.fic ¡and ¡

technological ¡ ¡

Historical. ¡

geographical ¡and ¡ social ¡

Arts ¡
PHWB ¡

¡ National Curriculum review: Primary (Secondary) 2011 ¡ HMI Curriculum Matters 1904 Board of Education regulations 1904 ¡ Subjects ¡ English ¡ Mathema.cs ¡ Science ¡ History ¡ ¡ Geography ¡ Foreign ¡Lang ¡ Drawing ¡ Physical ¡Exercise ¡ Music ¡ Manual ¡work ¡ ¡and ¡ housewifery ¡ ¡

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ENGLISH
Age 5/6: Read using phonics, recite poetry by heart in

class, learn alphabet, ensure left-handed pupils get help

Age 6/7: Write joined up words
Age 7/9: Use dictionaries for meaning
Age 7/11: Spell 200 complex words, including

“mischievous”, “privilege”, “yacht” and use thesaurus to develop vocabulary

Age 11/14: Read two Shakespeare plays – up from one

at moment – pre-1914 literature and study two authors each year, practice public speaking and debating

OUT: Prescribed lists of authors

Graeme Paton

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MATHS
Age 5/6: Count to 100, use simple fractions, tell

the time

Age 6/7: Add and subtract three-digit numbers
Age 8/9 Master 12 times tables, convert

decimals and fractions

Age 10/11: Introduction to algebra
Age 11/14: Probability, reasoning with algebra,

geometry and rates of change

OUT: Using calculators at primary school in

favour of mental arithmetic

SCIENCE
Age 5/6: Basic experiments with paper, elastic, foil,

fabrics etc

Age 6/7: Introduction to reproduction in animals
Age 8/9: Building simple circuits with bulbs, buzzers etc
Age 10/11: Evolution and inheritance, importance of diet

and exercise / effect of drugs

Age 11/14: Human reproduction, Periodic Table, climate

change

OUT: Non-science topics such as caring for animals

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ART
Age 7/11: Mastery of drawing, painting

and sculpture, maintain sketchbooks, focus on great artists from history

Age 11/14: Range of multimedia

techniques and history of artistic, architectural and design movements

OUT: Vague references to “develop

creativity and imagination”

CITIZENSHIP
Age 11/14: Introduction to political system,

voting, monarchy, criminal/civil law and managing personal finance

Age 14/16: British links to Europe/

Commonwealth, ethnic diversity in UK, lessons

n debt, insurance, savings and pensions,

chance to volunteer in local community

OUT: Mandatory teaching about ‘economic

citizenship’, inequalities and topical issues

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COMPUTING
Age 5/7: Basic programming and debugging,
nline safety, storing information
Age 7/11: Designing programmes for complex

problems, using internet search engines

Age 11/14: Coding and solve practical computer

problems

OUT: Lessons in using word processing

packages

DESIGN & TECHNOLOGY
Age 5/14: Cooking lessons throughout primary and

secondary, including nutrition, preparing dishes, understanding seasonality and developing cooking techniques

Age 5/7: Cutting, shaping, joining and finishing using

construction materials and textiles

Age 7/11: Using mechanical systems such as gears,

pulleys, cams and leavers and building circuits incorporating switches, bulbs, buzzers and motors

Age 11/14: Work with hi-tech devices such as 3D

printers, laser cutters, robots and microprocessors

OUT: Lessons in talking about what pupils “like and

dislike when designing and making” and conceptual nature of D&T

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GEOGRAPHY
Age 5/7: Names of oceans, continents, world

map, countries of UK, weather seasons and fieldwork around school environment

Age 7/11: Countries of world, counties and cities
f UK, physical geography including volcanoes,

reading Ordnance Survey maps

Age 11/14: Climate change and use of satellite

technology

OUT: Lessons on European Union
HISTORY
Age 5/7: Study of famous individuals to compare life in

different periods, eg. Elizabeth I and Queen Victoria, William Caxton and Tim Berners-Lee, Mary Seacole and Edith Cavell

Age 7/11: Britain from Stone Age to 1066, Ancient

Greece and one non-European society, eg. early Islamic society

Age 11/14: Britain from 1066 to present day, including

Empire, Victorian Britain, world wars, Cold War, creation

f NHS
OUT: Lessons on skills, concepts and historical

processes

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FOREIGN LANGUAGES
Age 7/14: Compulsory language of any kind, removing

previous requirement to learn from list of either French, German, Italian, Mandarin, Spanish, Latin or Ancient Greek

Age 7/11: Appreciate song, poems and rhymes in foreign

tongue, understand basic grammar, hold simple conversations

Age 11/14: Initiate conversations, read range of stories,

poems and letters, translate material into English

OUT: Translation did not feature and languages not

compulsory in primary schools

MUSIC
Age 5/7: Singing and playing tuned/untuned

instruments

Age 7/11: Play and perform in solo and

ensemble context, introduction to great composers

Age 11/14: Extended use of tonalities, different

types of scales and other musical devices

OUT: References to exploring ideas and feelings

about music through movement and dance

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PHYSICAL EDUCATION
Age 5/7: Master basic movements (run, jump, throw,

catch etc), introduction to team games

Age 5/11: Swim 25 meters, perform range of strokes,

lifesaving techniques

Age 7/11: Competitive games such as football, netball,

rounders, cricket, hockey, basketball, badminton and tennis

Age 11/14: Analyse past performances to improve, take

part in competitive sport outside school

OUT: References to creativity and theory in PE

EBacc … just bad bacc

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Nationalised curriculum

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wytiwyt

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The Grand National Curriculum

r

failure?

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International curriculum

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World class?

Implemented

r

Designed?

SLIDE 15 10/05/2014 15 Inspire and challenge all learners, and equip them with the confidence, the ability and desire to make the world a better place Be based on clear, shared aims, principles and values that put the learner at their heart Excite imaginations and give learners access to the world's major areas of learning Promote personal development and the key competencies of learning and life be located in the context of the learner’s life, and emphasise the interconnectedness of learning Provide for intellectual, physical, emotional, social, scientific, aesthetic and creative development Be international in its outlook, but rooted within its community Address contemporary issues as well as the big ideas that have shaped the world in the past Promote independence of thought and creativity of mind through a wide range

f learning approaches

22C

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150

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Behaviour and safety

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Teaching Leadership

SLIDE 20 10/05/2014 20 ‘… the case for 21st century learning …is about how knowledge is generated and applied, about shifts in ways of doing business, of managing the workplace or linking producers and consumers, and becoming quite a different student from the kind that dominated the 20th

century. What we learn, the way

we learn it, and how we are taught is changing. This has implications for schools and higher level education, as well as for lifelong learning’ Andreas Schleicher 2013 For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills. It's as though schools needed to be boring and dominated by rote learning before deeper, more invigorating learning could flourish. If you were running a supermarket instead of a school and saw that 30

ut of 100 customers each day left your shop without buying

anything, you would think about changing your inventory. But that does not happen easily in schools because of deeply rooted, even if scientifically unsupported, beliefs that learning can only occur in a particular way. In 2010, the world is now more indifferent to tradition and past reputations of educational establishments. It is unforgiving to frailty and ignorant of custom or practice. We live in a fast-changing world, and producing more of the same knowledge and skills will not suffice to address the challenges of the

future. A generation ago, teachers could expect that what they

taught would last their students a lifetime. Today, because of rapid economic and social change, schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don't yet know will arise.

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Michael Gove

"Unless you have a stock of knowledge - about our nation's history, European history and art history, about Biblical stories and classical myth, about colour, line and perspective - then many of the works on display in the National Gallery will just be indecipherable cartoons. "Unless you have a sense of our nation's political development and a decent vocabulary, and an appreciation of concepts like anointed monarchy, usurpation and legitimacy, then Shakespeare's history plays will just be fighting and shouting. "And unless you know something of Ireland's history, its people's sufferings, its ecology and iconography as well as a scientist's vocabulary, then Seamus Heaney's poems may be little more than spoken music. "And unless you have knowledge - historical, cultural, scientific, mathematic - all you will find on Google is babble." A Department for Education spokeswoman said: "The core academic subjects most valued by universities and employers are those that make up the

EBacc. Far from being outdated, this new standard will make sure that all

children have a solid foundation for the path they wish to follow For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills. It's as though schools needed to be boring and dominated by rote learning before deeper, more invigorating learning could flourish. If you were running a supermarket instead of a school and saw that 30 out of 100 customers each day left your shop without buying anything, you would think about changing your

inventory. But that does not happen easily in schools because
f deeply rooted, even if scientifically unsupported, beliefs that

learning can only occur in a particular way. In 2010, the world is now more indifferent to tradition and past reputations of educational establishments. It is unforgiving to frailty and ignorant of custom or practice. We live in a fast-changing world, and producing more of the same knowledge and skills will not suffice to address the challenges of the

future. A generation ago, teachers could expect that what they

taught would last their students a lifetime. Today, because of rapid economic and social change, schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don't yet know will arise.

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SPAG GHOTI

Big and convenient data

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Place in order of impact/ effectiveness

Meta cognition
Teaching assistants
Class size
Uniform
Performance pay
Effective feedback
Peer tutoring
Homework
ICT
After school programmes

Sutton trust

Effective feedback
Meta cognition
Peer tutoring
Homework
ICT
Class size
After school programmes
Uniform
Performance pay
Classroom assistants

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2008

The vast majority of innovations or educational strategies can be said to “work” because they can be shown to have a positive effect. But a student left to work on his own, with the laziest supply teacher, would be likely to show improvement over a year. In 1976 Gene Glass introduced the notion of meta-analysis – whereby the effects of each study are converted to a common measure or effect size. An effect size of 1.0 would improve the rate of learning by 50% and would mean that, on average, students receiving that treatment would exceed 84% of students not receiving that treatment. At least half of all students can and do achieve an effect size

f 0.4 in a year (the hinge point), so anything with an

effect size of over 0.4 is likely to be having a visible effect. Collingwood

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15 800 50,000

Feedback

0.73

Teacher-Student Relationships

0.72

Mastery Learning

0.58

Challenge of Goals

0.56

Peer Tutoring

0.55

Expectations

0.43

Homework

0.29

Aims & Policies of the School

0.24

Ability Grouping

0.12

For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills. It's as though schools needed to be boring and dominated by rote learning before deeper, more invigorating learning could flourish. If you were running a supermarket instead of a school and saw that 30

ut of 100 customers each day left your shop without buying

anything, you would think about changing your inventory. But that does not happen easily in schools because of deeply rooted, even if scientifically unsupported, beliefs that learning can only occur in a particular way. In 2010, the world is now more indifferent to tradition and past reputations of educational establishments. It is unforgiving to frailty and ignorant of custom or practice. We live in a fast-changing world, and producing more of the same knowledge and skills will not suffice to address the challenges of the

future. A generation ago, teachers could expect that what they

taught would last their students a lifetime. Today, because of rapid economic and social change, schools have to prepare students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don't yet know will arise.

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Nick Gibb

"Getting to grips with the basics – of elements, of metals, of halogens,

f acids, of what happens when hydrogen and oxygen come

together, of photosynthesis, of cells – is difficult. But once learned, you have the ability to comprehend some of the great advances in genetics, physics and other scientific fields that are revolutionising

ur lives."

Gibb extended this argument to history, geography and English literature. "The facts, dates and narrative of our history in fact join us all together. The rich language of Shakespeare should be the common property

f us all. The great figures of literature that still populate the

conversations of all those who regard themselves as well-educated should be known to all. "Yet to more and more people, Miss Havisham is a stranger – and even the most basic history and geography a mystery. "These concepts must be taught. And they must be taught to everyone. Sadly, that is not always the case."

.

Teach Less Learn More Preparing learners for the test of life and not a life of tests

SLIDE 27 10/05/2014 27 We should focus more on teaching the whole child, in nurturing him holistically across different domains, and less on teaching our subjects per se. We should teach our students the values, attitudes and mindsets that will serve him well in life, and not only how to score good grades in exams. We should focus more on the process of learning, to build confidence and capacity in our students, and less

n the product.

We should help the students to ask more searching questions, encourage curiosity and critical thinking, and not only to follow prescribed answers We should keep in mind that we do what we do in education for the learner, his needs, interests and aspirations, and not simply to cover the content. We should encourage our students to learn because they are passionate about learning, and less because they are afraid of failure. We should teach to help our students achieve understanding of essential concepts and ideas, and not

nly to dispense information.

We should teach more to prepare our students for the test of life and less for a life of tests. We should encourage more active and engaged learning in our students, and depend less on drill and practice and rote learning.

SLIDE 28 10/05/2014 28 We should do more guiding, facilitating and modelling, to motivate students to take ownership of their own learning, and do less telling and teacher talk. We should recognise and cater better to our students’ differing interests, readiness and modes of learning, through various differentiated pedagogies, and do less of ‘one-size- fits-all’ instruction. We should assess our students more qualitatively, through a wider variety of authentic means, over a period of time to help in their own learning and growth, and less quantitatively through one-off summative examinations. We should teach more to encourage a spirit of innovation and enterprise in our students, to nurture intellectual curiosity, passion, and courage to try new and untested routes, rather than to follow set formulae and standard answers. For most of the last century, the widespread belief among policymakers was that you had to get the basics right in education before you could turn to broader skills. It's as though schools needed to be boring and dominated by rote learning before deeper, more invigorating learning could flourish. If you were running a supermarket instead of a school and saw that 30

ut of 100 customers each day left your shop without buying

anything, you would think about changing your inventory. But that does not happen easily in schools because of deeply rooted, even if scientifically unsupported, beliefs that learning can only occur in a particular way. In 2010, the world is now more indifferent to tradition and past reputations of educational establishments. It is unforgiving to frailty and ignorant of custom or practice. We live in a fast-changing world, and producing more of the same knowledge and skills will not suffice to address the challenges

f the future. A generation ago, teachers could expect that what

they taught would last their students a lifetime. Today, because

f rapid economic and social change, schools have to prepare

students for jobs that have not yet been created, technologies that have not yet been invented and problems that we don't yet know will arise.

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Knowledge creation

How do we foster motivated, dedicated learners and prepare them to overcome the unforeseen challenges of tomorrow? The dilemma for educators is that routine cognitive skills, the skills that are easiest to teach and easiest to test, are also the skills that are easiest to digitize, automate or outsource. There is no question that state-of-the-art skills in particular disciplines will always remain important. However, educational success is no longer about reproducing content knowledge, but about extrapolating from what we know and applying that knowledge to novel situations. Education today is much more about ways of thinking which involve creative and critical approaches to problem-solving and decision-

making. It is also about ways of working, including communication

and collaboration, as well as the tools they require, such as the capacity to recognise and exploit the potential of new technologies,

r indeed, to avert their risks. And last but not least, education is

about the capacity to live in a multi-faceted world as an active and engaged citizen. These citizens influence what they want to learn and how they want to learn it, and it is this that shapes the role of educators.

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Hirschian knowledge

http://www.coreknowledge.org.uk/curriculum.php

SLIDE 31 10/05/2014 31 How do we foster motivated, dedicated learners and prepare them to

vercome the unforeseen challenges of tomorrow? The dilemma for

educators is that routine cognitive skills, the skills that are easiest to teach and easiest to test, are also the skills that are easiest to digitize, automate or outsource. There is no question that state-of- the-art skills in particular disciplines will always remain important. However, educational success is no longer about reproducing content knowledge, but about extrapolating from what we know and applying that knowledge to novel situations. Education today is much more about ways of thinking which involve creative and critical approaches to problem-solving and decision-making. It is also about ways of working, including communication and collaboration, as well as the tools they require, such as the capacity to recognise and exploit the potential of new technologies, or indeed, to avert their risks. And last but not least, education is about the capacity to live in a multi-faceted world as an active and engaged citizen. These citizens influence what they want to learn and how they want to learn it, and it is this that shapes the role of educators.

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Values?

SLIDE 33 10/05/2014 33 The branches of learning reflecting major areas of human endeavour and ways of thinking Magnetism Parts of a plant Picasso Churchill The Romans Rhythm Properties of materials The Trunk The quality of pupils’ learning experiences Magnetism Parts of a plant Picasso Churchill The Romans Rhythm Properties of materials

SLIDE 34 10/05/2014 34 Roots Independent enquirers Effective participants Reflective learners Team workers Self managers Creative thinkers English Maths Science History Geography Art Music Citizenship

SLIDE 35 10/05/2014 35 Independent enquirers Effective participants Reflective learners Team workers Self managers Creative thinkers English Maths Science History Geography Art Music Citizenship Effective participants Reflective learners Team workers Self managers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers

SLIDE 36 10/05/2014 36 Effective participants Reflective learners Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Effective participants Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Reflective learners

SLIDE 37 10/05/2014 37 Effective participants Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Reflective learners Effective participants Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Reflective learners G l

b

a l c i t i z e n s h i p International

SLIDE 38 10/05/2014 38 Effective participants Team workers Creative thinkers English Maths Science History Geography Art Music Citizenship Independent enquirers Self managers Reflective learners

Beyond the National Curriculum

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Corr Curriculum!

Scarcity or abundance

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101

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Efficacy Go on then…

4 part lesson Topic Story/ registration discussion Wet playtime activity Assembly

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Stone age Bronze age Iron age Industrial age

Tech. age

Values age?

Appraisal for kids

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Test or adjudicate

Empirical/ expert

Doctors and nurses

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Master class It takes a village to teach a man

Village to teach a man

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Wiki curriculum

6 degrees of seperation

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Flash mob curriculum App curriculum

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Road name curriculum Dave Gorman Curriculum

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The Guy Claxton Blooms Taxonomy IB curriculum ?

SLIDE 49 10/05/2014 49 peterhj@thespiralpartnership.com @PeteHJ unconventional free thinker pioneer of ideas innovator and strategist