Agenda09.15 – 10.45 Session 1 The story so far…..

11.00 – 12.15 Session 2 Updates on the Renewed

Frameworks

13.15 – 13.30 Session 3 BGfL Plus information

13.30 Session 4 Beginning the implementation

process

Renewing the FrameworksAutumn Term 2006

The Story So Far

•National Curriculum – 1989

English Art Mathematics

Science History Geography

Music Physical Education

Design Technology Religious Education

• Content Driven

• National Testing• National Curriculum Levels• National Framework of Inspections

• Literacy Strategy – 1998

• Literacy Framework: Rec/Y1 – Y 6• Literacy Hour• Speaking and Listening• Reading• Writing• Shared, Guided, Plenary• Literacy Consultants• Leading Teachers

• Numeracy Strategy – Sept 1999

• Numeracy Framework: Rec/Y1 – Year 6• Whole Class Teaching• 45 minutes to one hour every day• Oral mental introduction• Main• Plenary• Numeracy Consultants• Leading Teachers

• Foundation Stage• 2000 Curriculum Guidance for the

Foundation Stage• Stepping Stones• Early Learning Goals• 2001 Foundation Stage Profile• Birth to 3 Framework

• Excellence and Enjoyment – May 2003

• Excellent Primary Teaching – Literacy/Numeracy• Character and Innovation – broad rich curriculum• Individualised Learning – needs and abilities• Partnerships – parents, other agencies• Continuous Professional Development• Leadership and Collaboration – leadership at all levels• Skills and Processes, Aspects of learning v Content

National Primary Strategy

Primary Leadership ProgrammeIntensifying Support ProgrammeEnglish as an Additional Language (EAL Pilot)Aiming High PilotSocial Emotional Aspects of Learning (SEAL)Blended LearningUse of ICT/e-learning

Aspects of Learning

enquiryreasoningmotivationempathycommunicationcreative thinkingproblem solvingsocial skillsself-awarenessmanaging feelingsinformation processing

•Excellence and Enjoyment :

Learning and teaching in the Primary Years•Planning and assessment for learning

•Designing opportunities for learning

•Assessment for Learning

•Creating a learning culture

•Conditions for learning

•Classroom community, collaborative and

personalised learning

•Understanding how learning develops

•Progression in key aspects of learning

•Aspects of learning across the curriculum

Every Child Matters Five Outcomes

•Be healthy

•Stay safe

•Enjoy and achieve

•Make a positive contribution

•Achieve economic well-being

Where Next?

Personalised Learning is…

…about tailoring education to ensure that every pupil achieves and reaches the highest standards possible. It is also

about personalising the school experience to enable pupils to focus on their learning

and involve the community.

The Five Components of Personalised Learning

Assessment for Learning

Effective Teaching and Learning

Curriculum Enrichment and Choice

Organising the School for Personalised Learning

Beyond the Classroom

Personalisation

•QCA Futures

•Renewing the Frameworks

•Early Years Foundation Stage

•Remodelling agenda

Curriculum Innovation Networks

Build the vision: re-energise curriculum debate and development • Re-new debate in the moral purpose for education and schools• Create a national climate for curriculum thinking and innovation• 21st Century curriculum: “What does a good one look like?” A design standard not a

prescription.

In a spirit of co-development and investigation• From ‘top down’ to ‘co-designing’ – “sharing” and “borrowing” and making together• Building capacity locally and nationally – “sustainable leadership” • Unleash the energy and ideas of schools and their communities - “Catch-up and stretch” policy• Disciplined innovation and investigation - Identify, stimulate and share best and next practice

Local impact : national consequence• Improving your school: improving the system “School leaders must have a greater stake in

the development of broader education policy.”

What are we trying to achieve?

How to organise learning?

How well are we achieving our aim?

The ‘big picture’ of the curriculum

The ‘big picture’ of the curriculum Working draft (May 06)

Accountability measures

Attainment and improved standards

Reduced NEET

Behaviour and attendance

Civic participation

Healthy Lifestyle Choices

To secure…

Accountability measures

Attainment and improved standards

Reduced NEETBehaviour and attendance

Civic participation

Healthy Lifestyle Choices

To secure…

The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens

Successful learnerswho make progress and achieve

Responsible Citizens - who make a positive contribution to society

Curriculum Aim

Aim Confident Individualswho lead safe and healthy lives

Developing individuals…

Personal Development Whole CurriculumSkills, Knowledge

and Attributes

Enjoy and achieve Safe Healthy Participation Economically active

Skills Functional Skills (Lit/Number/ICT) +

Personal, Learning and Thinking Skills

Personal Development Attitudes and dispositions, determined,

adaptable, learning to learn

To do To know and understand To be

Five outcomes

Knowledge and UnderstandingBig Ideas that shape the world

Chronology, conflict, scientific method, etc.

The curriculum as the entire planned learning experience

Areas of Learning

Learning Approaches

National Curriculum

Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social

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

Eng ArtMa Sci ICT DT Hist Geog RECit/PS

MfLPEMusic

The ‘big picture’ of the curriculum Working draft (May 06)

Assessment fit for purpose

Assessment 

Building a more open relationship between learner and teacher

Clear learning intentionsshared with pupils

Understood, shared/negotiated success criteria

Celebrate success against agreed success criteria

Advice on what to improve and how to improve it

Peer and self assessment

Peer and self evaluation of learning

Taking risks for learning

Testing Individual target setting

Using error positively

* To make learning and teaching more effective * So that learners understand quality and how to improve *

Components Lessons

Out of schoolExtended HoursRoutinesEventsLocation Environment

Reviewing the Frameworks – Five Key Areas that Schools are Encouraged to Consider

Encouraging flexibility in the organisation of the curriculum and the structure of literacy and mathematics lessons

Structuring learning over sequences of lessons as well as within lessons

Raising expectations for all children, especially those at greatest risk of underachievement

More effective use of assessment to inform and direct teaching and learning

Broadening and strengthening pedagogy to include a clearer focus on inclusion, the use of ICT, speaking, listening and learning, and in developing core areas of learning in literacy and mathematics across the curriculum

Wave 1Quality first teaching

Effective whole-school policies and frameworks

Wave 2Catch-up small group

intervention

Wave 3Individualised

support

Within our leadership team how do we …

• share, agree and disseminate our vision, aspirations and improvement strategies with the wider community?

• identify and develop our expertise and define and communicate our roles and responsibilities in supporting our aspirations?

• report back to and support each other and all staff in raising expectations, and in improving teaching and standards for all our children?

• establish whole-school accountability based on common success criteria and ensure accountability to the wider community?

• lead and manage improvement in literacy and mathematics and sustain improvement across the curriculum?

Five Key Questions

Implications?