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10/05/2014
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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 onwards
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
HM
I 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 on 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,
online 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 of 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 of 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
or failure?
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International curriculum
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World class?
Implemented or
Designed?
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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 of learning approaches
22C
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150
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Behaviour and safety
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Teaching
Leadership
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‘… 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
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 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 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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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
of 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
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 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,
of 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 our 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 of 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
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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 on 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 only 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.
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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
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 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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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, 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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Hirschian knowledge
http://www.coreknowledge.org.uk/curriculum.php
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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, 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?
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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
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Roots
Independent enquirers
Effective participants
Reflective learners
Team workers
Self managers
Creative thinkers
Eng
lish
Mat
hs
Sci
ence
His
tory
Geo
grap
hy
Art
Mus
ic
Citi
zens
hip
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Independent enquirers
Effective participants
Reflective learners
Team workers
Self managers
Creative thinkers
Eng
lish
Mat
hs
Sci
ence
His
tory
Geo
grap
hy
Art
Mus
ic
Citi
zens
hip
Effective participants
Reflective learners
Team workers
Self managers
Creative thinkers
Eng
lish
Mat
hs
Sci
ence
His
tory
Geo
grap
hy
Art
Mus
ic
Citi
zens
hip
Independent enquirers
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Effective participants
Reflective learners
Team workers
Creative thinkers
Eng
lish
Mat
hs
Sci
ence
His
tory
Geo
grap
hy
Art
Mus
ic
Citi
zens
hip
Independent enquirers
Self managers
Effective participants
Team workers
Creative thinkers
Eng
lish
Mat
hs
Sci
ence
His
tory
Geo
grap
hy
Art
Mus
ic
Citi
zens
hip
Independent enquirers
Self managers
Reflective learners
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Effective participants
Team workers
Creative thinkers
Eng
lish
Mat
hs
Sci
ence
His
tory
Geo
grap
hy
Art
Mus
ic
Citi
zens
hip
Independent enquirers
Self managers
Reflective learners
Effective participants
Team workers
Creative thinkers
Eng
lish
Mat
hs
Sci
ence
His
tory
Geo
grap
hy
Art
Mus
ic
Citi
zens
hip
Independent enquirers
Self managers
Reflective learners Global ci
tizensh
ip
International
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Effective participants
Team workers
Creative thinkers
Eng
lish
Mat
hs
Sci
ence
His
tory
Geo
grap
hy
Art
Mus
ic
Citi
zens
hip
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
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 ?
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[email protected] @PeteHJ
unconventional free thinker pioneer of ideas
innovator and strategist
