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Presentation headingSubtitle
Date
Presenter name
Curriculum Planning
& Design
Foundation Level
Date
Presenter name
Module objectives1. To articulate a clear, contextualised and working definition
of ‘the curriculum’
2. To begin to explore the research base behind effective curriculum planning and design
3. To know how best to work with their subject leaders in the design of a whole-school curriculum
4. To consider approaches to identifying what should (and should not) be included within the curriculum in order to drive improvement and progress
5. To explore approaches to embedding this theory into whole school practice
Module objectives1. To articulate a clear, contextualised and working definition
of ‘the curriculum’
2. To begin to explore the research base behind effective curriculum planning and design
3. To know how best to work with their subject leaders in the design of a whole-school curriculum
4. To consider approaches to identifying what should (and should not) be included within the curriculum in order to drive improvement and progress
5. To explore approaches to embedding this theory into whole school practice
Agenda
•What makes an effective curriculum?
•What should be included and why?
•What role do senior leaders have to
play in curriculum planning and
design?
Before we begin…
• Senior curriculum leaders
• Shared language across the whole-school curriculum
• Timetabling
• Long-term application
What makes an effective curriculum?
Curriculum ideologies Pre-work recap
• Scholar Academic
• Social Efficiency
• Learner Centered
• Social Reconstruction
Schiro, M. S. (2012)
Purpose of curricula Pre-work recap
National Curriculum Review 2011
• Level 1: Affirming system-wide educational aspirations for school curricula (System)
• Level 2: Specifying more particular purposes for schools and for their curricula (School)
• Level 3: Introducing the goals for the Programmes of Study for particular subjects. (Subject/Phase)
The curriculum for a maintained school or maintained nursery school satisfies the requirements of this section if it is a balanced and broadly based curriculum which: (a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and (b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
What makes an effective curriculum?
What do Ofsted think?
“The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (intent); for
translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and understanding pupils have
gained against expectations (impact/achievement).”
How Schools can develop a strong curriculum, Cath Murray (Schools Week, July 2017)
What do Ofsted think?
INTENT
IMPLEMENTATION
IMPACT
Expert View: Sean Harford
Does this change your definition?
What’s in and what’s out?
Economic – the education of pupils is expected to contribute to their own future economic wellbeing and that of the nation or region
Cultural – the education of pupils is expected to introduce them to the best of their cultural heritage(s), so that they can contribute to its further development
Social – the education of pupils is expected to enable them to participate in families, communities and the life of the nation; and
Personal – the education of pupils is expected to promote the intellectual, spiritual, moral and physical development of individuals.
Sustainable - that the school curriculum should also contribute to environmental ‘stewardship’
National Curriculum Review 2011
What could this look like?
• Local job market not a priority – most pupils board
• Readiness for positions that require high level qualificationsEconomic
• Identification of the diversity of cultural heritages present and celebration of those
• Identifying, and looking to overcome, stereotypesCultural
• Understanding of the political environment to be able to participant fully within it
• Many pupils live away from their families, considering the implications of this on their social understanding
Social
• Wellbeing as a priority, keeping stress down
• Christianity still the most prevalent religion – supporting this where possible but encouraging understanding of other world faiths
Personal
• Being active and vocal in the world of lobbying for sustainability
• Clear school ethos and values around sustainabilitySustainable
What does this mean for you?
What does this mean for a curricula element?•Ability to grasp key concepts in maths & science will contribute to overall
attainment in the subject – leading to better positioning in the job marketEconomic
•Possible introduction of scientists from a variety of different cultures through this learningCultural
Social
Personal
• Is able to understand the concept of recyclingSustainable
Solids,
Liq
uid
s and G
ase
s
What does that bit do?
National Curriculum Review 2011
• A proximal function – making the next stage of learning possible
• An ultimate function – an enduring and lasting job, which might come into its own later, sometimes much later.
This bit…
leads to this bit, and…
ultimately to this bit….
Christine Counsell's Blog 2017
EYFS –Understanding
the World –Melting,
Differences between snow and rain for eg.
Year 1 –Everyday
Materials –Physical
properties of materials
Year 2 – Use of everyday
materials –squashing,
bending etc.
KS1 – Human and Physical Geography (including weather)
Year 4 – States of Matter
Year 5 –Properties and
changes of materials
KS3 Maths –Compound units egdensity
KS3 Geography – Human and
physical geography
(rocks, weathering, soils etc.)
KS3 Science –Earth and
Atmosphere, Pressure, Physical changes
Ultimate Function
Interaction with,
and anticipation of,
the world around
them and how it
reacts in different
scenarios
Proximal Functions of curricula elements – Solids, Liquids and Gases
1 2 3 4 5 6 7 8 9
Ultimate Function
Proximal Functions of curricula elements 0 Democracy and Parliament
• Core knowledge - is like a residue – the things that stay, the things that can be captured as proposition. Often, such things need to be committed to memory.
• Hinterland knowledge - The act of reading the full novel is like the hinterland. You don’t need the whole novel to get the ‘core’ but it enriches our literacy, reference points, language and understanding.
Learning that doesn’t ‘stick’, but supports the retention of the ‘core’
‘Stuck’
that has
Learning
Christine Counsell's Blog 2017
Lots of changes of state happen when we cook, cooking is fun etc.
Dissolving and recovering a
substance from a
solution
Differences in density
3 states of matter
Core and Hinterland Knowledge – Solids, Liquids and Gases
Core and Hinterland Knowledge – Democracy and Parliament
Links with The Science of Learning
• Limited capacity of working memory and infinite capacity of long term memory
• Reducing cognitive overload
• We need to build and connect knowledge – creating schemas
• Episodic memory is different to semantic memory
• Elaboration and Interleaving can help to build understanding
• Storage strength is how well a piece of knowledge is connected to other pieces of knowledge in your mind
How do you know it’s effective?
Expert View: Tom Sherrington
Expert View: Christine Counsell
What are the questions you could ask as a senior leader?
What do challenges do you foresee?
What will Mastery cover?
• Practise using these concepts using a specific curriculum
plan
•Making links with Assessment module
•Making links with Strategic Planning and Implementing
Change module
• Action planning for your long-term approach
Wrap Up
• What we covered today:
• Your definition of an effective curriculum
• How you decide what is to be included
• Begun to consider your role as senior curriculum leaders
• Next Steps
• Complete the Post-work
• Share this learning with your SLT colleagues and consider whole-
school implications
Module objectives1. To articulate a clear, contextualised and working definition
of ‘the curriculum’
2. To begin to explore the research base behind effective curriculum planning and design
3. To know how best to work with their subject leaders in the design of a whole-school curriculum
4. To consider approaches to identifying what should (and should not) be included within the curriculum in order to drive improvement and progress
5. To explore approaches to embedding this theory into whole school practice
What does this mean for you?
Economic
Cultural
Social
Personal
Sustainable
Economic
Cultural
Social
Personal
Sustainable
Dem
ocra
cy a
nd P
arl
iam
ent
• Minimal unless there are roles in politics of local government or national government in close proximityEconomic
• Part of the ambiguous areas of the prevent agenda involves and understanding of democracy and parliament and its link to British valuesCultural
• The understanding of how people can represent others and influence decisions. School CouncilSocial
• Your own voice matters. This could be voting or being part of the political process through campaigning etcPersonal
• Parliamentary cycles can be relatively short (esp House of Representatives in the USA) therefore can over focus on short term. It is all the more important to remind political parties about their long term commitments to planet and use voting to test manifesto commitments
Sustainable
Dem
ocra
cy a
nd P
arl
iam
ent
1 2 3 4 5 6 7 8 9
Ultimate Function
Proximal Functions of curricula elements - Democracy and Parliament
1 Egyptians Who were the Pharaohs? Who made the decisions?
2 How does your school council work? Why can’t everyone be on school council?
3 Tudors and Stuarts The English Civil War. A battle over who makes decisions on how to run the country
4 Women’s suffrage Why did people die to get the vote?
5 Nazism Why did people reject democracy in favour of autocracy?
7 8 9
Ultimate FunctionPupils understand that
parliament is not simply a building in London, Edinburgh, Cardiff or Belfast, but a way of making decisions for a country based on representation and
elections. They will be aware of strengths and weaknesses
Proximal Functions of curricula elements - Democracy and Parliament
Core and Hinterland Knowledge – Democracy and Parliament
Core and Hinterland Knowledge – Democracy and Parliament
Questions you could ask as a senior leader Challenges you foresee