A Curriculum for the future The new Secondary Curriculum Phase 2 Implementation (key messages)

A Curriculum for the futureThe new Secondary Curriculum

Phase 2 Implementation (key messages)

Where have we got to?

• Coherent approaches and messages across all key partners who work with schools

• A new secondary curriculum and new qualifications, providing an improved focus on achieving the five outcomes of ECM

• Many schools and colleges starting to take advantage of the flexibility to innovate and make purposeful change both curriculum design and the rethinking of assessment

What still needs to be done?

• Many schools still need significant support to manage the changes required to make a real difference to the learner

• A greater focus needs to be placed on the whole 11 – 19 curriculum rather than just key stage 3

• We must question the impact qualifications have on learning experiences.

• Develop more effective measure of impact

• be successful learners, confident individuals and responsible citizens

• achieve high standards and make better progress in subjects and sector-related learning

• have and be able to use high-quality personal, learning and thinking skills (PLTS) and functional skills in a variety of contexts

• be more engaged, motivated and committed to their learning

• engage with learning to the age of 19 and beyond

What are we trying to achieve?We need to design a coherent 11-19 curriculum that will enable our young people to:

The focus for the next phase of implementation

Support the development of a more coherent 11-19 curriculum that incorporates qualifications as an integral part of it.

More schools and colleges taking advantage of the opportunities provided by the new secondary curriculum.

More effective ways of evaluating the impact of the changes.

5 Key messages

Increased coherence from the learner perspective 11- 19

Systematic planning for the whole curriculum a deeper look at embedding subjects PLTS and dimensions

Develop approaches to increase learners’ engagement, motivation and commitment to their learning

Develop the conversation about assessment (making good use of the Assessing Pupils’ Progress framework and the Making Good Progress

pilot)

Disciplined curriculum innovation – tools that help tell your story or the impact you are making

Increased coherence from the learner perspective 11- 19

Increased coherence from the learner perspective 11- 19

Systematic planning for the whole curriculum a deeper look at embedding subjects PLTS and dimensions

Systematic planning for the whole curriculum a deeper look at embedding subjects PLTS and dimensions

Systematic planning for the whole curriculum a deeper look at embedding subjects PLTS and dimensions

Develop approaches to increase learners’ engagement, motivation and commitment to their learning

It is attitude rather than aptitude that causes most failure.

Having a major commitment to learning is one of the major reasons why people succeed.

Its absence is why many students don’t achieve what they are capable of and many adults look back on school as a time of underachievement.

Develop approaches to increase learners’ engagement, motivation and commitment to their learning

Develop approaches to increase learners’ engagement, motivation and commitment to their learning

Develop the conversation about assessment

4 key messages around assessment

Effective assessment will enable learners to make smooth progress throughout their secondary education.

By providing learners with information and encouragement, it increases engagement and raises motivation, commitment and aspirations.

Develop the conversation about assessment

4 key messages around assessment

Disciplined curriculum innovation – tools that help tell your story or the impact you are making

Disciplined innovation is a process of:

• defining outcomes to be achieved in terms of what you want to see and hear in learners,

• taking action to bring about the outcomes,

• keeping track of emerging impact and progress towards the outcomes, and

• making decisions to increase the rate of progress and extent of impact.

• The fundamental purpose of disciplined innovation is to make an impact on learners and their learning

Disciplined curriculum innovation – tools that help tell your story or the impact you are making

Disciplined curriculum innovation – tools that help tell your story or the impact you are making

Disciplined curriculum innovation – tools that help tell your story or the impact you are making

Disciplined curriculum innovation – tools that help tell your story or the impact you are making

Disciplined curriculum innovation – tools that help tell your story or the impact you are making

Challenging false polaritiesIt is possible to have:

• skills and knowledge not skills or knowledge

• direct focused teaching and child led exploration

• good standards of attainment and well-rounded learners

• a focus on literacy and numeracy and a broad and balanced curriculum.

• opportunities for the power and passion of specialist teaching and thematic teaching that makes connections between subjects

• time to develop some skills regularly and often and time for deep immersive learning over extended periods of time

• learning that introduces children to the big ideas and events from the past that have shaped the world and connects learning to the contemporary issues of our times, such as sustainability

These slides have been designed for you to use in your presentations. They provide the headlines around the key messages which support the second phase of implementation of the secondary curriculum.

To use these slides effectively you will need to have looked through the National Curriculum website, read the key messages leaflet, and the disciplined innovation booklet. Further guidance and support has also been produced by QCA, SSAT, NCSL, CfBT, SNS

1What

are we trying to achieve?

2How do we

organise learning?

3How well

are we achieving our aims?

Key guidance and support