Published on November 26, 2008
Chelsea School : Chelsea School New OpportunitiesThe new Secondary Curriculum: A Curriculum for the Future Parachuted in to give a message! : Parachuted in to give a message! The purpose of the session : The purpose of the session raising your awareness of the new secondary curriculum – key changes and why helping you continue the journey of developing a curriculum for the 21st Century share some thoughts about the process of curriculum design to implementation share some ideas that schools have developed that illustrate the journeys they have embarked on – these are on the QCA website The curriculum is changing : The curriculum is changing As from September 2008 there is a new National Curriculum for all subjects KS3 to be introduced first Some schools changing from Sept 2007 The changes are structural and philosophical The curriculum is designed to be a curriculum for all and a curriculum for the future providing compelling learning experiences. Why change? : Why change? Slide 6: Children have different needs and different talents Three questions driving curriculum design, development and implementation : Three questions driving curriculum design, development and implementation WHAT are we trying to achieve? HOW do we organise learning? HOW well are we achieving our aims? Why Change? : Why Change? The current curriculum has been seen to fail some children The current curriculum has strengths and weaknesses The current curriculum does not always cater for individual and local needs Are we achieving our aims? Is learning organised appropriately? What’s changed? : What’s changed? An overview of the new secondary curriculum Slide 10: Futures agenda Changes in society Impact of technology New understanding about learning Globalisation Public policy Current concerns More space for personalisation – challenge and support – improved standards Less prescription – more innovation Greater engagement and participation Securing essentials skills – including wider skills for life and work – personal development Coherence… for the learner : Coherence… for the learner So what’s changed? : So what’s changed? An increased focus on whole curriculum design underpinned by Aims Increased flexibility – less prescription but focus on key concepts and processes in subjects. More room for personalisation and locally determined curriculum More emphasis on skills –functional and wider skills for learning and life More emphasis on personal development and ECM More opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions A real opportunity for renewal and re-invigoration (BSF, Diplomas) The Curriculum : The Curriculum All revised programmes of study follow the same structure: Curriculum aims The importance statement Key concepts Key processes Range and content Curriculum opportunities Explanatory notes The Curriculum Aims : The Curriculum Aims IN PE, pupils should be Learning and undertaking activities which contribute to achievement of the curriculum aims for all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society. .. are given at the start of each programme of study. Teaching and learning in all subjects should help learners achieve these aims. Subject programmes of study : Subject programmes of study A new look at subjects Importance Why the subject matters and how it contributes to the aims Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject. A new look at subjects: Physical Education : A new look at subjects: Physical Education The importance statement Physical Education develops pupils’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. A high quality PE Curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. The importance statement : The importance statement PE develops pupils’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. A high-quality PE curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. .. describes the important aspects of the subject, why it is necessary for learners to study the subject and what they can expect to gain from it. Key concepts : Key concepts .. are at the heart of each discipline and underpin the study of the subject. They identify what learners need to learn in order to deepen and broaden their knowledge, skills and understanding in the subject. In PE pupils will develop the concepts of: Competence Performance Creativity Healthy, active lifestyles Key processes : Key processes Developing skills in physical activity Being creative and making decisions Developing physical and mental capacity Evaluating and improving Making informed choices about healthy, active lifestyles .. are the essential skills and processes that learners need to learn to make progress in the subject. Key processes in PE : Key processes in PE Developing skills in physical activity: Pupils should be able to: refine and adapt skills into techniques develop the range of skills they use develop the precision, control and fluency of their skills. Being creative and making decisions: Pupils should be able to: select and use tactics, strategies and compositional ideas effectively develop their plan what they need to practice to be more effective in their performance refine and adapt their ideas and plans in response to changing circumstances. Developing physical and mental capacity: Pupils should be able to: develop their physical strength, stamina, speed and flexibility develop their mental determination to succeed. Evaluating and improving: Pupils should be able to: analyse performances, identifying strengths and weaknesses make decisions about what to do to improve the performance act on their decisions in future performances. Making informed choices about healthy, active lifestyles: Pupils should be able to: identify the types of activity they are best suited to identify the types of role they would like to take on make choices about their involvement in healthy physical activity. Key Concepts in PE : Key Concepts in PE Competence Developing control in whole-body and fine manipulation skills. Selecting and using skills, tactics and compositional ideas effectively in different types of physical activity. Responding with body and mind to the demands of an activity. Being adaptable to a widening range of familiar and unfamiliar contexts. Performance Carrying out actions, roles and responsibilities to bring about successful outcomes. Developing awareness of other participants and audiences that affect performers. Understanding of how to be successful in different types of activity. Creativity Using imaginative ways to solve problems and overcome challenges. Exploring and experimenting with techniques, tactics and compositional ideas. Healthy, active lifestyles Understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle. Recognising that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social well-being. Range and content : Range and content The study of PE should include activities that cover at least three of the following: outwitting opponents, as in games activities accurate replication of actions, phrases and sequences as in gymnastic activities exploring and communicating ideas, concepts and emotions, as in dance activities performing at maximum levels in relation to speed, height, distance, strength or accuracy, as in athletic activities identifying and solving problems to overcome challenges of an adventurous nature, as in life saving and personal survival in swimming, and outdoor activities exercising safely and effectively to improve health and well-being as in fitness and health activities. This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes. Curriculum Opportunities : Curriculum Opportunities The curriculum should provide opportunities for pupils to: get involved in a range of activities that develop the whole body experience a range of roles within a physical activity specialise in specific activities and roles follow pathways to other activities in and beyond school perform as an individual, in a group or as part of a team in formal competitions or performances to audiences beyond the class use ICT as an aid to improving performance and tracking progress make links between PE and other subjects and areas of the curriculum. During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. Bringing it all together in a well designed curriculum : Bringing it all together in a well designed curriculum The curriculum, which is the entire planned learning experience… …has clear aims and purposes reflecting learners needs local priorities national priorities …is organised in a way that is likely to achieve the aims Orchestrates time, staffing, space, approaches to teaching, learning and assessment to best effect Makes links across subjects, skills and cross-curricular dimensions …is evaluated and developed in response to changing needs is self-evolving and improving Possible Interpretation : Possible Interpretation A curriculum designed around concepts rather than activities Clear progression from KS2 to KS3 A ‘multi-skills’/concept/principle based curriculum which will allow children to develop knowledge, skills and understanding which can allow pupils to transfer skills, concepts and principles from ‘activity areas’ to ‘activity areas’ and from sport to sport Implications : Implications An opportunity for modernisation of provision to take account of pupils needs and interests Plenty of time to plan and prepare A change in approach needing careful management to show other teachers, parents and pupils the benefits of such an approach What support will be available in the year ahead? : What support will be available in the year ahead? All material is available on the QCA curriculum website: http://www.qca.org.uk/curriculum In the coming year there will coordinated support from major agencies Support for school leaders :National College for School Leadership (NCSL) Leaders and whole curriculum planning: Specialist Schools and Academies Trust (SSAT) Subject support: Centre for British Teachers (CfBT) On-going guidance, models and case studies: Qualifications and Curriculum Authority (QCA) The Timeline : The Timeline 2007-8 preparation and support QCA website and materials available Sept 2007 Department for Children, Schools and Families (DCSF) Conferences - Sept-Oct 2007 Support for school leaders – NCSL from November 2007 Support for whole curriculum design – SSAT from Nov 2007 Support for subjects – CfBT from Jan 2008 Phased implementation from 2008 First Key Stage 3 assessment 2011
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