A big picture of the curriculum. Adapted with thanks to colleagues at the Council for Curriculum,...

A big picture of the curriculum


Adapted with thanks to colleagues at the Council for Curriculum, Examinations and Assessment (CCEA)

Working draft July 2007

Three key questions

3How well

are we achieving our aims?

1What

are we trying to achieve?

2How do we

organise learning?




To secure

Accountability measures

Further involvement in education, employment

or training

Attainment and improved standards

Behaviour and attendance

Civic participation

Healthy lifestyle choices

Three key questions

3How well


1What


2How do we

organise learning?




Three key questions

3How well


1What


2How do we

organise learning?




Further involvement in education, employment or training

Civic participation


To secure




Responsible citizens who make a positive

contribution to society

Successful learnerswho enjoy learning, make progress and

achieve

Confident individualswho are able to lead

safe, healthy and fulfilling lives

The curriculum aims to enable all young people to become

Make a positive contribution

Be healthy Stay safe Enjoy and achieve

Achieve economic wellbeing

Every Child Matters

Three key questions

3How well


1What


2How do we

organise learning?




Three key questions

3How well


1What


2How do we

organise learning?





Civic participation


To secure

Every Child Matters outcomes

Curriculum aims


Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing

Successful learnerswho enjoy learning, make progress and achieve

Responsible citizens who make a positive contribution to society

Confident individualswho are able to lead safe, healthy and fulfilling lives




Focus for learning

Three key questions

3How well


1What


2How do we

organise learning?

Attitudes and attributes

eg determined, adaptable, confident, risk-taking, enterprising

Knowledge and understandingeg big ideas that shape the world

Skillseg literacy, numeracy, ICT,

personal, learning and thinking skills




Three key questions

3How well


1What


2How do we

organise learning?





Civic participation


To secure


Focus for learning

Curriculum aims



Attitudes and attributeseg determined, adaptable, confident,

risk-taking, enterprising


Skills eg literacy, numeracy, ICT, personal,

learning and thinking skills







Routines

Extended hours

Lessons

Environment Events

Locations Out of school

The curriculum as an entire planned learning experienceunderpinned by a broad set of common values and purposes

Components

Three key questions

3How well


1What


2How do we

organise learning?





Learning approaches

Using a range of audience and

purpose

Matching time to learning need

eg deep, immersive and regular frequent

learning

In tune with human development

A range of approaches

eg enquiry, active learning, practical

and constructive

Building on learning beyond the school including community

and business links

Opportunities for spiritual, moral, social,

cultural, emotional, intellectual and

physical development

Including all learners with opportunities

for learner choice and personalisation

Three key questions

3How well


1What


2How do we

organise learning?




Three key questions

3How well


1What


2How do we

organise learning?





Civic participation


To secure

Learning approaches

Components


Focus for learning

Curriculum aims





purpose

Matching time to learning need, eg

deep, immersive and regular frequent

learning

In tune with human

development

A range of approaches eg enquiry, active

learning, practical and constructive

Building on learning beyond the school including community and business links




Lessons Out of schoolExtended hoursRoutinesEventsLocations Environment














Whole curriculum dimensions

Creativity and critical thinking

Communityparticipation

Global dimension and sustainable

development

Identity and cultural diversity Healthy lifestyles

Enterprise Technology and the media

Three key questions

3How well


1What


2How do we

organise learning?




Three key questions

3How well


1What


2How do we

organise learning?





Civic participation


To secure


Learning approaches

Components


Focus for learning

Curriculum aims


Statutory expectations

The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes




purpose

Matching time to learning need eg deep, immersive and regular

frequent learning

In tune with human

development







Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles - Community participation – Enterprise - Global dimension and sustainable development -

Technology and the media - Creativity and critical thinking.











PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

Physical development

Personal, social and emotional development

Mathematical development

Knowledge and understanding of the world

Communication, language and literacy

Creative development




Assessment fit for purpose

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

Draws on a wide range of evidence of pupils’ learning

Gives helpful feedback for the

learner and other stakeholders

Is integral to effective teaching

and learning

Maximises pupils’ progress

Links to national standards which are consistently

interpreted

Promotes a broad and engaging

curriculum

Helps identify clear targets for

improvement

Informs future planning

and teaching

Uses tests and tasks

appropriately

Embraces peer- and self-

assessment

Three key questions

3How well


1What


2How do we

organise learning?




The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes

Three key questions

3How well


Assessmentfit for purpose


Learning approaches

Components



Focus for learning

Curriculum aims











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

Embraces peer- and

self-assessment

Uses tests and tasks

appropriately

Links to national standards which are consistently

interpreted

Helps identify clear targets for

improvement

Gives helpful feedback for the learner and other

stakeholders

Maximises pupils’

progress

Promotes a broad and engaging curriculum

Draws on a wide range of

evidence of pupils’ learning

Is integral to effective

teaching and learning

Informs future planning and

teaching

Statutory expectations

PSHEPW EW+FC

PEMuMFL RE SCMaICTHiGeEnD & TCiA & D

Physical development

Personal, social and emotional development

Mathematical development

Knowledge and understanding of the world

Communication, language and literacy

Creative development

1What


2How do we

organise learning?




Civic participation


To secure




purpose

Matching time to learning need eg deep, immersive and regular

frequent learning

In tune with human

development







Overarching themes that have a significance for individuals and society, and provide relevant learning contexts:Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development –

Technology and the media – Creativity and critical thinking.


A big picture of the curriculum. Adapted with thanks to colleagues at the Council for Curriculum,...

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