Curriculum Foundation1 Part 3 How can learning be enhanced by
placing it in a local setting? Part 3 How can learning be enhanced
by placing it in a local setting?
Slide 2
Global National Expectations in a Local Setting Local National
In designing learning, it is important that it fits with the
learners lives, and one way of doing this is to ensure that it is
set in the locality. And, of course, we would not want to ignore a
global dimension. There are opportunities wherever you are, and
here are several questions we can ask to make best use of them. In
designing learning, it is important that it fits with the learners
lives, and one way of doing this is to ensure that it is set in the
locality. And, of course, we would not want to ignore a global
dimension. There are opportunities wherever you are, and here are
several questions we can ask to make best use of them.
Slide 3
Curriculum Foundation3 Are there particular goals that relate
to your locality? Are there particular opportunities available in
your locality? Are there some experiences in your locality that no
pupil should miss? National Expectations in a Local Setting
Slide 4
Curriculum Foundation4 Some schools have made lists of local
opportunities as part of their general resources. Others have
compiled lists of must have experiences. (You should not live in
Bristol all your life without ever walking across the Suspension
Bridge but all too many children have not done so.) You could make
such lists for your local area, and then use them in curriculum
design. Some schools have made lists of local opportunities as part
of their general resources. Others have compiled lists of must have
experiences. (You should not live in Bristol all your life without
ever walking across the Suspension Bridge but all too many children
have not done so.) You could make such lists for your local area,
and then use them in curriculum design. Theres more about National
Expectations in a Local Setting at: www.curriculumfoundation.org
Theres more about National Expectations in a Local Setting at:
www.curriculumfoundation.org When we were looking at how a change
of competency skill impacted on the Y6 Victorian study, we noted
that a focus on factories might be appropriate. This is where the
local opportunities can be harnessed. Is there a former Victorian
factory building you could visit? Old records of local factories?
If not, you might focus on something that is in your area mining or
agriculture. Or something else entirely that fits with the key
concept, but which has a local resonance.
Slide 5
Curriculum Foundation5 Leaves What is the subject content? What
is the key concept within this? RootsWhat skills or qualities are
we seeking to develop? Learning experience What learning experience
would link these together? Local settingHow can we set this in the
locality? AudienceWho is the learning for? Do we have an authentic
purpose and audience? We could make a table of these processes. We
have added here the audience for the study. The audience is
important in terms of motivation and purpose. Why are we learning
this? Who is it for? To whom are we going to present our findings?
Sometimes a study is sufficient motivation in itself, especially if
there is a problem to be solved, but there is always more focus if
there is a known audience, even if it is a web-site entry or video
presentation in which pupils do not actually interact with the
audience. We could make a table of these processes. We have added
here the audience for the study. The audience is important in terms
of motivation and purpose. Why are we learning this? Who is it for?
To whom are we going to present our findings? Sometimes a study is
sufficient motivation in itself, especially if there is a problem
to be solved, but there is always more focus if there is a known
audience, even if it is a web-site entry or video presentation in
which pupils do not actually interact with the audience.
Slide 6
Curriculum Foundation6 An added advantage to learning in the
locality is that it tends to take learning out of the classroom.
The 2008 Ofsted Report Learning Outside the Classroom found that
learning outside the classroom contributed significantly to raising
standards and to pupils personal and social development. The centre
picture below reminds us that this is not an entirely new notion,
and is one that is used much more extensively in many other
countries. An added advantage to learning in the locality is that
it tends to take learning out of the classroom. The 2008 Ofsted
Report Learning Outside the Classroom found that learning outside
the classroom contributed significantly to raising standards and to
pupils personal and social development. The centre picture below
reminds us that this is not an entirely new notion, and is one that
is used much more extensively in many other countries.
Slide 7
Some schools have grouped together to produce a local
curriculum that takes national expectations into the local setting.
It is always a more effective way of curriculum building if
resources can be pooled. The city of Gloucester Excellence Cluster
produced the Gloucester Curriculum in their Waving not Drowning
booklet. In Bristol, a group of schools worked with the local
museum to produce ABC A Bristol Curriculum. The link is below. This
is something you may wish to do in your locality. Some schools have
grouped together to produce a local curriculum that takes national
expectations into the local setting. It is always a more effective
way of curriculum building if resources can be pooled. The city of
Gloucester Excellence Cluster produced the Gloucester Curriculum in
their Waving not Drowning booklet. In Bristol, a group of schools
worked with the local museum to produce ABC A Bristol Curriculum.
The link is below. This is something you may wish to do in your
locality. http://mshed.org/learning/a- bristol-curriculum/
Slide 8
Curriculum Foundation8 There was one more picture in the rogues
gallery at the beginning. Its Michael Fullan. In his report A Rich
Seam: How New Pedagogies Find Deep Learning written with Maria
Langworthy, he refers to the professional capital of teachers that
can be released when teachers are given responsibility to design
learning experiences instead of slavishly following someone elses
list of things to teach. His website (http://www.michaelfullan.ca)
has some interesting cases studies including Park Manor (where the
principal is James Bond), and Central Peel High School. You could
also check out some of his books.http://www.michaelfullan.ca There
was one more picture in the rogues gallery at the beginning. Its
Michael Fullan. In his report A Rich Seam: How New Pedagogies Find
Deep Learning written with Maria Langworthy, he refers to the
professional capital of teachers that can be released when teachers
are given responsibility to design learning experiences instead of
slavishly following someone elses list of things to teach. His
website (http://www.michaelfullan.ca) has some interesting cases
studies including Park Manor (where the principal is James Bond),
and Central Peel High School. You could also check out some of his
books.http://www.michaelfullan.ca
Slide 9
Curriculum Foundation9
http://www.teachersmedia.co.uk/videos/inspir
ed-learning-video-clips Another source of case studies is Prof Mick
Waters (the link is below). Mick introduces a number of schools and
situations and gives an insightful commentary on each. In each
case, there is an example of what can be achieved through teachers
taking control of the curriculum and feeling the confidence to
design their own learning experiences that fit their pupils. This
is the personalisation of learning. As a profession we must claim
back our responsibility for the curriculum. It is not sufficient to
be the deliverers of someone elses programmes. It is not good for
us as teachers, and certainly not good for our pupils. Another
source of case studies is Prof Mick Waters (the link is below).
Mick introduces a number of schools and situations and gives an
insightful commentary on each. In each case, there is an example of
what can be achieved through teachers taking control of the
curriculum and feeling the confidence to design their own learning
experiences that fit their pupils. This is the personalisation of
learning. As a profession we must claim back our responsibility for
the curriculum. It is not sufficient to be the deliverers of
someone elses programmes. It is not good for us as teachers, and
certainly not good for our pupils.
Slide 10
Curriculum Foundation10 In Unit 2, we referred to the PISA
evidence of the benefits of building competencies into the
curriculum. The evidence is in the PISA report below. You may have
noticed the significant improvement of Japan in the latest round of
tests. PISA notes that Japan responded by moving away from a narrow
knowledge-based curriculum to focus more on skills and broader
understanding. OFSTED has also reported on curriculum innovation
and the success that it engenders: In most of the 30 schools
visited, the innovations led to clear improvements in pupils
achievement and personal development. In two of the schools,
although the modified curriculum had increased pupils interest and
engagement, it was not providing sufficient academic challenge.
Keeping a focus on challenge is key here. As we have said,
curriculum design is not about lowering standards! So there is no
need to worry what OFSTED will say they will be pleased! In Unit 2,
we referred to the PISA evidence of the benefits of building
competencies into the curriculum. The evidence is in the PISA
report below. You may have noticed the significant improvement of
Japan in the latest round of tests. PISA notes that Japan responded
by moving away from a narrow knowledge-based curriculum to focus
more on skills and broader understanding. OFSTED has also reported
on curriculum innovation and the success that it engenders: In most
of the 30 schools visited, the innovations led to clear
improvements in pupils achievement and personal development. In two
of the schools, although the modified curriculum had increased
pupils interest and engagement, it was not providing sufficient
academic challenge. Keeping a focus on challenge is key here. As we
have said, curriculum design is not about lowering standards! So
there is no need to worry what OFSTED will say they will be
pleased!
Slide 11
Curriculum Foundation11 In this Unit, we have looked at three
aspects of national expectations in a local setting: 1.How we can
build on the notion of leaves and roots to refine curriculum design
2.How we can personalise learning 3.How learning can be enhanced by
placing it in a local setting A fourth factor would be ensuring
that the curriculum builds on what has already been learned by our
particular pupils. National expectations should not be a
steam-roller, flattening everything in their path. We need to
ensure that we can take account of pupils present understanding in
designing future learning. This means assessment processes that
match our curriculum ambitions. And this will be the focus of the
next Unit. In this Unit, we have looked at three aspects of
national expectations in a local setting: 1.How we can build on the
notion of leaves and roots to refine curriculum design 2.How we can
personalise learning 3.How learning can be enhanced by placing it
in a local setting A fourth factor would be ensuring that the
curriculum builds on what has already been learned by our
particular pupils. National expectations should not be a
steam-roller, flattening everything in their path. We need to
ensure that we can take account of pupils present understanding in
designing future learning. This means assessment processes that
match our curriculum ambitions. And this will be the focus of the
next Unit.
Slide 12
Curriculum Foundation12 So thats it for Unit 4, and its
homework time again! This time you might like to look at the piece
of learning you designed for Unit 3, or another piece of learning
you are preparing for this term, and see how far it can take
advantage of the opportunities presented by your locality. You
might like also to make the lists of opportunities and not-to-
be-missed experiences in your area, and then see how many are now
included in your curriculum and how far they could be included. You
could even link to other schools in your area and make this a joint
project. Enjoy your work! So thats it for Unit 4, and its homework
time again! This time you might like to look at the piece of
learning you designed for Unit 3, or another piece of learning you
are preparing for this term, and see how far it can take advantage
of the opportunities presented by your locality. You might like
also to make the lists of opportunities and not-to- be-missed
experiences in your area, and then see how many are now included in
your curriculum and how far they could be included. You could even
link to other schools in your area and make this a joint project.
Enjoy your work!