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Working Draft: April - June 2008

A big picture of the curriculum
The curriculum aims to enable all young people to become

Three key questions

What are we trying to achieve?

Curriculum aims Every Child Matters outcomes Focus for learning

Successful learners
who enjoy learning, make progress and achieve

Confident individuals
who are able to lead safe, healthy and fulfilling lives

Responsible citizens
who make a positive contribution to society

Be healthy

Stay safe

Enjoy and achieve

Make a positive contribution Skills

Achieve economic wellbeing Knowledge and understanding
eg big ideas that shape the world

Attitudes and attributes
eg determined, adaptable, confident, risk-taking, enterprising

eg literacy, numeracy, ICT, personal, learning and thinking skills

The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Components Environment Events Extended hours
Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development

Learning outside the classroom
Assessment Personalised develops offering challenge learners’ selfand support to enable all learners esteem and enable all learners to commitment to make progress and achieve their learning

Relevant, purposeful and for a range of audiences



How do we organise learning?

Approaches to learning

Varied and matched Assessment is to learning need fit for purpose e.g. enquiry, eg enquiry, instruction, and integral to instruction, active, active, practical, learning and practical, theoretical teaching theoretical

In tune with human development

Assessment uses Resource Resource wellwell a wide range of Involve matched to evidence to learners learning need proactively in encourage eg. use of of time, time, eg use learners to their own space, people, reflect on their learning materials own learning

Whole curriculum dimensions

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.

Statutory expectations

Communication, language and literacy A&D Ci D&T

Creative development En

Knowledge and understanding of the world Ge Hi ICT

Personal, social and emotional development Ma MFL Mu

Physical development PE

Problem solving, reasoning and numeracy PSHE



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

How well are we achieving our aims?

Evaluating impact

Looks at the whole child eg curriculum aims, progress in skills, subjects and dimensions

Uses a wide Uses information Uses ‘critical range of intelligently to friends’ to offer measures, both identify trends and insights and qualitative and clear goals for challenge quantitative improvement assumptions

Creates a continuous improvement cycle

Uses a variety Involves the whole of techniques to Chooses school community collect and assessment fit eg learners, parents, analyse for purpose teachers, employers, information governors

To secure Accountability measures
Attainment and improved standards Behaviour and attendance Civic participation Healthy lifestyle choices Further involvement in education, employment or training

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