shaping a meaningful curriculum final
Post on 05-Dec-2014
2.688 Views
Preview:
DESCRIPTION
TRANSCRIPT
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Outstanding Schools
‘Outstanding schools offer rich, excitingprogrammes of learning. Their schoolcurriculum gives each school its own
distinctidentity and ethos, which reflects a goodunderstanding of and close partnershipwith the wider school community.’Excellence and Enjoyment Document : DFES May 2003
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Shaping a Meaningful Curriculum
How do I begin to create a meaningful and relevant curriculum?
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Shaping a Meaningful Curriculum
Aims• To reflect and think
about the current state
• Encapsulating a vision
• Identifying the gap
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Background – Excellence and
Enjoyment Doc. What are the Key Changes bought about by
theGovernments Excellence and Enjoyment
Document?
• School Character and Innovation: e.g. developing strengths in sports; music; AEN or working closely with local community
• Take ownership of the curriculum: designing the timetable – What and how things are taught.
• Be creative and innovative: how things are taught and how the school is run.
• Use tests, targets and tables to help every child develop to his or her potential: helping parents/public to understand progress and school performance
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Background - The New QCA Curriculum
QCA are currently reshaping their vision of thecurriculum.
Key dates: • Interim report October 31st 2008
• Final report March 31st 2009
• Statutory consultation summer 2009
• First teaching September 2011
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
The New QCA Curriculum What do you think their remit involves? We should be concerned with the development of the whole
child as well as their level of attainment
A strong coherent curriculum which has the flexibility to personalise learning is crucial to driving up standards
The curriculum must inspire a commitment to life-long learning
The review should enable schools to have an even greater flexibility to meet individual needs and strengths.
A Framework : ‘The Big picture of the Curriculum’
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
What do you know about your schoolcontext?
What:• makes your school special and
individual?• are the needs of your children? and• are the needs of the wider school
community?
Your Context
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Future State Creating the Vision
What do you want your curriculum to look like?
Think about in what ways your curriculum will be unique,
reflecting your school context.
Consider the: • resources that are readily available for you to use in
your locality;• range of resources you have already in your school;
and • kind of experiences that will enhance the learning
needs of the children.
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Your Current State What does your school curriculumcurrently look like?
What are its key features? (e.g. QCA schemes of
work)
Have you identified anything that you want to change about it? If so what?
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Achievable
4
3
2
1
1 2 3 4
Important
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
The Balance Loop
Desired State
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Balance Loop (cont.)• A balancing loop attempts to move some current
state (the way things are) to a desired state (goal or objective) though some action (whatever is done to reach the goal).
• The desired state interacts with the current state to produce a gap. The desired state is considered to be fixed during this consideration. The gap created by the difference between the desired state and the current state is really the motivation for action, and the larger the gap the greater the tendency to produce action. The action taken then adds to the current state. The current state subtracts from the gap, thus reducing it. When the action succeeds in moving the current state to a point where it is equal to the desired state the gap is reduced to zero and there is no more motivation for action.
26/2/2009Creating a Meaningful Curriculum
P. Burnley & H. Duggan
Curriculum Synthesis
Best fit Curriculum
top related