Mick WatersDirector of Curriculum

QCA

NASACRE conference

04 May 2006

Changes to the Curriculum and the place of RE

the curriculum

the place of RE

the role of SACREs

Outline

‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

The curriculum for the Future

the universal element based on five outcomes the unique elements

local authority issues school cluster potential individual school characteristics

the school as ‘broker’ of flexibility time space people

to entire planned learning experience the community ‘signs up’

Accountability and measures

Attainment and improved standards

Increased EETBehaviour and attendance

Civic participation

Healthy Lifestyle Choices

To secure…

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

Assessment fit for purpose

Assessment  Building a more open relationship between learner and teacher

Clear learning intentionsshared with pupils

Understood, shared/negotiated success criteria

Celebrate success against agreed success criteria

Advice on what to improve and how to improve it

Peer and self assessment

Peer and self evaluation of learning

Taking risks for learning

Testing Individual target setting

Using error positively

Succ

Whole

Personal Development

Developing individuals…

Whole CurriculumSkills, Knowledge

and Attributes

The curriculum aims to enable all young people to become successful learners, confident individuals and responsible citizens

Successful learnerswho make progress and achieve

Responsible Citizens who make a positive contribution to society

Enjoy and achieve Safe Healthy Participation Economically active

Skills Functional Skills (Lit/Number/ICT) +

Personal, Learning and Thinking Skills

Personal Development Attitudes and dispositions, determined,

adaptable, learning to learn

To do To know and understand To be

Curriculum Aim

Aim

Five outcomes

Knowledge and UnderstandingBig Ideas that shape the world

Chronology, conflict, scientific method, etc.

Confident Individualswho lead safe and healthy lives

The ‘big picture’ of the curriculum Working draft (April 06)

Areas of Learning

Learning Approaches

National Curriculum

Ethical – Cultural – Physical and health – Spiritual- Creative and aesthetic- Environmental- International – Scientific and technological – Employability and enterprise – Human and social

A range of teaching and learning approaches (enquiry, active learning, practical and constructive) - in tune with child development and adolescence - learning beyond the school, community and business links – deep immersive and regular frequent learning – relevant and connected to life and work – a

range of audiences and purposes – opportunity for learner choice and personalisation

Eng ArtMa Sci ICT DT Hist Geog RECit/PSMfLPEMusic

The curriculum as the entire planned learning experience

Components Lessons

Out of schoolExtended HoursRoutinesEventsLocation Environment

Outcome Implication Experience Subject & Theme Out ofSchool

Participation

Respect

Common Good

Contribution

Sacrifice

Investment

Charity Efforts

Government

School Council

Famous philanthropists

Tending plants

War

Faith principles

Concept of returnsCaring for creatures

Team Sport

Team Project: performance

Anti-litter, pollution

Community Art

Jobs

Communication

Local community challenge

Citizenship

Science

History

History, Science

Citizenship

Social Studies

Religious Education

Statistics

English, ICT

Physical education

Sculpture

Routines

Science, Citizenship

Drama, Music

Science

Citizenship

Five outcomes…

WHEN?

Time is allocated according to learning need

WHAT?

Learning activities are selected to promote the aims

of the curriculum and to maximise learners’ progress

WHO?

A range of people are involved in providing learning experiences

WHERE?

Learning takes place in a range of contexts and

settings

THE LEARNER

Learning activities are arranged to help all learners

meet the curriculum aims and achieve well

HOW?

Methods and approaches fit the needs of learners and the ways in which people

learn

The Blueprint for a World Class Curriculum

The needs of the learner are central to the curriculum. The blueprint explores the dimensions that allow the curriculum to focus on the learners’ needs, meet its overall aims and ensure the

highest achievement for all.

D & R

prototype … pilot … trials … research and analysis with schools

structural partnerships

NCSL DfES … Innovation Unit

GTC Ofsted

SS & AT TDA

LAs LSCs

Employers and Business Childhood agencies

contagious professionalism

still growing as option at GCSE and A Level

examples of growth in teaching

but…assessment and differentiation

…resourcing is an issue in some schools

QCA wants to help build strength …for example in KS3 review

Current position of RE

Non-statutory framework document

widespread national consultation

accepted by…

all participating faith groups Local Authorities stakeholders and partners

RE schemes of work

early years to aged 19

wide consultation

on line in June

non-statutory

underpin and illustrate the national framework

examples of how RE could be implemented

Some challenges

young people’s changing allegiance with faith traditions

learning about religion as a subject

learning from religion

collective worship

the place of content and knowledge

Ways forward

value of self evaluation instrument

developing, established or advanced

critical friend

five key dimensions for SACRE

monitoring and improving standards

partnership, LA and others

the effectiveness of local syllabus quality of collective worship contribution to social and racial harmony

The role of SACRE locally

sleeping partners

uncritical lovers

hostile witnesses

critical friends

What should SACREs do now? ask for time at head teacher meetings

talk at governor conferences

talk with local community leaders

have a presence at ‘parent conferences’

talk to employers organisations

encourage involvement in other subject communities

send Annual Report to QCA

grapple with ‘big issues’