Secondary Curriculum Review
Nick Doran
Curriculum Division, QCA
April 2007
Background to the review
In March 2005, QCA was remitted to review the key stage 3 curriculum to
enable schools to meet better students’ individual needs and strengths. The
main aims of the revision were:
– to reduce congestion by identifying areas of duplication across subjects
– to reduce the level of prescription and encourage curriculum flexibility
and innovation
– to identify and embed broader curriculum issues (see below)
– to improve cohesion across the curriculum
– to consider the changes at KS4 and the impact these will have on KS3
including the Functional Skills Standards for English, mathematics and
ICT.
Features of the new Programmes of Study
•
.
•
enable connections between subjects to make the curriculum more
coherent,
emphasis on creativity and adaptability and the need for pupils to relate
to the world beyond the classroom.
•
designed to help schools be innovative in timetabling and provide for
learners in a variety of ways.
•
support schools priorities and innovation
Freedom to customise
The PoS could be viewed as a design
specification, rather like that given to a
group of architects for designing a
house. One spec., many variations!
‘We know that schools and colleges are most effective
when they have the autonomy to innovate …..and adapt to
their local circumstances ..’
White Paper, 2005 p11.32
Curriculum aims
• To ensure that all young people become:
 successful learners
 confident individuals
 responsible citizens
• These aims can be used as the focus for refreshing and
developing the curriculum and plan coherently across the entire
planned learning experience
Curriculum website
• A web-based tool to review and refresh the whole curriculum
– organising the curriculum (personalisation, T&L, assessment)
– ‘Curriculum lenses’ or perspectives (aims, personal
development, skills)
– ‘dimensions’ that link areas of learning (eg global, enterprise,
cultural understanding and diversity, creativity)
– Subjects (revised PoS and level descriptions, case studies)
www.qca.org.uk/secondarycurriculumreview
This are
section
provides support
Curriculum
and guidance
dimensions can
provide
a contextand across
The revised programmes of study
designed
to improve
coherence
within
subjects
on personalising
the curriculum
and
through
focus for work within and between
This section
supportclear
and
guidance
the curriculum
andprovides
to ensure
progression
between
keyand
stages
approaches to inclusion and targeted
subjects
across the whole curriculum.
to help curriculum planners examine their
intervention
pupils They
who have
give opportunities for pupils to engage
current provision
andrevised
refresh the
whole- to support
All the
programmes
of
study
follow
structure.
behind
with important
gift orthe
ideassame
and issues
that affect
school curriculum plan to take fallen
advantage
of or who have a particular
talent.
It
also
explores
ways
in
their
which
lives
pupils
and
the
world
beyond
school.
the increased
flexibilities
focuses
in each programme of study. Teaching
Curriculum
aims are
givenand
atnew
the
start
of
can be given more choice in their
Curriculum
learningdimensions can provideand
rich learning
the revised programmes of study.
subjects should help learners achieve
these opportunities
aims. contexts
and have greater
to develop
for learning with authentic
specialisms
audiences and purposes.
in all
The importance statement describes the important aspects of the subject, why it is necessary for
learners to study the subject and what they can expect to gain from it.
Each programme of study is supplemented
by concepts
supporting guidance
howheart
to develop
Key
are atonthe
of each discipline and underpin the study of the subject. They
coherent approaches to teaching and
identify
what learners need to learn in order to deepen and broaden their knowledge, skills and
learning.
understanding in the subject.
This is presented in two sections.
Key
processes are the essential skills and processes that learners need to learn to make progress
Links to the whole-school curriculum
in the subject.
Developing the subject curriculum
Range and content outlines the breadth of subject matter from which the areas of study should be
drawn.
Curriculum opportunities identifies opportunities that are integral to learning and enhance
learners' engagement with the subject.
Explanatory notes are included in each programme of study, signposted by the blue note icon.
These explain the scope of the requirements in the programmes of study, clarifying phrases and
terms and giving examples. They are included in full in the downloadable versions of the
programmes of study.
Teaching 5 outcomes through Mathematics
Be healthy
Stay safe
Enjoy and
achieve
Make a
positive
contribution
Achieve economic
well-being
diet, protein,
calories
logical thinking
investigation
and fieldwork
group work and
collaboration
creativity and
innovation
measurement,
e.g. BMI
interpreting
information…..
doses
creativity and
innovation
presentation,
discussion and
argument
technological
applications
minimise risk
through healthy
choices
personal
organisation.…
timetables and
maps
maths in arts,
history, music
and literature
global citizenship..
poverty and
wealth issues
understanding and
controlling investment
budgeting
financial
capability
games and
strategies
study of impact of
mathematicians
career opportunities
New subject programmes of study
Rethinking
subjects
A structure that creates new opportunities
•
Key concepts: Creativity: Art & Design, Design & Technology, English,
Mathematics, MFL, Music, PE
•
Key concepts: Identity: Citizenship, RE
•
Key processes: Critical reflection: History, Personal Well-being
•
Key processes: Evaluate: ICT, RE
•
Key processes: Analyse:Mathematics, RE, Science
Timeline: next steps
• 30 April 2007 - consultation ends
• 5 June 2007 - final proposals
• 1 September 2007 – new curriculum on-line and
training begins
• 1 September 2008 – implementation for year 7
• May 2011 – first assessments on new level
descriptions
The value of mathematics
 for its own sake
 as an intellectual discipline
 as a tool to tackle problems
 in the workplace
 for individual function and fulfilment
… are they in balance?
What are the prospects for a good mathematician?
X-ray technician
gardener
journalist travel agent
doctor
archaeologist
chef
forensic scientist
pharmacist
advertising
veterinary surgeon
theatre lighting
nurse plumber
pilot
emissions tester
optics
bridge builder
surveyor
cinematographer
financier
sports scientist
engineer
aeronautics
astro-physicisist
environmentalist