‘The Inside Out Curriculum’
‘Will all in the garden look ‘Rose’y ?’
Dave Smith
gal-education.com
© 2010 GAL Education Ltd
Chase the dream, not the competition!
What would you like your learners to leave with?
• Preparing children for the world in which they are going
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to live (ECM)
Helping children learn — academically, socially,
spiritually, emotionally and physically
Making learning active, engaging, and meaningful to
children
Creating life long learners
Standards and achievement
© 2010 GAL Education Ltd
Rose Review 2009
 Asked to focus on;
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Reducing prescription, repetition and overloading
Improving manageability for schools
• Strengthening the focus on Literacy,
• Greater focus on
being
© 2010 GAL Education Ltd
Numeracy, ICT
personal development and well
What does an ‘Outstanding Curriculum’ look
like ?
‘Outstanding
Curriculum’
provides
memorable
experiences
and rich
opportunities.
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ACHIEVEMENT
The focus on ACHIEVEMENT of GROUPS:
© 2010 GAL Education Ltd
Design Principles
 The curriculum meets the needs and interests of
all learners
 Broad and balanced curriculum is an entitlement
for all learners
 The curriculum is integrated with effective
teaching, learning and assessment
 The curriculum is at the heart of schools'
strategies to raise achievement and improve
outcomes for all their learners.
© 2010 GAL Education Ltd
THE CURRICULUM DESIGN
PROCESS
The curriculum design process addresses three
questions:
 What are you trying to achieve?
 How will you organise learning?
 How will you know when you are achieving
your aims?
© 2010 GAL Education Ltd
Core values around the curriculum
Responsible
Successful
Citizens
Learners
Confident
Individuals
CURRICULUM PRINCIPLES
Elements to remain in the new curriculum:
• Knowledge, skills and understanding … with the
addition of “good attitudes”
• These will be “organisers” of curricular content
• More opportunity for enquiry and problem solving to
increase understanding
© 2010 GAL Education Ltd
CURRICULUM PRINCIPLES
Spiritual, moral, cultural, mental and physical
development
 Likely new framework for personal development
 Broader and wider ranging – builds upon SEAL
 Will place some elements in KS3 which are currently
covered in KS2
© 2010 GAL Education Ltd
CURRICULUM PRINCIPLES
 Primary education in its own right – the
distinctiveness of the primary phase
 Interlocking ways in which children learn and
develop
 Learn WHAT to study, but also HOW to study
 The quality of an education system cannot exceed
the quality of its teachers (McKinsey 2007)
© 2010 GAL Education Ltd
CURRICULUM PRINCIPLES
 Retention of subjects: knowledge, skills and
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understanding
Cross curricular studies for application
Stronger focus on curriculum progression
Stronger focus on literacy and numeracy in KS1
Stronger focus on ICT
Greater emphasis on personal development
Stronger links on transition
“Exciting opportunities” for languages in KS2
© 2010 GAL Education Ltd
CURRICULUM PRINCIPLES
 Subjects are essential but not sufficient
 Subjects “like history” will be tools for learning
 “This approach respects the integrity of subjects but
lessens the rigidity of their boundaries”
 Schools can organise the curriculum in any way
 New core of literacy, numeracy and ICT
 New entry arrangements for summer born children
© 2010 GAL Education Ltd
CURRICULUM PRINCIPLES
Schools will retain control of:
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Teaching methods
Teaching content additional to statutory
Organisation
Distribution across key stage
Daily timetable
Teaching hours each week
Time allocations and lesson length
Organisation of teaching groups
Inclusion and differentiation
Resources for learning
Assessment
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Importance Statement
Outlines why the area is essential for children to learn
Essential Knowledge:
Identify what children need to know within
an area of learning
Key skills: Identify what children need to
learn to do in order to make progress in an
area of learning
Breadth of learning:
Identifies the ‘range of content’ through which children will
develop understanding and capability
Curriculum Progression
Early
Middle
Later
Opportunities for cross-curricular studies
© 2010 GAL Education Ltd
© 2010 GAL Education Ltd
Low attainment:
Curriculum used
to raise Core
Attainment
NATIONAL
CURRICULUM
High attainment:
Curriculum used
to develop lateral
attainment
KEY SKILLS
“Nothing is more important than the body of essential
knowledge, skills and understanding we choose as a nation
to pass on to our young people. The primary curriculum
must ensure that all pupils can build on their prior learning
in the Early Years Foundation Stage to develop the
essential reading, writing, numeracy and personal skills
they need to learn and develop. It must provide all pupils
with a broad and balanced entitlement to learning which
encourages creativity and inspires in them a commitment
to learning that will last a lifetime.”
ROSE REPORT
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KEY SKILLS
The Rose Report prioritises literacy, numeracy and ICT
• Taught directly, but with ample opportunities for using
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and applying across the curriculum
Greater emphasis on speaking and listening
Emphasis on the language and vocabulary of science,
technology, maths and economic literacy
More opportunities should be given for role play and
drama
Some elements of KS3 ICT likely to move to KS2
© 2010 GAL Education Ltd
CREATIVITY
Creativity is not just for Wednesday afternoons or
“creativity weeks”
A curriculum designed to develop creativity will:
• Give daily opportunities for development
• Give opportunities for creativity across the subjects
• Aim to develop skills for adult life
• Develop the talents of the individual
© 2010 GAL Education Ltd
The Curriculum-meeting the needs
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CURRICULUM STRUCTURE
Decide how to arrange learning.
• Timetable
• Length of sessions
• Weekly plans
• Whole term overview
• Flexibility
© 2010 GAL Education Ltd
A Contextual Curriculum
 What should be the vital elements of the Curriculum?
 What elements of the Curriculum could we minimise?
 What will be the tailored elements of the Curriculum?
 Eg, High emphasis on Visitors and visits to raise the
experiential learning opportunities
© 2010 GAL Education Ltd
Seven-step design and planning process
1. Identify your priorities
2. Record your starting point
3. Set clear goals
4. Design and implement
5. Review progress
6. Evaluate and record the impact
7. Maintain, change or move on
© 2010 GAL Education Ltd
© 2010 GAL Education Ltd
SHORT TERM PLANNING
The Rose Report Recommendation 12:
 The QCA and National Strategies should support
schools to implement the principles of personalised
learning and apply them effectively in practice, for
example, so that the benefits of personalised
learning in one-to-one teaching, group work and
whole class teaching are fully realised.
© 2010 GAL Education Ltd
Don’t throw the baby out with the bath water!
2.13 These views have been taken
into account in designing the proposed
curriculum. The review does not agree,
however, with those who believe that
we should start with a blank sheet, as
if all or most of what primary education
has been about in recent years has
failed children either collectively or
individually. It is worth repeating that
the review’s rationale for the curriculum
calls for conserving and transmitting
that which is good as well as changing
that which needs to be better.
© 2010 GAL Education Ltd
Curriculum Progression
Organising the curriculum
around areas of learning
2.23 The proposed model for
curriculum design builds on the
EYFS, secures children’s introduction
to the principal
subject disciplines and prepares
them for further specialist study at
secondary school.
2.24 Following extensive
discussion with primary headteachers,
the review’s Advisory Group and subject
specialists, the review recommends that
curriculum content is set out in three
phases, to show curriculum progression
through the ‘early, middle and later’
primary education
© 2010 GAL Education Ltd
Curricular progression
2.25 The curricular progression set
out for the early primary phase
builds on prior learning and
experience from the EYFS. This will
provide children with a smoother
transition from the EYFS areas of
learning and development to a
primary curriculum also based
on six broad areas of learning, and
is in line with the remit given to
the
review to consider whether
‘…pupils’
interests might be better served by
studying fewer subjects during
primary education, particularly in
Key Stage 1’.
ASSESSMENT OF THE CURRICULUM
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The child at the heart of assessment.
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Assessment needs to provide a view of the whole
child
Assessment is integral to teaching and learning
Assessment includes reliable judgements about
how children are performing related, where
appropriate, to national standards.
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© 2010 GAL Education Ltd
You decide!
In conclusion, will all in the garden be
‘Rose’y with the New Curriculum ? or
will the thorns of discontent get in the
way of the beautiful smell of a
thematic, relevant, contextual and
memorable curriculum?- You decide!
© 2010 GAL Education Ltd
PLENARY
 Can we ensure a focus on generic key skills throughout the
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curriculum?
Can we ensure that all children can access the learning at
an appropriate level?
Can we ensure a skills progression in specific subjects?
Can we ensure that children do not lower their own
expectations in foundation subjects?
Can we ensure that we always plan lessons at the level of
the children we are teaching?
Can we ensure a relevant, exciting and creative curriculum?
Can we ensure that we are teaching the whole curriculum?
© 2010 GAL Education Ltd