Current developments in the curriculum etc.
Notes from a meeting at QCA January 2006, organised with Subj Associations through Aspect
notes by Steven Fawkes for NALA exec
QCA Futures
This is a research and exploration project encouraging debate on the content and nature of the
curriculum in the 21st century, and giving opportunity to voices other than Government to influence
new curricular design. This responds to developments in technology and to the agenda for
Personalisation, flexibility, learning skills and styles, and contexts for learning.
The aspiration is to look towards a ‘more diverse and customised system’ and that ‘the National
Curriculum should belong to us’ (i.e. learners, teachers, parents, stakeholders, …)
The shift would be from a content-driven curriculum to one based on skills and personal qualities.
Among approaches the notion of intensive courses (within a school curriculum) is receiving
attention (e.g. for Technology projects) as the outcomes seem to be more positive than a week by
week ‘drip-feed’ timetable approach. (This may also be relevant to Languages – SF)
One suggestion under study is that to supplement a Programme of Study there might be a
Curriculum Quality Mark to approve the quality of different models of delivering that PoS. This is
predicated on a concept of ‘contagious professionalism’ and there is a shift in approach at QCA to
embrace pedagogy now.
The whole thing will bring about changes also in the accreditation and assessment schemes.
QCA believes that curriculum can influence many other aspects of young people’s lives.
A questionnaire will soon be coming to interested organisations, entitled A Thousand Words to
Change The Future. Keep you eyes peeled!
Key Stage 3 Review
The 11-19 review emerged from the White Paper 14-19 and aims to reduce overload at KS3, and
complement Every Child Matters issues.
There may be mileage in identifying where ECM issues (processes more than
content) are addressed in MFL lessons - SF
KS3 needs flexibility (in order to allow development of a curriculum specific to a school and inter
alia catch-up time from KS2.) This is already in place within the curriculum as reviewed in 2000 but
will be clarified. The Importance statements for each curriculum area will be made more
prominent, .
The aim is to create ‘a KS3 curriculum’ rather than ‘a KS3 bunch of subjects’
The KS3 pupil profile concept has been scrapped.
Timeline:
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The first priority of the review is to work on an action plan for Inclusion.
In the near future criteria will be published for revision of the curriculum.
Ideas will then be developed and tried out, with a review conference and informal
consultation.
Formal consultation to take place in Summer 2007.
Training will be through the Secondary Strategy Field Force (terrifying, isn’t it!? - SF)
There will clearly be implications for schemes of work and publishers – SF.
Skills framework 11-19
This project focuses on personal learning and thinking skills (and runs alongside the work on
functional skills) and draws on recommendations from a variety of initiatives - employability is a
lever:
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ECM
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Education White Paper
Skills White Paper
Youth Matters Green Paper
Implementation Plan
There are five groups of skills:
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Creative participator
Independent enquirer
Reflective learner
Team-worker
Self-manager
Each group has a focus statement and outcome statements.
The aim is to establish common terminology 11-19, and to change the focus of assessment and
ways of assessing.
Teacher Development Agency
The TDA has the remit for performance development of teachers; a current priority is in NQT year
and second year of teaching.
TDA is in process of reviewing Standards for Teachers, in order to clarify transparency and
progression routes from QTS (the foundation stone) either towards Excellent Teacher status
(classroom-based) or towards the management direction. This work in progress will inform
priorities for training, and includes consultation events currently in train (including online). Advice
will be published in April.
There is a parallel review of ITT.
So far Subject Associations have not been directly consulted, but this will happen soon, especially
as TDA is interested in developing training courses with SAs.
English 21
This consultation review highlights the primacy of Speaking and Listening, Creativity and story as
distinctive features of an English curriculum. Story should include a range of text-types (including
on-screen text), contemporary writing and a diversity of cultural backgrounds, not forgetting
literature in translation.
(There may be an opportunity here to work with English colleagues on some project to do with
Language Awareness - SF)
(Hard copy of English 21 : Playback and Taking English Forward
available.)
Early Years
A single framework 0-5 is currently in proposal in the House of Commons.
Foundation Stage Profile (FSP) replaced the Baseline Assessment in 2003, to record achievement
in Nursery and Reception.; it is based on observation and evidence, as judged by the teacher.
FSP identifies achievement in thirteen 9-point scales, in order to inform Y1 planning.
The Annual Report is about to come out, and will highlight a discrepancy of understanding between
LAs and practitioners about what FSP is for. (Some schools using it to test, and preoccupied with
the detail of the statements. Some not offering Observation training.)
Papers and presentations from this event will be circulated by QCA soon.
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