The Secondary Curriculum Review - All Change?

For the past 17 years subjects have been the "brick" from which the curriculum wall has been constructed, Pink Floyd notwithstanding.

However, that is all about to change. Subjects will still be important but their importance will be related to their contribution to the development of the pupils in terms of three "curriculum lenses". which you can use to consider the kind of experience to provide for all learners.

The curriculum aim lens contains guidance on developing a curriculum that will help all young people become successful learners, confident individuals and responsible citizens and explores ways in which the aims can be integrated effectively into the curriculum.

The personal development lens explains the role of personal development in the curriculum. It provides examples of how work in subjects can support personal development as well as illustrating effective whole-school approaches.

The skills lens provides guidance on embedding personal, learning and thinking skills (PLTS) across the curriculum and information on the role of the functional skills in mathematics, English and ICT needed for learners to operate confidently, effectively and independently in life and at work.

In addition to using the three lenses to build and scrutinise your curriculum you will need to consider four curriculum dimensions. These are:

• The global dimension
• Enterprise
• Creativity
• Cultural understanding and diversity

Furthermore in organising the curriculum your school will need to consider three organising principles:

• Personalising the curriculum
• Teaching and learning experiences
• Promoting progress through approaches to assessment

And finally we come to the subjects that are described in the revised programmes of study. To facilitate thinking about the subject in terms of the lenses, the dimensions and organising principles the programmes of study have been given the following new structure.

Curriculum aims, given at the start of each programme of study. Teaching and learning in all subjects should help learners achieve these aims.

The importance statement describing 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.

Key concepts, at the heart of each discipline and underpinning the study of the subject. They identify what learners need to learn in order to deepen and broaden their knowledge, skills and understanding in the subject.

Key processes, the essential skills and processes that learners need to learn to make progress in the subject.

Range and content outlining the breadth of subject matter from which the areas of study should be drawn.

Curriculum opportunities which identify opportunities that are integral to learning and enhance learners' engagement with the subject.

So as a subject teacher you will have to become familiar with a new programme of study AND consider how it relates to the broader aims and learning experiences outlined above. The existing ways of defining the curriculum in terms of a subject based timetable will become a feature of the past. Schools will be encouraged to re-conceptualise their curriculum. This will almost certainly involve teachers working collaboratively in cross discipline teams and in schools using time in different ways. Extended periods of time enabling immersion in topics relating to several different subjects will become common. The way time is used throughout the school year will vary requiring both teachers and pupils to be much more flexible.

There is no doubt that we are entering a challenging phase of curriculum development which will rely heavily on subject specialist teachers to show vision and creativity in re-interpreting their subject's contribution to education. Surely this has got to be fun!

For more details and examples of new practices already developed in some schools visit the website at the top of this page.

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For more Curriculum Issues, go to Curriculum Issues