The document discusses creating a meaningful school curriculum. It outlines examining the current curriculum and identifying areas for improvement. The goals are to reflect on the current state, develop a vision for the future curriculum, and identify any gaps. Key factors to consider include the school's unique context, students' needs, and input from the wider community. The document also provides background on recent government and quality control agency guidance regarding curriculum flexibility and innovation.

1. Creating a Meaningful Curriculum P. Burnley & H. Duggan Outstanding Schools ‘Outstanding schools offer rich, exciting programmes of learning. Their school curriculum gives each school its own distinct identity and ethos, which reflects a good understanding of and close partnership with the wider school community.’ Excellence and Enjoyment Document : DFES May 2003

2. Creating a Meaningful Curriculum P. Burnley & H. Duggan Shaping a Meaningful Curriculum How do I begin to create a meaningful and relevant curriculum?

3. Creating a Meaningful Curriculum P. Burnley & H. Duggan Shaping a Meaningful Curriculum Aims To reflect and think about the current state Encapsulating a vision Identifying the gap

4. Creating a Meaningful Curriculum P. Burnley & H. Duggan Background – Excellence and Enjoyment Doc. What are the Key Changes bought about by the Governments Excellence and Enjoyment Document? School Character and Innovation:e.g. developing strengths in sports; music; AEN or working closely with local community Take ownership of the curriculum:designing the timetable – What and how things are taught. Be creative and innovative:how things are taught and how the school is run. Use tests, targets and tables to help every child develop to his or her potential:helping parents/public to understand progress and school performance

6. Final report March 31st 2009

7. Statutory consultation summer 2009

9. A strong coherent curriculum which has the flexibility to personalise learning is crucial to driving up standards

10. The curriculum must inspire a commitment to life-long learning

11. The review should enable schools to have an even greater flexibility to meet individual needs and strengths.

13. Creating a Meaningful Curriculum P. Burnley & H. Duggan Future State Creating the Vision What do you want your curriculum to look like? Think about in what ways your curriculum will be unique, reflecting your school context. Consider the: resources that are readily available for you to use in your locality; range of resources you have already in your school; and kind of experiences that will enhance the learning needs of the children.

14. Creating a Meaningful Curriculum P. Burnley & H. Duggan Your Current State What does your school curriculum currently look like? What are its key features? (e.g. QCA schemes of work) Have you identified anything that you want to change about it? If so what?

15. Creating a Meaningful Curriculum P. Burnley & H. Duggan Achievable 4 3 2 1 Important 1 2 3 4

16. Creating a Meaningful Curriculum P. Burnley & H. Duggan The Balance Loop Desired State

17. Creating a Meaningful Curriculum P. Burnley & H. Duggan Balance Loop (cont.) A balancing loop attempts to move some current state (the way things are) to a desired state (goal or objective) though some action (whatever is done to reach the goal). The desired state interacts with the current state to produce a gap. The desired state is considered to be fixed during this consideration. The gap created by the difference between the desired state and the current state is really the motivation for action, and the larger the gap the greater the tendency to produce action. The action taken then adds to the current state. The current state subtracts from the gap, thus reducing it. When the action succeeds in moving the current state to a point where it is equal to the desired state the gap is reduced to zero and there is no more motivation for action.

18. Creating a Meaningful Curriculum P. Burnley & H. Duggan Curriculum Synthesis Best fit Curriculum