David Peck's presentation

“Every child should leave school with the 

confidence, the ability and the desire to make the 

world a better place” 

Dave Peck

Your 

Task 

Give one example of something you 

learned in your school days which 

has remained firmly in your memory 

ever since. 

What was it about this particular 

learning experience that made the 

learning so effective?

Think of the 

curriculum as a 

forecast of 

possibilities within 

an arena of 

opportunities 

Carla Rinaldi

It’s bad and it’s getting worse 

What comes next?? 

“… standards in writing and mathematics are 

declining because young people are spending too 

much time… 

… listening to the gramophone.” 

The Times 1912

“ We have an 

education system that 

elevates the 

acquisition of skills 

over the passing on of 

concrete knowledge.”

“The Government believes that recent 

changes to the National Curriculum, such as 

the inclusion of skills development and the 

promotion of generic dispositions, have 

distorted the core function of the National 

Curriculum and diluted the importance of 

subject knowledge.”

Do skills matter? 

‘Our research suggests that it is not so much the 

average level of education in a country which matters 

most for social cohesion, but rather how the skills 

acquired are spread around.’ 

‘The more unequal the skills distribution among adults, 

the higher the rates of violent crime and civic unrest, 

and the lower the levels of social trust and civil 

liberties.’ 

Prof Andy Green (Education, Opportunity and Social Cohesion report ‐ LLAKES 2011)


• Business is on the mend – and skills is a key 

driver……. 

• Almost half of employers report problems with 

literacy 

and numeracy skills……… 

• …….businesses’ top priority for schools and 

universities is the development of employability the 

fundamental attributes of teamworking, selfmanagement 

and problem-solving. 

John Cridland 

CBI Director General 

Education and Skills Survey 2011


“PISA tests students’ ability to apply their 

learning to think critically, solve problems 

and make judgements” 

“Japan responded by moving away from a 

narrow knowledge‐based curriculum and to 

focus more on skills and broader 

understanding” 

“The top 20% of British students do as well as 

the top 20% anywhere in the world” 

Andreas Schleicher 

Head of the "Indicators 

and Analysis Division" of PISA

Knowledge v Skills 

• Think of a role which does require 

knowledge but does not require 

skills 

• Suggestions? 

• An oracle? 

• An encyclopaedia?

A ‘not-for-profit’ voice for the whole curriculum - at a time 

when it needs a strong voice 

Core beliefs in the value of the curriculum in enabling all 

young people to enter adulthood with confidence, ability and 

desire to make the word a better place 

Advisory Panel of: Lord Puttnam, Baroness Estelle Morris, 

Prof Mick Waters, Prof Sir Tim Brighouse; Prof Sir Ken 

Robinson, Annika Small, Sir John Jones, Tony Mackay, Phil 

Revell, Dr Brian Male 

Promoting a wide, engaging and inspiring curriculum through 

conferences, workshops, projects, research and materials

Pupil of the future 

Teachers of the future

But could it be this ....?

1) Do we have the scope to design our own 

curriculum when we have a national one? 

2) How do we put it all together? 

3) Where do we start? 

4) Will it work?

How can we design our 

own curriculum when it 

takes all our time to 

cover the national one?

What flexibility do we have? 

•Year 2: The medical model 

•Year 2: The flat‐pack approach

Do we sometimes forget ...... ? 

“It is up to schools which aspects of the curriculum they do 

in depth - some they might cover in an afternoon...” 

QCA schemes of work are not statutory and were intended 

for illustration and guidance. 

Schools do not have to teach every subject every week, 

nor even every term or year 

Schools do not have to teach the curriculum in subjects at 

all

The ‘big picture’ of the 

curriculum 

Pupils learn all the time at school (whether 

we want them to or not!) 

The curriculum is about: 

•lessons 

•routines 

•events 

• out of school 

•ethos 

• relationships

So the question is: 

What will we do with 

all the extra freedom 

Tim and his team 

are going to deliver?

Why are countries all around the world 

reforming their national curriculum?

Is our curriculum fit for the 21 st Century? 

1905 

English 

Arithmetic 

Science 

History 

Geography 

Foreign language 

Drawing 

Physical Exercise 

Music 

Manual training 

Housewifery 

1989 – 

English 

Mathematics 

Science 

History 

Geography 

MFL 

Art 

Physical Education 

Music 

DT 

ICT

Lessons From Top ‘PISA’ Countries 

Finland 

“The curriculum must respond to the 

changing knowledge and skills needs in 

society and in the world economy. 

It must develop the capacity for high 

quality life-long learning.”


Victoria, Australia 

The curriculum must reflect 

the skills and competencies 

that young people need for 

the 21st Century


New Zealand 

Key Competencies 

• Critical thinking and problem 

solving 

• Using languages, symbols and 

texts 

• Managing self 

• Relating to others


Singapore 

21 st Century Competencies 

• Civic literacy, global awareness 

and cross-curricular skills 

• Critical and media skills 

• Information and communication 

skills


Singapore 

Social and Emotional 

Competencies 

• Self-awareness 

• Self-management 

• Social awareness 

• Relationship management 

• Responsible decision making

Curriculum Plans in Other Countries 

Student Competencies 

1)Thinking and learning skills 

2)Personal and social skills 

3)Participation in culture, society and 

the environment

How can we build all 

these skills and 

competencies into a 

curriculum when we have 

to cover all these 

subjects?

How can we put all these together, capture 

imaginations, lift the spirits, and lay the 

roots of lifelong learning?

Magnetism

Joining the leaves and roots 

• The parish register 

• Parliamentary debate 

• Victorian map 

• Statue 

• How big is this hat?

KS1 Geography Programme of Study 

a study of: 

“a locality in the United Kingdom that 

has physical and/or human features that 

contrast with those of the locality of the 

school” 

(QCA Scheme of work: Unit 13 - Year 5)

Benjamin Bloom 

Bloom’s 

Taxonomy

Bloom’s Taxonomy 

Creating 

Synthesising 

Analysing 

Applying 

Comprehending 

Knowing

Knowledge, skills and ‘generic 

dispositions’ 

Remembering 

Comprehending 

Applying 

Analysing 

Evaluating 

Creating

Essentials for learning and life 

Thinking & learning skills 

Personal & emotional skills 

Social skills 

Essential literacy, numeracy and ICT

The 6 Areas of Learning 

. 

Science and technology 

The Arts 

Physical development, health and wellbeing 

Historical, geographical and social 

English, communication and languages 

Mathematics

. 

Mathematics 

Putting them together 


The Arts 

Physical development, health and 

wellbeing 





Social skills 


. 

Mathematics 

A learning matrix 


The Arts 


wellbeing 





Social skills 


. 

Mathematics 

Interconnected learning 


The Arts 


wellbeing 





Social skills 


Your learning experience 

• What was it about your 

learning experience that 

made the learning so 

effective?

Planning the school curriculum 

Assemblies 

Lessons 

Local study 

School garden 

Working with artist 

Residential Visit 

Subjectfocused 

lessons 

Themes 

Field 

study 

Community projects 

Museum Visits 

After school activities 

Expertise 

of staff 

Newspaper 

Coaching 

Pupil responsibility: routines

A joined‐up curriculum

Will we cope with 

extra freedom?

The greatest 

barrier to change 

is not how to 

adopt new ideas 

..... but how to 

let go of old 

ones.

Where do we 

start?

Innovation in steps 

Eng Ma Sci ICT Hi D&T Ge 

New experience 

1 


1 


2 


3




1 


1 


2 


2 


3




1 


1 


2 


2 


3 


3

But what would Ofsted say?

But what would Ofsted say? 

The Ofsted criteria for an “outstanding” curriculum 

“The school’s curriculum provides memorable 

experiences and rich opportunities for high-quality 

learning and wider personal development and 

wellbeing. The school may be at the forefront of 

successful, innovative curriculum design*. The 

curriculum is customised to meet the changing needs 

of individuals and groups. Cross-curricular provision, 

including literacy, numeracy and ICT, is mainly 

outstanding ..”

20 Outstanding Schools 

Ofsted Report: ref. 090170 (2009) 

• An interesting, stimulating curriculum fundamental to 

effective schools 

• These schools know pupils well and shape curriculum 

around them 

• If pupils learn well, no need to teach to the test 

• These schools are confident to reject national materials

Will innovation impact on 

standards?

Yes!

But do our 

goals for 

the future 

fit with 

children in 

the here 

and now?

Do they need 

to be fulfilled 

as human 

beings in the 

present in 

order to be 

prepared for 

the future?

A Charter for Childhood 

Are there some 

essential 

experiences 

that every 

young person 

should enjoy?

Recognising talent and potential

Recognising talent and potential

What should happen 

• National Curriculum .... whole curriculum / space for whole 

• Performance indicators = positive not perverse incentives……. 

• School curriculum planning … starting point = learners’ needs 

• ….skills and competencies and knowledge learners need 

• ….memorable learning experiences for this learning to take 

place 

• ….relevant to whole diverse population of England now and 

future 

• Every child leaves school with the 

confidence, the ability and the desire to 

make the world a better place

What could happen 

• Increasingly irrelevant curriculum 

• Performance indicators rule –perverse 

incentives 

• Curriculum planning subject‐led 

• Knowledge overload / skills marginalised 

• Route march / Grand National Curriculum 

• Learners fail to identify / engage with curriculum 

• Learners insufficiently life‐ready & work‐ready

What MUST happen 

Every Successful School / Every School Successful! 

• National debate / consensus re meaning of 

‘successful’ – align KPIs with needs of learners!!! 

• Equip every learner for challenging future in the 

global economy …work ready & life ready 

• National focus on curriculum for future ….. tackle 

the hard questions re skills and competencies 

• Engage learners in process – learner‐centred 

• Engage public –get everyone talking about it

Our Task 

Think of the curriculum as a 

forecast of possibilities within an 

arena of opportunities 

Every child should leave school with 

the confidence, the ability and the 

desire to make the world a better 

place

Thank you... 

If you want to find out more about more about curriculum 

innovation, visit and join us at: 

www.curriculumfoundation.org 

Follow us on twitter at: 

@curriculumfdn ………..patience! 

PLEASE GIVE ME YOUR MEMORABLE LEARNING SHEET

Alberta 

• language arts 

•maths 

• science 

• community and environmental 

awareness 

• personal and social 

responsibility 

• physical skills and wellbeing 

• creative and cultural expression

So, are we going back to ‘topics? 

Topics and “Anti-Topics”

Topics 

Single theme 

Fixed time‐frame 

Links subjects within 

theme 

Wide learning objectives 

Anti‐Topics 

Single theme 

Open time‐frame 

Link skills to a single 

subject 

Focused learning 

objective

A new direction for the curriculum 

Can we reverse the direction of 

curriculum planning?

Can we change direction?

Can we change direction? 

Simon Sinek 

Ted.com

David Peck's presentation - Keele University

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David Peck's presentation - Keele University

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