David Peck's presentation - Keele University

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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
Page 1 and 2: “Every child should leave school
Page 4 and 5: Think of the curriculum as a foreca
Page 9 and 10: “ We have an education system tha
Page 11 and 12: Do skills matter? ‘Our research s
Page 13 and 14: Do skills matter? “PISA tests stu
Page 22: A ‘not-for-profit’ voice for th
Page 27 and 28: But could it be this ....?
Page 29: How can we design our own curriculu
Page 33 and 34: So the question is: What will we do
Page 35 and 36: Is our curriculum fit for the 21 st
Page 37 and 38: Lessons From Top ‘PISA’ Countri
Page 39 and 40: Lessons From Top ‘PISA’ Countri
Page 41 and 42: Curriculum Plans in Other Countries
Page 43 and 44: How can we put all these together,
Page 46 and 47: Joining the leaves and roots • Th
Page 54 and 55: Benjamin Bloom Bloom’s Taxonomy
Page 56: Knowledge, skills and ‘generic di
Page 61 and 62: The 6 Areas of Learning . Science a
Page 63 and 64: . Mathematics A learning matrix Sci
Page 66 and 67: Your learning experience • What w
Page 68 and 69: A joined‐up curriculum
Page 70: The greatest barrier to change is n
Page 73 and 74: Innovation in steps Eng Ma Sci ICT
Page 75 and 76: Innovation in steps Eng Ma Sci ICT
Page 77 and 78: But what would Ofsted say? The Ofst
Page 79 and 80: Will innovation impact on standards
Page 81 and 82:
But do our goals for the future fit
Page 83 and 84:
A Charter for Childhood Are there s
Page 85:
Recognising talent and potential
Page 88 and 89:
What could happen • Increasingly
Page 90 and 91:
Our Task Think of the curriculum as
Page 93 and 94:
Alberta • language arts •maths
Page 95 and 96:
Topics Single theme Fixed time‐fr
Page 97 and 98:
Can we change direction?
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David Peck's presentation - Keele University

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