« Previous | Contents | Next »
Listen
Next steps
Engagement
As we indicated at the start of this document, our thinking and proposals have been developed and tested through a process of engagement. We plan to extend this process as we move into more detailed work - testing, modelling and refining the ideas set out in this document and developing proposals for curriculum guidance. We will be engaging with staff in all sectors and, in particular, through centres which have signed up for the register of interest. We have also reached the stage where we need to engage with a wider range of stakeholders, particularly parents and employers, as well as children and young people themselves.
We hope that the emerging ideas will stimulate wide-ranging discussion in classrooms and staffrooms across the country. The success of the process will depend upon the establishment of shared understanding and professional dialogue. The most important place for this to happen is between colleagues in individual establishments, and we hope that the reflective questions in this document together with the additional development materials on the website will support this. We expect that the dialogue will be encouraged, enabled and facilitated by managers and head teachers and that authorities will play a major role in ensuring that the programme is informed by, and progresses through, these discussions.
We need to learn from this process of engagement so that we can use the views of staff, parents, employers and, importantly, young people in developing our thinking and shaping guidance. LTS will make important contributions by providing resources such as toolkits for reflection for staff and parents, web space, and running focus groups and workshop sessions.
Reviewing the curriculum
The next phase of review work will include a number of interlocking strands of development. We plan to:
- commission the refinement and further development of the work of the early review groups, based on what we have learned in the first stage
- conduct work across the curriculum to ensure that
- the values, purposes and principles
- literacy and numeracy and other skills
- enterprise, citizenship, health, creativity and problem solving, for example, are embedded and developed coherently across the curriculum
- commission modelling work on timetabling and curriculum design
- plan for the development of supporting resources for teachers.
The products of these activities will be shared through the website as part of the ongoing development and engagement process.
Tentative Timeline
2006 |
|---|
Now | Continue to develop curriculum architecture and assessment and qualifications framework Use register of interest to identify schools to participate in development |
March 2006 | Publish 'Progress and Proposals' |
June 2006 | Engagement through meetings, focus groups, seminars Develop CPD strategy/plan future events for engagement Concentrated work on the guidance on the curriculum: curriculum areas; curriculum architecture; assessment and qualifications |
September 2006 | Begin to publish draft Guidance on the Curriculum |
December 2006 | Engagement through meetings, focus groups, seminars CPD onging Schools piloting/trialling elements from guidance on the curriculum |
| 2007-2008 |
|---|
| January 2007 | Concentrated work to refine and finalise guidance on the curriculum Engagement and CPD ongoing |
| June 2007 | Publish Guidance on the Curriculum |
August 2007 June 2008 | Year of familiarisation, preparation and development Ongoing CPD |
| August 2008 | Implementation begins |
« Previous | Contents | Next »