Key Stage 3 Regional Pilot
Fifteen post primary schools, from across the five education and library boards, have agreed to bring in the curriculum changes a year in advance. So, since September 2006 these schools have been implementing the revised curriculum with Year 8 pupils.
In the current school year (2007/08), the pilot is focusing on training for specific subjects, assessment and pupil profile. Evidence on the manageability of the revised curriculum and assessment arrangements is being collected.
Schools’ participation and feedback on the appropriateness of training developed for the implementation of the new curriculum has proved invaluable in informing future programmes. Case study evidence of how schools planned for implementation is available below.
Making Change Happen - The Schools' Perspective
We talked to some of the pilot schools to pass on their advice to you on how they prepared themselves for change and implementation...
Pat McKeown, St Colm's High School Draperstown
What was your initial reaction to the revised curriculum?
"It was very frightening at first, but, I think it has given the school a lot more freedom, especially with the statements of requirement. You're able to leave behind the dull stuff and introduce more innovative and interesting things for the pupils. They will definitely benefit from this.
The school is able to mould its own curriculum in far better ways for the children."
New Approaches
"This year we have identified a couple fo thematic approaches for Year 8. When we did an audit, we found that a number of subject areas were doing something about beginning school or going through change. Therefore we've decided to do a collaborative project on 'New Beginnings'. Later in the year we plan to do another collaborative project on 'Recycling'."
Have you any advice for schools starting out on this process this year?
"Just keep it as simple as possible. Don't try to change everything in one month. Teachers have big workloads so you have to be careful not to frighten people.
You also need to take care when you select your curriculum team members. Make sure there's a good mix of experience and enthusiasm (you'll need this to drive it through).
It won't be done by somebody else for you. You'll be making the changes yourself. This may mean you'll make some mistakes but you will also own your successes."
Osy Graham, Carrickfergus Grammar School
What was your initial reaction to the revised curriculum?
"At first we were reluctant to join the pilot scheme. We were unsure about what was being asked of us and what work would be required. However as with many initiatives it is only once you get started that some semblance of clarity and order appears to the activities you undertake. It was only after completing the audit, that we found out what the revised curriculum meant for us."
The Audit
"The single most effective activity that we carried out last year was mapping our current learning and teaching activities against the proposals of the revised curriculum. For us this became known as the Audit.
By going through the schemes of work that were in place for Years 8, 9 and 10 and mapping them against the criteria for the revised curriculum, we were able to identify gaps and areas for development. We found that by changing and adapting one topic or scheme many of the revised requirements could be achieved in a variety of different ways. However, it quickly became apparent that new activities and classroom approaches needed to be developed and introduced.
To create curriculum time for innovation and creativity, all subject areas were encouraged to 'ditch the dull' and get rid of those things that weren't meeting the criteria. In most cases we were glad of the opportunity to remove those topics that we didn't like teaching anyway. By going through this process, the revised curriculum became much less threatening and the challenge of implementation became an opportunity for improvement."
Have you any advice for schools starting out on this process this year?
"The key thing is to be reassuring. The presentation of the 'Big Picture' is very different from the Common Curriculum of the late 1980s. However the revised curriculum is not as different as it appears to be. It's using skills that teachers already have. Someone in our school commented that 'it's about being professionals and not technicians. deciding what is appropriate for our pupils and planning the implementation'. I think this sums up how most of our staff felt about the changes, but it takes time to get to that stage.
We kept it simple, with minimal disruption to the timetable, but maximised the staff's opportunity to be innovative. We haven't planned a regular collapsed timetable for everyone, but when the curricular need arises we will respond by making the timetable suit our needs, rather than let it limit our opportunities.
Remember it's a three year project where we build on existing good practice. As you work over the next four years, until June 2010, you will find that curriculum development will begin to generate its own momentum."
And finally
"I'm glad we did it [got involved with the pilot scheme]. It has been a very busy year and hard work, especially getting used to the new vocabulary of the revised curriculum. However it's also been a great year for the school, good for school and departmental planning and great for the staff's personal development."