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The Children’s Plan (UK) Dec08
http://www.dfes.gov.uk/publications/childrensplan/downloads/The_Childrens_Plan.pdf The Children’s Plan (UK) Dec08 ... Building brighter futures Our aim is to make this the best place in the world for our children and young people to grow up. This is why we created the new Department for Children, Schools and Families six months ago, and why we announced that we would draw up this first ever Children’s Plan, to put the needs of families, children and young people at the centre of everything we do. We are setting ourselves ambitious new goals for 2020, and we will report back on the progress we are making on the Plan in a year’s time. With schools, children’s services, the voluntary sector and government all playing their part, we can ensure that every child has the best start in life, we can back all parents as they bring up their children, we can unlock the talents of all our young people and we can ensure that no child or young person is left to fall behind. |
 
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Secondary National Curriculum Sept 2008
http://www.qca.org.uk/qca_12195.aspx Secondary National Curriculum Sept 2008 in England and Wales (The 'New' Secondary National Curriculum) Programmes of Study can be accessed here. |
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The new secondary curriculum (UK 2007)
http://www.qca.org.uk/qca_11740.aspx The new secondary curriculum (UK 2007): What has changed and why? |
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Global Education Newsletter
http://www.globaleducation.edna.edu.au/globaled/news Global Education Newsletter |
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Primary frameworks interactive planning tool
http://www.standards.dfes.gov.uk/primaryframeworks/ Primary frameworks interactive planning tool (UK) An online tool giving primary schools teachers the ability to tailor learning to the needs of their pupils was launched on 26 April 2007. The Interactive Planning Tool lets teachers draw on the extensive resources and guidance currently available on the Primary Framework for literacy and mathematics, which were extensively revised in an e-Framework in October 2006. The tool enables teachers to incorporate this material into their lesson plans and share it with colleagues. The aim of the Primary Framework for literacy and mathematics is to support and increase all children's access to excellent teaching, leading to exciting and successful learning. |
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COGs Connected Outcomes Groups (Australia)
http://tinyurl.com/2cb7df COGs Connected Outcomes Groups (Australia) ... PowerPoint presentation -Make connections between syllabus outcomes from across KLAs (SciTech, HSIE, CA, PDHPE). -Highlight how literacy and numeracy links can be taught in context. -Allow the curriculum to be taught more efficiently by taking an integrated curriculum approach. -Simplify planning, programming and assessing. -Maximise student learning. |
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What do we mean by 'curriculum'?
http://www.qca.org.uk/17180.html What do we mean by 'curriculum'? QCA has developed a curriculum big picture to reinforce the concept of curriculum as the entire planned learning experience of a young person. This would include the lessons that they have during the school day, but also recognises how much young people learn from the routines, the events, the extended school day and activities that take place out of school. These are as much a part of the curriculum as the lessons. Excellent Graphical representation ... for download ! January 2007 |
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Curriculum Framework : Alberta Canada
http://ednet.edc.gov.ab.ca/k_12/curriculum/ Curriculum Framework : Alberta Canada Alberta Education is responsible for determining what students are expected to learn from Kindergarten to Grade 12. The department works with its stakeholders to design curriculum and provide authorized resources that meet the needs of learners and educators. Alberta Education also decides the amount of instructional time spent on each subject area. Curriculum and Program Resources by Subject | Information for Parents | Curriculum Development & Implementation | Handbooks for Parents | |
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Designing and timetabling the primary curriculum (UK)
http://www.qca.org.uk/2799.html Designing and timetabling the primary curriculum (UK): a practical guide for key stages 1 and 2 shows how schools can shape their own curriculum and timetables to meet children? needs and promote high standards. Designing the key stage 3 curriculum offers advice and practical suggestions on how schools can take a flexible approach to designing and timetabling the curriculum. Both documents are available as free downloads. (August 2005) |
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INCA
http://www.inca.org.uk/ INCA is the International Review of Curriculum and Assessment Frameworks Internet Archive. It provides regularly updated descriptions of government policy on education in Australia, Canada, England, France, Germany, Hungary, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland (forthcoming), Scotland (forthcoming), Singapore, Spain, Sweden, Switzerland, the USA and Wales, and makes particular reference to the curriculum and assessment frameworks in place. The site also features specific sections describing initial teacher training policy across the Archive countries. |
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Rubrics for an Elementary School Curriculum
http://www.udel.edu/bateman/acei/Rubrics.htm Rubrics for ACEI/NCATE Elementary Standards | Rubrics for an Elementary School Curriculum | - Standard/Rubric 1 : Development, learning, and motivation - Standard/Rubric 2 : Curriculum - Standard/Rubric 3 : Instruction - Standard/Rubric 4 : Assessment - Standard/Rubric 5 : Professionalism |
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Curriculum at Heathfield Primary & Nursery School (UK)
http://tinyurl.com/3rrj4 Curriculum at Heathfield Primary & Nursery School (UK) |
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UK year strategy for children and learners
http://www.dfes.gov.uk/publications/5yearstrategy/ The Department (UK DfES) has published its five year strategy for children and learners. It is an ambitious strategy for the next five years and beyond. It seeks not only to address our historic weaknesses, but also to improve every aspect of what we do. It puts a clear focus on children, learners, parents and employers, not just in setting out what we want to offer, but in designing ways of doing it that promote personalisation and choice. |
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Primary National Strategy (England)
http://www.standards.dfes.gov.uk/primary/ Primary National Strategy (England) High standards and a broad and rich curriculum go hand in hand. The new Primary Strategy supports teachers and schools to raise standards across the whole curriculum. The Primary Strategy challenges schools to take the lead themselves, to develop their distinctive character, to take ownership of the curriculum, to be creative and innovative. |
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A Head Start for Australia: An Early Years Framework
http://www.kids.nsw.gov.au/publications/early_years.html A Head Start for Australia: An Early Years Framework A Head Start for Australia: An Early Years Framework is a blue-print that sets out what we can do - individually and as a community - to give all Australian kids a great 'head start' in life. National and international research identifies the areas in which we can take action that will have immediate and long term benefits for young children. |
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Curriculum Frameworks in Australia
http://www.edna.edu.au/edna/page2212.html Curriculum Frameworks in Australia |
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The National Curriculum Profiles for Australian Schools
http://www.curriculum.edu.au/ The National Curriculum Profiles for Australian Schools |
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Learning Through the Arts
http://www.ltta.ca/ Learning Through the Arts (LTTA) is an international educational initiative dedicated to changing the way the core curriculum is taught and learned in public schools. Lesson plans, demonstration videos and inspiring messages from LTTA artists are now offered on-line through this site. We combine the arts with all academic subjects, and our students learn the interconnectedness of all things. We teach math through visual art, language through song, science through dance, and social studies through storytelling. We combine learning with creative expression to develop the whole child. |
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Education overview UK
http://www.teachernet.gov.uk/educationoverview/ Education overview UK Get an overview of what is planned, find out how to have a say in shaping Government policies. You can also find out more about the different Government organisations and advisory bodies and access information on both the UK and international education issues. You'll also find bite-sized briefings on topical issues and DfES policy announcements. To read old policy announcements or trace the history of a policy go to the strategy archive. Did you know that you can access all DfES documents when you want them and download them to your desktop? To find out more, go to DfES online mailing. Guidance on all aspects of UK examinations and qualifications, including appeals, is available in this section. |
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A Strategy for Primary Schools (UK)
http://www.dfes.gov.uk/primarydocument/ On 20 May 2003, the Secretary of State launched Excellence and Enjoyment - A Strategy for Primary Schools which set out the vision for the future of primary education built on what we have already achieved. This vision is for a sector where high standards are obtained through a rich, varied and exciting curriculum which develops children in a range of ways. |
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Comparisons of high school ages
http://www.worldhighschools.com/english/edusystems.htm Comparison of education systems / ages in high schools in .. UK Ireland USA Canada Australia Spain |
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The International Primary Curriculum
http://www.internationalprimarycurriculum.com/ The International Primary Curriculum is the most exciting curriculum project with which we have ever been involved. Like everything we have done, the IPC is oriented to the future. It helps children develop the knowledge, skills and understandings they will need in their future lives. But it is also built on an awareness of the present reality. It provides the support teachers need now. In doing so, it frees teachers to focus on what is really important in the classroom ?how children learn, rather than the endless preparation and planning of basic work. The IPC has been in development since 1998. We are grateful for the involvement of many teachers, not least those in schools operated by Shell International. It was our involvement with Shell that gave this project such a kick-start. Shell continues to provide an annual grant towards the International Primary Curriculum? development although the IPC is now a fully independent organisation. curriculum | framework | primary | international | school | schools | |
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The UK Key Stage 3 National Strategy
http://www.standards.dfes.gov.uk/keystage3/ The UK Key Stage 3 National Strategy aims to raise standards by strengthening teaching and learning across the curriculum for all pupils aged 11 to 14. - teacher or trainee teacher? ... Go to the strand home page relevant to your subject area: English, mathematics, science, ICT or foundation subjects (TLF) (for teachers of art, citizenship, D&T, geography, history, MFL, music, PE, and RE). - headteacher, strategy manager or governor? ... Go to the ?hole School?page for advice about how to manage the Key Stage 3 National Strategy in your school. The Strategy Calendar gives a picture of the key activities in schools for each term. Governors will find relevant information on the DfES Governors?website and can read our 10 tips to help their school make the most of the Key Stage 3 National Strategy. - parent or guardian? ... The DfES parents?website explains what the Key Stage 3 National Strategy means for your child. The termly Parents + Schools magazine contains articles about the changes taking place at Key Stage 3 and how to help your child. - teacher of children with special educational needs? ... The 'About Key Stage 3' and 'FAQs' pages offer information on how the Strategy is supporting pupils with special educational needs. You can also find SEN specific materials in the publications section. - supply teacher? ... Self-study materials, which cover key elements of English, mathematics and science in the Strategy, are available on the Teachernet website. |
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A Global Curriculum
http://2002.schoolnetglobal.com At the heart of SchoolNet Global are the highly motivating Global Curriculum Projects, which encourage children to work at home and school, collaboratively, under the sympathetic leadership of their teachers, with help from their parents, and the 5 Steps to Cyberspace. They write creatively about their own lives, their homes, their interests, their wild ideas, hopes and dreams and how they will make the world a better place. global | curriculum | |
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The UK education system
http://www.britishcouncil.org.hk/education/hkgukeducationsystem1.asp The UK education system is complex, like those of all modern, industrialized countries. It has developed over many hundreds of years to achieve its worldwide reputation for quality. UK educational institutions have formal policies and procedures for protecting the standards of the programmes and qualifications they offer. These quality assurance procedures differ according to the level of education offered. At higher education level, for instance, the quality of provision is monitored by two sector-wide agencies: the Quality Assurance Agency (QAA) and the Higher Education Funding Councils (HEFCs). UK | education | system | framework | |
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Designing and Timetabling the Primary Curriculum (UK)
http://www.qca.org.uk/ca/5-14/learning_prim_curr.asp Designing and Timetabling the Primary Curriculum (UK) published July 2002 a practical guide for key stages 1 and 2 The Qualifications and Curriculum Authority (QCA) is designed to produce the "broad and balanced curriculum" which inspectors say the vast majority fail to deliver. e.g. Key Stage 2: English: 21-32% | maths: 18-21% | science: 9% | design: 4% | ICT: 4% | history: 4% | geography: 4% | art: 4% | music: 4% | PE: 5% | RE: 5% | Total: 82-96% | |
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Programmes: Curriculum 2000 UK
http://www.lsda.org.uk/curriculum2000/ The Secretary of State for Education has set out priorities for educational reforms to raise standards, widen participation and meet the skills challenge. The reforms intend to make post-16 study broader and more flexible, encourage young people to study more subjects, provide an easier combination of academic and vocational study and have an entitlement that included main core, Key Skills, tutorial and enrichment. This will in turn encourage more participation post-16, improve retention and enhance achievement. Qualifications 2000, also known as Curriculum 2000, introduces a range of new and revised qualifications at advanced level |
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Scotland 5-14 Curriculum Guidelines & Resources
http://www.ltscotland.org.uk/5to14/guidelines/ This website has been designed to support the implementation of the 5-14 curriculum guidelines in all subjcts in Scotland. We hope the website will be a useful resource for the profession. It offers examples of good practice from Local Authorities, schools and teachers. |
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UK Proposals for 14-19 Education
http://www.dfes.gov.uk/14-19greenpaper/ Taken together, our 14–19 proposals offer a coherent vision for the transformation of secondary education: higher standards; greater diversity of provision; high-quality vocational education; every school and college improving; and every young person able to achieve their potential in education and life. UK Greenpaper published Feb 2002 for consultation. |
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Education Blueprint for the 21st Century
http://www.e-c.edu.hk/eng/aims/econdoc.htm Review of HK Education System: Reform Proposals Consultation Document |
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Edu. Aims Implementation In HK Schools
http://www.info.gov.hk/ed/english/resource/aims_implementation/home.htm In September 1993, the Government published a booklet on "School Education in Hong Kong : A Statement of Aims" which defines the fundamental aim of school education. |
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This is the Curriculum Frameworks link area
/pages/staff/CurrFrame/ Bookmark this page for easier return visits. |
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President George W. Bush Jan2000
http://www.ed.gov/inits/nclb/index.html Only a few days into his term of office President George W. Bush produced a new education bill (policy) called 'No Child Left Behind' ... this links to that document. Foreward | Executive Summary | High Standards and Accountability | Putting Reading First | Improving Teacher Quality | Improving Math and Science Instruction | Limited English Proficient Students to English Fluency | Parental Options and Innovative Programs | Encouraging Safe Schools | Enhancing Education Through Technology | Providing Impact Aid | Freedom and Accountability | |
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Hong Kong School Curriculum
http://www.cdccdi.hk.linkage.net/cdi/cdc/holistic/eng/holistic.htm A Holistic Review of the Hong Kong School Curriculum Proposed Reforms Why do we have to reform the school curriculum? | Gathering views from the public | piloting recommendations | Our beliefs: education, curriculum, our future generation | Proposals for curriculum reform | Broad reform measures | Enhancement of quality teaching and learning | Flexible use of learning resources | Implementation of effective curriculum initiatives | Student entitlement of learning opportunities | Chinese language | English language | |
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Learning and Skills Act 2000 UK
http://www.legislation.hmso.gov.uk/acts/acts2000/20000021.htm The core of the Act is the establishment of a new non-departmental public body, the Learning and Skills Council for England (LSC) which will be responsible for post-16 learning, other than higher education. It will take over functions performed by the Further Education Funding Council for England (FEFCE) and the functions currently contracted by the Secretary of State to TECs. |
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California State
http://www.cde.ca.gov/cilbranch/eltdiv/cdsmc.htm Curriculum frameworks are the blueprint for implementing the content standards adopted by the California State Board of Education. Frameworks are developed by the Curriculum Development and Supplemental Materials Commission, which also reviews and recommends textbooks and other instructional materials to be adopted by the State Board. |
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UK National Curriculum
http://www.nc.uk.net/ The purpose of the National Curriculum website is to provide teachers with a useful tool that aids delivery of the revised National Curriculum for England in schools. It aims to do this by giving them easy access to the text of the National Curriculum, and links to other sites that offer teaching guidance and resources. |
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