Memorandum submitted by Qualifications
and Curriculum Authority (QCA)
EXECUTIVE SUMMARY
Looked after children and young people deserve
the very best education. QCA has a responsibility to ensure that
opportunities exist, in terms of support, guidance and resources
for schools, for them to enable pupils to excel as successful
learners, confident individuals and responsible citizens. Therefore,
it is important that those involved with looked after children
think about a big picture of the curriculum rather than fragmented
areas that may leave them feeling excluded from the education
system and society.
1. A Big Picture of the Curriculum
1.1 A big picture of the curriculum provides
a coherent framework for the education of all children and young
people and has particular relevance for the education of looked
after children. It aims to help those concerned with schools (teachers,
governors, parents and others) to develop all children and young
people into successful learners, confident individuals and responsible
citizens whatever their personal circumstances. Looked after children
tend not to do well in the education system but this should not
be the case. The structure is set out in "a big Picture of
the Curriculum" which is attached at Appendix 1.[2]
1.2 The Every Child Matters agenda is now
well understood. The five outcomes for children are widely acknowledged
and agreed by professionals as relevant and appropriate and they
are built into a big picture of the curriculum. There is recognition
that all services need to work in harmony to ensure the five outcomes
become a reality for children's lives. Schools are seen as pivotal
in delivering this agenda, as they are a universal service. As
such, interventions designed to increase personal effectiveness,
resilience and protective factors that can be delivered through
the curriculum are cost effective, non-stigmatising and are able
to be built on throughout the child's connection with the curriculum.
1.3 A big picture was constructed to support
thinking about curriculum organisation. The curriculum presents
an opportunity to bring together the areas relating to children's
social and emotional development through its emphasis on the "deep
structure" of learning and the broader contexts in which
children learn. A big picture provides a common language and frame
of reference for all those working with children and young people
either in formal educational settings, youth clubs, or other activities.
It identifies the components of learning and recognises that learning
does not only happen in school. Learning takes place through lessons,
routines, events, extended hours, a range of locations and out
of school. The new national curriculum can influence and structure
the learning that goes on in all of these contexts, and not only
those that take place in formal education.
1.4 The curriculum is an entire planned
learning experience, underpinned by a broad set of common values
and purposes. It will secure improved attainment and improved
standards, better behaviour and attendance, civic participation,
healthy lifestyle choices and further involvement in education
employment or training. The national curriculum has statutory
aims, which are to enable all young people to become successful
learners, responsible citizens and confident individuals. It has
been designed to broaden the scope of education beyond the traditional
narrow focus on subjects and to incorporate issues such as globalisation,
creativity and sustainability throughout. It allows links between
subjects to be made so that pupils see coherence to their learning.
This makes learning relevant to pupils and helps them to see how
their experiences are influenced by what goes on around them and
how they can influence those processes. It is clear from the curriculum
that the social and emotional aspects of a child's development
are a fundamental part of education. The Every Child Matters outcomes
are embedded in the structure of the curriculum. It provides the
framework for the promotion of wellbeing, the construction of
protective factors and resilience in the individual and improving
employability.
1.5 A big picture of the curriculum demonstrates
the complexity of the learning experience for the child and shows
how these are interlinked and co-dependent. By age seven, gaps
in social abilities have emerged between socio-economic groups,
as well as distinct differences in academic achievement. This
leads to a vicious circle—poor achievement leads to low
self-esteem which leads to poor behaviour. QCA has set up a personal
development reference group that brings all appropriate stakeholders
together to discuss the best way to engage with this issue in
schools. It has ensured that the delivery of the new secondary
curriculum is strongly influenced by the social and emotional
aspects of learning. Schools have received enthusiastically the
new secondary curriculum, largely because it adopts a holistic
approach to the experience of the child as a learner, rather than
a recipient of information.
2. Looked After Children
2.1 Looked after children often have to
move schools repeatedly throughout their education which is extremely
disruptive. Every effort should be made to ensure that moves are
limited so they have continuity in their lives. When they do remain
settled in a school or college for a long period they say that
it is the one stable part of their lives, yet they remain an underachieving
group as far as school attainment is concerned. Looked after children
need extra support to become successful learners, confident individuals
and responsible citizens. They need support from teachers, learning
mentors, instructors and support staff as well as people outside
the school environment (eg foster parents) to ensure that they
have the chance to fulfil their potential, whether in a mainstream
school or otherwise. A big picture of the curriculum encourages
a broad range of learning approaches, from extended hours to activities
beyond the classroom and school, which is particularly significant
for looked after children. It is important that children in care
are made aware of the choice and accessibility of libraries, museums,
galleries, leisure centres, youth clubs, play schemes and other
opportunities for broader learning. This would allow them access
to the same type of "informal learning" as other children
who may be taken by a family member to such opportunities.
2.2 A big picture of the curriculum could
be used in the training of foster parents and other carers (such
as those in residential homes) to demonstrate the importance of
providing looked after children with a broad experience of education
through a range of routines, locations and environments. The framework,
along with guidance from government and partners, will enable
them to identify and implement successful learning opportunities
and experiences for children outside the classroom and formal
educational settings. For example the leaning to cook family meals
or how to look after a younger child, perhaps on a trip to the
local park.
2.3 Good schools have, in recent years,
seen their role as provider of learning experiences in a wider
context than previously. There is recognition that the school
should be the "broker of learning", harmonising resource
around the varying needs of children within the school and creating
a more personal agenda to meet the needs of every child. There
is also recognition that by working flexibly with time, space
and people, and bringing together the twin agendas of workforce
reform and extended schooling, there is the capacity to support
and enrich lives of all young people and communities.
2.4 It is recognised that looked after children
are much more likely to leave school at the age of 16 and become
part of the not in education, employment or training (NEET) group
at 19. The greater diversity in the curriculum, with the diploma
and apprenticeships, will offer extra choice and encourage more
looked after children to remain in education beyond 16. Diplomas
will provide greater opportunity for young people to discover
a subject area that inspires and motivates them. Apprenticeships
also enable young people to earn whilst learning new skills and
may be attractive to those young people who are ready to leave
the care system to become independent adults.
2.5 Diplomas will bring an innovative approach
to learning. They enable learning in a range of widely applicable
skills and knowledge and enable students to gain knowledge, understanding
and hands-on experience of employment sectors that interest them,
while putting new skills into practice. For example, as part of
an engineering Diploma, learners will have the opportunity to
study physics and have direct involvement with how physics is
applied in the workplace through a project in a local engineering
company. The result will be more engaged and enthusiastic learners
who understand the purpose of what they are learning, as they
see their newly acquired knowledge and skills in action. Diplomas
will also extend the environments in which young people study
-schools and colleges will have to collaborate to deliver the
qualification and there will be opportunities for learning in
a real workplace.
2.6 A big picture of the curriculum incorporates
the Every Child Matters outcomes and provides a framework of support
so all young people can enjoy learning and achieve, lead safe,
healthy and fulfilling lives and make a positive contribution
to society. The average child in the UK leaves the parental home
at the age of 24. However, young people in care tend to leave
the system and live independently much earlier, many at the age
of 16. Therefore, the ability to make healthy lifestyle choices
is particularly important. "Be healthy" is an outcome
of the Every Child Matters agenda and incorporates guidance and
advice on, for example, sex and relationships and healthy eating.
These components are fundamental as looked after children may
not have experienced stable long term relationships due to a number
of factors, including moving to different homes throughout their
childhood. They may also need extra guidance on, for example,
healthy eating to ensure they have the tools to take care of themselves
and lead healthy lives. Further to this, looked after children
are often carers themselves (eg for younger or disabled siblings)
therefore they need effective support networks and resources to
continue to participate successfully in education and in society.
2.7 Taught subjects such as Personal, Social
and Health education (PSHE) and Citizenship can assist all children,
including those who are looked after, to live fulfilling, independent
lives and contribute positively to society. It deals with many
real life issues young people face as they grow up, which can
be significant for any child especially for those in care. It
gives them the knowledge and skills needed to lead healthy and
responsible lives as confident individuals and members of society.
The programmes of study for PSHE are based on the Every Child
Matters outcomes and build on the existing frameworks and guidelines
in these areas.
2.8 Citizenship is also significant as it
can help children and young people develop a sense of self-worth
and personal identity. It also encourages all children to accept
people from diverse backgrounds and encourages respect for different
identities. It equips pupils to engage critically with and explore
diverse ideas, beliefs and cultures and the values we share as
citizens in the UK. Citizenship also addresses issues relating
to social justice, human rights, community cohesion and global
interdependence, and encourages pupils to challenge injustice,
inequalities and discrimination.
2.9 A big picture of the curriculum recognises
the growing diversity of society in this country and is linked
to the wider equalities agenda. Looked after children might be
newly arrived, SEN, gifted and talented, disabled and so on. Moreover,
they are likely to be in more than one "category". Children
in care, for example, have a disproportionate level of special
educational needs. The curriculum framework has been designed
to inspire and challenge all learners and prepare them for the
future. Inclusion is about the active presence, participation
and achievement of all pupils in a meaningful and relevant set
of learning experiences. Some of these experiences will come from
the national curriculum; others, equally important, will come
from the wider curriculum in and beyond the classroom. An effective
inclusive school needs to adopt a whole-school approach to the
curriculum. One of the main purposes of the whole-school curriculum
will be to establish the entitlement to a range of high-quality
teaching and learning experiences, irrespective of social background,
culture, race, gender, differences in ability and disabilities.
2.10 The Gilbert report on personalised
learning refers to the importance of schools developing the so
called soft skills in young people which are the characteristics
that employers value in their employees such as good oral communication
skills; reliability, punctuality and perseverance; the ability
to work as part of a team; knowing how to evaluate information
critically; being able to manage and be responsible for ones own
learning and develop the habits of effective learning; the ability
to work independently without close supervision; the ability and
confidence to investigate problems and find solutions; resilience
in the face of difficulties; being creative, inventive, enterprising
and entrepreneurial. These skills are not only valuable in the
world of work: they are also essential to life as a citizen in
the 21st century. These skills can only be fully developed if
the young person has a secure social and emotional base and a
"vocabulary" to help them negotiate their way around
these prerequisites for employment.
2.11 Personalised learning puts children
and their needs first. This is important for looked after children
and their engagement with education and the entire curriculum
process. Greater personalised teaching and learning, supported
by a more flexible and engaging curriculum, offers opportunities
to develop critical personal, social and emotional skills and
develop the knowledge and understanding required to be active
and responsible citizens. This is key to ensure looked after children
feel a part of the education system, not excluded from it, and
as a result achieve their full potential and go on to lead fulfilling
lives.
2.12 It is essential that looked after children
have the secure support, active involvement and full understanding
of those who care for them in relation to their education. A big
picture of the curriculum provides a frame of reference for this
which has resonance not only in formal educational settings but
in a range of environments and opportunities for children and
young people such as youth groups, sports teams. It has an invaluable
role to play in the lives of looked after children.
Mick Waters
Director of Curriculum
February 2008
2 Not printed. Back
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