{"id":27,"date":"2012-01-24T15:37:49","date_gmt":"2012-01-24T15:37:49","guid":{"rendered":"http:\/\/curriculumdesign-org-uk.stackstaging.com\/?page_id=27"},"modified":"2012-02-25T10:09:49","modified_gmt":"2012-02-25T10:09:49","slug":"putting-it-all-together","status":"publish","type":"page","link":"https:\/\/www.curriculumdesign.org.uk\/?page_id=27","title":{"rendered":"Putting it all together"},"content":{"rendered":"

The key to curriculum design is being clear about the learning that we want.<\/strong><\/p>\n

This is not just a vague aspiration, but a set of carefully structured year-by-year learning expectations that take account of the wide range of expectations.\u00a0 Most schools that take a flexible approach use a very similar system.<\/p>\n

They need to have a clear set of objectives so that they are able to select from them in the confidence that the flexible approach will still enable the learning to be rounded, coherent and worthwhile.<\/p>\n

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This matrix shows how the expectations for subject areas, 3C competencies, Key Skills and\u00a0 Personal Development all contribute to a Local Studies\u00a0 experience.<\/p>\n

If we reverse the arrows, we can see how the Local Studies experience can contribute to children\u2019s learning in all these areas.<\/p>\n

The key is to be really clear about expectations at each stage \u2013 then we can\u00a0 be flexible with confidence.<\/p>\n

What does this \u201cFramework of Learning Expectations\u201d look like?<\/h3>\n

The learning expectations need to take account of the various aspects we have considered so far; both leaves and roots:<\/p>\n

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