Above: QCA Curriculum Big Picture

The Qualifications and Curriculum Authority (QCA) has developed a curriculum big picture to reinforce the concept of curriculum as the entire planned learning experience of a young person. This includes 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.

The curriculum big picture is structured around three key questions that every educational organisation needs to explore when planning learning experiences for young people:

1. What are we trying to achieve?
2. How do we organise the learning?
3. How well are we achieving our aims?

At the heart of the curriculum big picture is a focus on a set of three core aims which address the first question, ‘What are we trying to achieve?'

The aims of the curriculum are for all young people to become:

• successful learners who enjoy learning, make progress and achieve
• confident individuals who are able to live safe, healthy and fulfilling lives
• responsible citizens who make a positive contribution to society
  

To download a copy of the curriculum big picture please select the following link to the QCA website.

A key component of the curriculum big picture is the set of seven overarching themes that have significance for individuals and society and provide relevant learning contexts.

These seven whole curriculum dimensions are:

• Identity and cultural diversity
• Healthy lifestyles
• Community participation
• Enterprise
• Global dimension and sustainable development
• Technology and the media
• Creativity and critical thinking

The identity and cultural diversity dimension is the specific aspect of the curriculum big picture which links to Who Do We Think We Are?

By embedding identity and cultural diversity across the curriculum young people gain opportunities to engage critically with questions such as:

• Who do we think we are?
• What connects us with and distinguishes us from others in the UK and the rest of the world?
• What are our roles in shaping a cohesive society?

Use the Who Do We Think We Are? Learning Resources Database to start exploring ways to embed identity and diversity across all areas of the curriculum

Please also select the following links to Who Do We Think We Are? case studies to see how schools have successfully integrated identity and cultural diversity across the curriculum:

Bishop's Hatfield Girls' School (Hertfordshire)

Knutsford High School (Cheshire)

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