Curriculum conversations and the power of coaching
We need to start to have curriculum conversations especially about the three questions that emerge from the latest announcement on changes to the OFSTED handbook for next September relating to the curriculum. Amanda Spielman’s speech to Schools North East summit
- What is it that schools want for their pupils? (Intent)
- How well does teaching and assessment fulfil this intent? (Implementation)
- What is the impact on results and the wider outcomes that children achieve? (Impact)
These questions are explored in our Re-defining the Curriculum courses.
- Re-defining the Primary Curriculum – Content, cohesion and purpose
- Re-defining the Secondary Curriculum – Defining purpose, designing content and delivering impact
The fundamental changes link closely to how well leaders, managers and teachers can articulate their intent in relation to the content of the curriculum and how it is sequenced. There is a clear emphasis on ensuring leaders and their managers are able to show through collaboration and professional dialogue that there is consistency of curriculum delivery across all year groups, subjects and key stages. The flow of learning is seen as important and all those involved in delivering the curriculum need to understand fully the debate about skills and knowledge and how this impacts on the way the curriculum is taught and assessed to ensure breadth and deeper learning over time.
The shift in emphasis is clearly drawn. The focus for those involved in planning for curriculum change is in ensuring there is an unambiguous vision. The vision must be translated into a consistent and cohesive plan for delivery that focuses on excellent teaching, learning and assessment. Success can then be measured through a well-crafted quality assurance process. Cohesion, consistency, the use of structured professional learning conversations and opportunities for cross-curricular and cross-phase interaction are important components. The essential ingredient that will create the right conditions to make this happen is coaching. Essentially, coaching encourages high quality professional dialogue, the sharing and cascading of good and outstanding practice and encourages collaboration, positive conversations and a willingness to embrace change. Have a look at our comprehensive suite of coaching courses and plan your coaching journey linked to curriculum intent, implementation and impact.
“I’ve used the word ‘conversation’ a number of times in this speech. The nature and impact of the conversations in an inspection are fundamental. As we shape the new framework, with your help, we really are thinking about how each inspection can be the most productive exchange between a school and its inspection team: how we can make it about substance, more than about numbers.”
“I am firmly of the view that a focus on substance……will move inspection more towards being a conversation about what actually happens in schools. Those who are bold and ambitious and run their schools with integrity will be rewarded….”
There is to be no prescribed curriculum model, no preferred approaches. The emphasis is on how individual leaders and their teams can justify their strategy and how it is delivered and can demonstrate clearly the impact their approach is having on their particular and unique pupil cohort.
Our Rethinking the Curriculum courses are essential for leaders and managers. We offer well – researched resources, in-depth information and expert advice linked to a coaching model.