Literacy and numeracy: at the very heart of successful curriculum implementation

Are you striving to ensure unconscious competence in the use of creative literacy and fluency in the use of Mathematics across  all subjects and all learning?

These skills are the building blocks that deepen understanding, allow pupils to see connections and create opportunities for higher levels of response.  Those planning the curriculum and how it will be taught need to focus on the skills pupils are using and developing; they need to identify how they are taught as a concept in English and Maths and then how they are applied in the context of learning elsewhere. To miss opportunities for pupils to make these connections denies them access to a wealth of knowledge and a growing comprehension that will help them to remember over longer periods of time.

There are many simple ways to encourage a skills focused tapestry curriculum that highlights the literacy, numeracy and the wider skills for learning that pupils use naturally as part of learning in every subject and in other cross-curricular learning opportunities.

We have developed highly specialised training courses for those teachers who have a responsibility for raising the bar for reading, writing, speaking, listening and the use of Mathematics across primary, secondary and post-16 learning. The role of a literacy and numeracy co-ordinator is a vital role whether it falls to a member of the English or Maths department in a secondary school or college, or is the responsibility of a middle or senior leader in a primary school.  Highlighting the skills that knit the knowledge, the wider learning concepts and the ability to reason, infer, analyse, evaluate and reflect become much more adept where the use of language is highly honed and there is strength in the interpretation of number.

Have the evidence that all those responsible for curriculum planning and delivery are fully committed to the imperative to weave skills, concepts and deep knowledge acquisition in a truly sequenced and seamless curriculum for all.

Focus on the wider curriculum issues and join us for the latest information and resources linked to planning an ambitious knowledge and skills focused curriculum offer for all pupils.

 

A Journey in Coaching: our certification programme is a powerful driver for curriculum and whole-school change

 

Lead powerful change by creating a team of skilled coaching and curriculum ambassadors or champions using Learning Cultures’ Certification Programme.

The current imperative is to ensure that the curriculum is consistently delivered to mirror the leadership’s clearly defined rationale and ambition. This needs a clarity of purpose across all subjects, year groups, phases and stages. Developing a coaching culture for your school or college is without doubt the most powerful way to cascade positive and consistent improvements in pedagogy, pupil outcomes and team delivery. Coaches develop a range of skills that motivate others, encourage self-reflection and that focus on the positive. It is through these qualities that coaches can support others to begin to use the professional and motivational dialogue that will create measurable and tangible results for all staff and all pupils.

Sustaining a culture of change through coaching has been the guiding principle that has led us to develop this coaching programme for schools and colleges to use.  We will train a group of individuals over an academic year, ideally a group of six or nine, who will have the opportunity to be a part of three training sessions, a series of self-directed twilight sessions and a commitment to undertake 30 hours coaching with colleagues. This will lead to certification endorsed by the Association for Coaching.  Those who embark on a coaching journey won’t turn back, coaches inspire ambition, encourage challenge and foster innovation.

Choose the first group of Coaching Ambassadors who want to develop as coaches and begin your journey towards ensuring a high-quality learning experience for all. Have a look at the programme in detail below.

The Certificate in Coaching Competence – A journey in coaching

We have a whole range of other coaching courses providing something for all staff. All our training is designed so that it can be disseminated to others after the event.  Training is never a stand-alone experience, where it is shared it has far more impact on the individual, the learner, teams and the whole school.

 

New content for our curriculum CPD linked to current research and expert commentary

Current and new curriculum research and expert commentary helps us to shape our thinking and understanding of what makes a high-quality learning experience for all pupils.  Myself, Glynis Frater and the curriculum team at Learning Cultures continue to develop highly interactive and superbly challenging courses linked to curriculum theory into practice.

We have incorporated the visual strength that is found in the properties of a triangle as we focus on how best to deepen understanding of how to lead on and manage strategic change in how the curriculum is designed and delivered. There are three distinct themes with which to build a project plan that quality assures how the curriculum intent is translated into positive implementation.

  1. Ensuring a clarity of purpose for all staff and pupils through the use of highly structured professional learning conversations
  2. Lesson observation and teacher reflection through a critical focus on pedagogy and the learning that emerges from skilful classroom practice
  3. Assessing carefully defined pupil outcomes that build on prior learning and allow pupils to deepen their skills and knowledge over time

The new and re-designed curriculum courses we are now offering are designed to incorporate issues and best practice that is emerging from our own work and that of the education specialists we consult.  We focus on how those with responsibility for curriculum design and delivery can create a cohesive whole school offer that is consistent, sequenced over time and delivers quality outcomes for all pupils across the ability spectrum.

Our training is the beginning of a journey and with this in mind we ensure that the resources we use are designed to be cascaded to others following on from the training. In this way we know that the CPD from Learning Cultures is both sustainable and cost-effective.  We deliver a high quality learning experience for staff who develop the skills to take their learning back to their teams and into the classroom.

It is the coaching element that is an integral part of all our training that makes it so special and successful.  One of the sides of the triangle or triad is the imperative to ensure there is a framework for professional dialogue across the school. Creating a coaching culture will ensure this is firmly embedded.

Moving on from re-defining the curriculum offer, we now focus on realising the vision or intent through innovative and highly effective strategic thinking.

Where assessment of learner outcomes is consistent and linked to planning there is profound evidence of a cohesive curriculum strategy.

Develop a coaching culture for the senior leadership team, middle and subject leaders, teaching staff,  support staff and pupils and have the evidence that professional conversations and dialogue underpin strategic planning and implementation.

 

 

 

 

 

 

 

Leading from the Middle – using coaching to enhance the skills of subject and curriculum managers

Ensure your middle managers are leading their teams with clarity of purpose by developing their ability to coach others. Coaching allows managers to use highly effective professional conversations to ensure that curriculum rationale and ambition is translated into positive pupil outcomes.

Essentially, it is subject and curriculum managers that must communicate the messages established as curriculum intent and inspire their teams to plan and deliver a sequential learning platform of the highest quality. The most successful approach to ensuring this happens is to create a culture of self-reliance, reflection and trust.  Each individual needs to feel empowered to take risks and make relevant and positive changes. They need to have the skills to collaborate within teams and departments as well as across the curriculum, year groups and key stages.

Middle leaders are pivotal. Across the range of subjects and within a broader curriculum remit there needs to be a clearly defined plan of action that covers a wide range of potential change to current practice.  Subject and curriculum design expertise are a pre-requisite of the job role. However, there are a range of other more generic skills that are also vital. Managers need to be able to lead change, inspire innovation, understand how teams are formed for success and ensure that stated goals become positive outcomes.

Leading from the middle is the key to ensuring everyone is on board and knows the part they play in achieving the school vision for continuous improvement. It is the role of the senior leader to define the vision, rationale and ambition for the school. Middle and subject leaders then disseminate to their teams how they can all work together to create well focused strategies for change or review.  Therefore, they must have the right professional development that will enhance their role as effective communicators, powerful influencers and positive motivators.

Developing their coaching skills and implementing a coaching culture is, we know, a sustainable and cost-effective way of ensuring middle leaders develop and cascade a wide range or leadership skills and achieve sustainable change and cohesive teams.  The skills of a coach are those that empower others to find solutions, reflect on their own strengths, focus on the positive and deliver within well-defined frameworks. Our suite of coaching and curriculum courses provide the solution that will deliver cohesion, professional learning conversations and strategies that are time efficient.

For middle and subject leaders, we have two well-researched one- day courses

For leaders who want to use coaching as part of a sustainable and cost effective CPD solution start with,

All teachers and support staff will benefit from learning how to coach,

 

 

How is progress assured as part of a well designed and sequenced curriculum?

How pupils make progress as they travel through the curriculum must be at the heart of curriculum planning.  An essential part of this is to ensure we can accurately assess that progress is being made and that learning is sustained.

It is therefore essential that assessment of learning is a critical part of the substance of the curriculum design.  The introduction of the National Curriculum in 2014 saw the end of a generic system of assessment linked to clearly defined levels. Learning curriculum content and deepening knowledge and understanding is now much more of a focus for defining pupils’ progress whether in the primary or secondary phase.

The emphasis is more on progress linked to the knowledge and skills pupils develop incrementally within subjects and across the curriculum.  There needs to be a cohesive whole school strategy where teachers work together to ensure that the learning is sequential and developmental. Reading is a critical skill, as are all the other literacy skills embodied in the programmes of study across all subjects.  Maths is taught conceptually but mastery will come when pupils can make connections and apply the concepts they learn in Maths in contexts across the curriculum.

The curriculum programmes of study are a blueprint for creating a progression model. What pupils will learn and how they will learn it needs to be clearly defined in order that teachers can assess whether progress has been made. A rich curriculum offer will recognise that subjects are interwoven, that concepts transcend subject learning, that the core and wider skills for learning are an integral part of every subject and pupils need to know where and how to apply them in and across all subjects.

This won’t happen unless time is given to shared planning across year groups, within and across curriculum subjects and at transition points. There needs to be a culture where professional learning conversations articulate the ambition for what pupils will achieve as they journey towards well-defined outcomes and achieve their potential. School leads to a final end point which is life and work but there are steps along the way and assessing learning and progress must define these carefully.

We have an outstanding range of CPD that will support leaders, managers and teachers to be at the forefront of this curriculum evolution.  Our knowledge and expertise are highly praised and we have a wealth of well-researched resources that provide a platform for future learning across the whole school or college.  Below is a flavour of our curriculum offer. Coaching is the best way to build a culture of professional learning, have a look at our Coaching in Education section.

For primary schools

For secondary schools

 

How do subject leaders and teachers create learning opportunities linked to curriculum intent?

How do senior leaders ensure that the planned curriculum is implemented across all classess, year groups and at points of transition?  How can we at Learning Cultures ensure that the training we offer, the solutions we propose and the resources we provide create the right tools for subject leaders and teachers to deliver a deep and rich curriculum that serves the pupil cohort and the local context?

The answers to both questions above are linked to a clear imperative to build into the school culture real and meaningful opportunities for collaboration and the professional dialogue that leads to challenging conversations and high quality learning outcomes for teachers and pupils. This will include,

  • Make the curriculum rationale and ambition visible and visual across the whole school
  • Include all stakeholders in the celebration of a strong and stimulating curriculum offer
  • Making sure that the curriculum is central to every meetings that takes place
  • Take time to build an understanding that the programmes of study for English and Maths are the bedrock of planning all other curriculum subjects
  • Create opportunities for cross-curricular planning where there is a shared understanding of how to sequence the learning across topics, across year groups and at times of transition
  • Ensure that assessment outcomes are an integral part of planning the curriculum
  • Planning should focus on the importance of developing pupils core and wider skills as part of ensuring that information becomes knowledge and remains within the long term memory

Our suite of curriculum courses are designed to offer solutions, they provide practical resources that can be shared and cascaded widely.  We are aware through the work that we do that changing the paradigm of curriculum delivery is difficult. In order to ensure consistency across all learning that leads to high quality outcomes and a visible impact on the life chances for all pupils a co-operative and shared approach is essential.

Focus on your priorities from these key words and make sure you and your staff have the tools and resources to find the answers that build high quality learning.

Primary Curriculum Intent, Implementation and Intent ***Secondary Curriculum Intent, Implementation and Intent***Sequencing of the curriculum***Transition from KS1 to 2***Transition from KS2 to 3***Concepts in subject design***Primary Formative Assessment***Secondary Formative Assessment***Lesson observation***Quality Assurance***Coaching for Outstanding Teaching & Learning

Building pupils knowledge sequentially in both the core and wider subjects – do you have the evidence?

Taking a look at the most recent OFSTED reports where inspectors have been into schools this term makes interesting reading.  There are several entries where schools have been judged inadequate or requiring improvement who were previously outstanding or good.  The change of emphasis to a much deeper dive into the way the curriculum is planned, sequenced and assessed is clear in the improvement strategies these schools are invited to address.  I have listed here several quotes that are typical of what is deemed to be missing,

“The school’s curriculum is not sufficiently sequenced and coherent. The breadth of the National Curriculum is not covered in all subjects.”

“Leaders need to make sure that the curriculum is planned so that teachers can build pupils’ knowledge sequentially, over time, allowing them the learn more and remember more.”

“The curriculum is poorly planned and taught. Pupils do not gain enough skills and knowledge of subjects outside reading, writing and mathematics.”

“Improve the effectiveness of leadership by ensuring that learning in the wider curriculum is carefully sequenced so that pupils make good progress within topics and year on year.”

“Improvements should be made by developing the curriculum, in both the core and the wider curriculum subjects, so that it is well planned, builds on prior knowledge and understanding, meets the needs and interests of all pupils and enables them to achieve well.”

The messages could not be clearer. There is a sharp focus on curriculum sequencing, building on prior learning and planning to ensure pupils develop deep knowledge and skills across all their learning.  I could have included several other quotes about issues relating to assessment and the concern about subject knowledge and subject expertise as well as issues about how the curriculum is taught but this is a news post and not an essay.

Over the past few months we have followed the development of curriculum research, commentary on curriculum design and finally the publication of the latest OFSTED handbook for schools in a series of news posts and comments.  You can read the story so far here. We have developed some outstanding resources and tools to support leadership teams, curriculum managers and subject leaders to plan and deliver a deeply knowledge rich and skills focused curriculum.  We have focused on how to make this happen using practical approaches and well-researched strategies that are receiving high praise.  Our training is practical and solutions focused and is based on the principles of coaching. There is no better way to cascade outstanding practice and build a culture of professional dialogue that is shared across the whole school.

Have a look at our website for the many other training courses that are both relevant and will enhance the CPD potential in your school. We run superb INSET training or off-site courses.  There is something for all the staff in your school or college.

Incremental Coaching – taking small steps that deliver high quality classroom pedagogy

Q: What is the best way to ensure that the curriculum is consistently delivered across subjects, year groups and key stages?

A: Design a quality assurance system where the incremental components are carefully crafted and communicated so that all staff know the part they play in the successful delivery of a curriculum that is rich in knowledge and develops the skills learners need to access that knowledge.

We have a brand new training course that focuses on how to create a QA system in your school: Quality Assurance – a framework for curriculum cohesion, collaboration and impact 

Q: How can leaders and managers create the culture that ensures that good and best practice in teaching and learning is shared and opportunities for further development decided upon to incrementally build excellence?

A: Lead a coaching culture and create opportunities for leaders, managers and teachers to learn the coaching skills that will allow them to tease out their strengths, identify their gaps and focus on small steps and positive actions that will enhance their potential and allow them to continuously improve their performance. We have the sequence of courses to support your school on the journey towards a coaching culture.

Q: How can subject leaders empower their teams to create the curriculum that weaves skills and knowledge to deepen understanding and deliver a visionary, ambitious and innovative curriculum?

A:  Ensure strong subject teams use professional learning conversations and coaching skills so that there is a consensus about how to build on prior learning, sequence that learning towards clearly defined end points and decide how the knowledge and skills will be consistently assessed and moderated. Join us for a ‘deep dive’ into how to create strong subject teams that work together and also share cross curricular collaboration. Defining and Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential, seamless and deep knowledge and skills.

Then focus on assessment,

For an in-depth review of the story so far in relation to the need to focus on curriculum intent, implementation and impact and defining quality read our series of news posts from the past twelve months here. or follow the posts on our website here.

 

 

 

How do you quality assure the curriculum that is delivered in your school?

There is an emphasis on quality as schools return to the rhythm of the autumn term. The stakes are high as the new OFSTED handbook becomes a reality.  Quality of Education is one of the major changes that inspectors will be asked to focus on. They must ensure that the planning, sequencing and delivery of curriculum content and knowledge delivers breadth, depth and challenge over time.

There is a move away from a focus on data obtained as a result of testing at the end of key stage 1,2,4 and 5. The picture and associated dialogue must be about HOW results that translate into data have been achieved.  Amanda Spielman has republished a speech she wrote in June focusing on accountability and autonomy. She suggests that the two are inseparable in the quest for high quality learning in schools and colleges.In other words achieving results that translate into a positive data set in order to define accountability are not enough. Measuring quality must look at the excellence of teaching, the depth and breadth of curriculum, the ability of pupils to know how their learning intertwines and connects as well as a focus on the work that pupils produce.

“…and government should be able to distinguish between the quality of the system in terms of data, and the quality in terms of substance. We need that balance in the accountability system.”

Amanda Spielman – HMCI commentary: the roles of inspection and autonomy

Autonomy should give all leaders the belief that they can look at quality assurance as part of the bigger picture. In primary schools the foundation subjects must have greater prominence. Subjects should be taught by experts, learning should be sequenced and knowledge and skills carefully built over time. In secondary schools key stage 3 must be seen as a time where pupils build on learning from their primary school and develop the skills and knowledge that will prepare them for future learning and deeper thinking.

The three areas that OFSTED plan to focus on are:-

  • high quality pedagogy
  • classroom management and the behaviour of pupils
  • the curriculum and how it is planned and implemented

The indicators they will look out for are:-

  • building on previous learning
  • depth and breadth of coverage
  • pupil progress
  • evidence that pupils have opportunities to revisit and practice what they know

However, managing quality assurance in the school system must have a much wider focus if it is to create the right evidence that all the above indicators achieve the desired outcomes for the school. Here at Learning Cultures we have focused on seven principles that underpin highly successful quality assurance that are tried and tested in all sorts of organisations and should be an integral part of a QA process in schools and colleges.

These include:-

  • A clearly defined policy for quality assurance as part of the structure of strategic management
  • A mechanism for defining and communicating the vision for the organisation including how the curriculum intent is integral to the vision and ambition for the organisation
  • Processes for the design and approval of the curriculum in terms of content, sequeuncing over time and intended learning outcomes
  • Clearly defined standards for classroom pedagogy, behaviour and the management of and assessment of learning
  • The management of information and data to ensure that analysis and use of data informs progress, intervention and challenge
  • A strategy for assessing staff development needs linked to achieving the school vision and the needs of individuals and teams within the organisation
  • A mechanism for sharing success within and outside the organisation

Quality assurance is all about effective communication. It is about high quality assessment of the indicators that underpin what is expected within each stage. It is also about the sharing and celebration of successful outcomes.  Professional dialogue, collaborative team-working and a shared commitment to organisational excellence will deliver sustainable educational outcomes and the related data to be proud of.

Join us at our event,

Quality Assurance – A framework for curriculum cohesion, collaboration and impact

Have a look at the Learning Cultures’ Curriculum offer. We have training linked assessment in the primary phase, assessment in the secondary phase. A look at transition from KS1 to 2 and from KS 3 to 4.  We can support you on your primary curriculum journey and your secondary curriculum journey and we can support subject specialists to re-define their approach to curriculum planning.

What are the curriculum priorities for the new term?

What are the curriculum priorities that will guarantee a rich and deep curriculum offer that sequences learning over time?  They must include,

Creating the right teams that can take forward the vision and rationale for breadth and balance of the curriculum. Teams that can work together to create a sequential curriculum that weaves concepts, knowledge and skills into a body of learning.

A balance of innovation and conventional pedagogy that creates informed choices for how the curriculum should be taught. Developing a culture of professional learning that means staff within teams and departments, across year groups and at transition points all talk to each other and learn from each other.

A clearly defined strategy for highly effective CPD that is agreed linked to individual and team development needs.  If change is fundamental to re-defining the curriculum and how it is developed and delivered all staff will have their own collective and individual needs.  It is vital that this is planned and implemented to ensure that all staff are able to collectively deliver curriculum intent.

How the learning is assessed must be woven into the curriculum plan, assessment is fundamental if we are to measure the impact of the curriculum being taught on learning and progression.  There needs to be a balance between formative and summative assessment and opportunities for those with pupil facing roles to plan their assessment approaches together to ensure consistency, consensus and cohesion. There also needs to be agreement across all teams, departments and year groups as to how and when to intervene when pupils fall behind.

Building a system of positive quality assurance is key to defining the success of the curriculum and its implementation.  It is essential that the process secures high quality outcomes while retaining any strongly supportive team culture.  The process should be qualitative and not quantitative. Data is the result of a lot of other processes that are measured over time.  Lesson observation, learning walks, measuring pupil outputs, student voice, parents’ views are all part of measuring quality. It is, however, essential that all are used to celebrate a learning culture and are not seen as a measure of what is going wrong.  If we build a highly effective quality assurance strategy it will highlight the strengths within the organisation, inform the need for change and provide the steer for next steps in the process of continuous improvement.

Wherever you are on the curriculum journey we have a superb range of training and development courses that have been specifically designed to bring clarity and deeper meaning.  We are a coaching organisation and we achieve outstanding results.  Our courses are set out on our website in three sections,

We are launching a coaching certification programme and some on-line training courses which we are calling CPD in a Box this term.  Have a look at our website for more details.

Make sure all your staff have a CPD offer that is sustainable and provides profound learning that can be cascaded to others and has an impact on the organisation, the team and the individual.