Most teachers probably have little experience of distance teaching. Their role is fundamentally to be there in the classroom to teach, facilitate learning, support and challenge.
While schools are closed how can teachers offer a presence that ensures pupils can continue to have a meaningful and valuable education?
We have been building some of our training courses for educators to be delivered through an on-line platform. This has given us an extraordinary insight into how to create that presence remotely. I want to share some of our learning that you can use to ensure that pupils are inspired to continue to learn and progress.
Here are 10 top tips that have helped us to develop our on-line presence:-
- Create some protocols to share with pupils prior to embarking on any kind of on-line learning strategy
- Check the technical capability of your IT infrastructure and what pupils are using at home. If diagrams, text and pictures are difficult to see it will impact on motivation
- Plan carefully so that there is a sequence to the learning that becomes a clearly defined map or journey for pupils to follow
- Make sure pupils are prepared in the same way you would expect if you were still in the classroom, the right equipment, good posture, comfortable dress and readiness for learning
- Focus on the end points and work backwards to ensure that the learning is sequenced well and be clear what you want pupils to achieve
- Be very clear as the to the learning goals and objectives. Focus on how you can ignite interest by matching your expectations with the pupils’ interests and capabilities
- Define a study plan that outlines what pupils are learning, how long will the session last and how the session builds on prior learning and prepares for next steps in learning
- Use this opportunity to focus more on study skills than on content, such as specifically teaching listening skills, note taking skills; how to use enquiry techniques to support self-study or a focus on reading to learn (comprehension)
- Create opportunities for discovery learning by posing questions to stimulate pupils to find out for themselves
- Find activities that are fun, and learner centred. On-line is their domain trust your pupils to be solutions focused and innovative in how they use their time for learning
Our on-line learning suite of courses for leaders, managers and teachers will be available in April. The first courses are listed below. Email us to register your interest.
Our expert curriculum team have developed a suite of highly interactive training linked to the ‘deep dive’ questions OFSTED are asking of school leaders and managers. We have drawn on several commentaries to compile this list both from Headteachers who are currently mopping up after an inspection to eminent researchers and commentators who have surveyed the depths to offer advice on how to reach the surface successfully.
Creating the culture that will ensure there is a synchronised approach to curriculum design, high quality pedagogy, subject expertise, assessment and evaluation requires senior leaders to create a clearly defined plan that all staff can navigate by. In order to achieve this everyone needs to work together within their subject and as part of cross-curricular and cross-phase teams to confidently have the answers to some of these questions.
All staff need to have a definite and clear understanding as to the answers that mirror the school’s intent and ambition for the curriculum and for the pupils it serves. The right management processes need to be in place. Subject and curriculum teams need to have the answers at their fingertips about how they deliver a well-sequenced, conceptual and progressive curriculum. The focus must be on leaders and managers creating a longitudinal and latitudinal chart that all staff can interpret, plan with and deliver.
One theme that resonates across all the examples of questions we have seen is the need to ensure there is professional development support including high quality training so staff can confidently deliver the curriculum.
Here at Learning Cultures we have focused on the answers to the many questions being asked of leaders, managers and subject specialists. We have created a CPD offer that covers all the elements that need to be in place to ensure the curriculum is safely delivered. Our training offer is highly interactive, provides a range of useful re-usable resources and activities and is built on highly respected sector led research.
The questions provide a revealing spotlight into what school leaders in both primary and secondary schools need to look for themselves when assessing the successful implementation of their stated aims and goals for the curriculum. However, subject leaders and their teams need to have the answers that reveal a kaleidoscope of creative and innovative learning that is consistent and leads to parity and progression for all learners. Essentially, this requires schools to embark on an immersive CPD journey towards dry land.
For leadership teams
For subject and curriculum leads
For all those who assess learning
Look at our courses on transition from KS1 to KS2 and transition from KS 2 to KS3 and our courses for those involved in embedding literacy and numeracy across the curriculum
We have put together a set of ‘deep dive’ questions for leaders and managers. They are modelled on a wealth of education articles and from some headteachers who are currently drying out after OFSTED’s plunge into their school’s curriculum and how it is constructed and delivered. It is these questions that OFSTED are asking senior, curriculum and subject leaders before they submerge themselves in classroom practice, pedagogy and learning outcomes and then embark on conversations with teachers and pupils.
All staff need to be able to answer with confidence some of these questions. Essentially, their purpose is to ascertain to what extent there is consistent high- quality pedagogy, expert subject knowledge and a profound understanding of learning and how it happens across all subjects and within cross-curricular learning.
Creating this cohesion requires the right management processes to support subject and curriculum teams to have the answers at their fingertips about how they deliver a well-sequenced, conceptual and progressive curriculum. They need to have cohesive curriculum maps will that give all leaders and managers with a curriculum focus a blue print or roadmap to ensure that learning builds over time taking into account prior learning, gaps in learning for some and extending learning for others and assured progression for all.
The emphasis on continuing professional learning and support for all staff across the school is evident in all the examples of questions that we have drawn from. All staff need to know what it means to sequence learning, to develop pupils’ conceptual understanding, to create curriculum maps, assess for progression and assess for deep learning and understanding. We have been an integral part of curriculum development and the CPD that is an essential element of it for over twenty years. There is a logic to what is being asked for here. It is not about the inspectorate it is about your school, your staff and your pupils and ensuring the best outcomes for all. The questions are a good starting point for an immersion into curriculum design, powerful pedagogy and expert teaching and learning. Our training will give you the answers that are still lurking below the surface either forgotten or not yet understood.
For leadership teams
For subject and curriculum leads
For all those who assess learning
Look at our courses on transition from KS1 to KS2 and transition from KS 2 to KS3 and our courses for those involved in embedding literacy and numeracy across the curriculum
Coaching in education is a powerful pedagogy. Creating the right culture for change is far easier to manage where coaching principles are a part of the process. Coaching is solutions focused, builds on what already works well and highlights the positive.
The current imperative to look closely at the curriculum and how it is designed and delivered has many elements that all need expert leadership and careful management. Research from OFSTED is helping to explain some of the drivers for change but does not necessarily provide the answers to how that change might be implemented effectively across all phases, year groups and subjects. Learning how to coach can provide all staff with the skills, self-belief and self-awareness that will help them to have the confidence to innovate and give them the tools and skills to shape a new future together with their teams, their colleagues and their pupils.
“Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them”
It is clear from reports and experiences from those who have recently been visited by OFSTED that inspectors are not spending much time interviewing the head or the senior leadership team, they are heading into the classroom, talking to teachers and to pupils, reviewing how the curriculum content is determined, sequenced and assessed and looking closely at the quality of output from pupils. They want to see the expertise of leadership as a part of the learning process and how that leadership translates into a high quality, deep and rich curriculum delivered by highly trained and well-informed practitioners.
Where coaching is the driver for change there are superb opportunities for professional dialogue where individuals can share their planning, look for cross-curricular opportunities and collaborate about pedagogy, progression and learning. Where teachers learn how to coach, they also have a repertoire of skills including deep and rich questioning strategies, influencing techniques and active listening skills that will reap outstanding opportunities for progression and deeper learning in the classroom.
Create a learning culture through coaching and be safe in the knowledge that there is outstanding learning emerging from a deep and rich curriculum and through a shared dialogue and commitment to continuous improvement. We have designed a coaching culture with a series of coaching courses for all staff working in education.
My overarching message is for all schools to realise the value of strategic thinking that ensures that it is the curriculum and how it is delivered that creates outstanding teaching and learning. There is an imperative for all schools to pull together the strands that weave a seamless and sequenced curriculum. The principles are the same for every phase of education, once those principles are defined the content can be woven to ensure progression and deep learning lead to successful outcomes for all learners.
The phrase ‘deep dive’ is well used by advisors, OFSTED inspectors and inevitably by trainers like ourselves. What do they actually mean and what do they actually achieve? Read my news-post Preparing for Subject Specific Deep Dive Conversations and Observations and our latest newsletter, where we have looked in some detail at the implications of these activities. We have taken the research and developed a suite of highly successful and practical courses and opportunities for INSET. They have been extremely well-received.
We want to stress in our capacity as advisors and coaches to the education profession that this isn’t about OFSTED or any other inspectorate. It is an opportunity to review your curriculum, focus on the rationale for what is to be included and have a clear perspective on what pupils already know and will learn in order that they thrive in the future. It is essential that we see change as a powerful opportunity to empower all staff to focus on how they influence learning. The key focus has to be on highly- effective and well-structured CPD for everyone who has a part to play in planning and delivering the curriculum.
There are three parts to ensuring that leaders, managers, teachers and support staff all have the training to ensure they can create depth, breadth and a continuum of learning linked to their own detailed and profoundly well thought through curriculum vision and rationale and these are,
We have training for senior leaders that sets out the strategy for change and provides a wealth of practical tools to use with senior teams.
We have an outstanding course for subject leaders, Heads of Department or curriculum managers that will prepare all those who attend with the tools and knowledge to ensure any spotlight will reveal the implementation of high quality curriculum outputs.
We have courses that focus on primary and secondary assessment and that look closely at how to develop a culture where quality assurance is every member of staff’s responsibility.
Reviews following on from our training rate the quality of the materials and the resources we provide as outstanding. We publish reviews alongside the relevant courses on our website. Work with us, we are the experts and we can help you to create a culture of positive change.
The dawning of this new year and new decade promises a future where change is inevitable. Although education policy has not been high on the political agenda over the past three years, we can expect new blood will bring new ideas. OFSTED have not been part of the impasse and have, on the contrary, been very proactive in their quest for change in relation to how the National Curriculum is planned, delivered and assessed. Although there are difficulties with time, expertise and the sheer audacity that questions the old accountabilities and measurements of success the approach that OFSTED have taken does focus on teaching and learning as the keys to creating a curriculum that equips pupils with the knowledge and skills for their future. This is unlikely to change, certainly not in the short term.
The current OFSTED handbook is a Pandora’s box where leaders need to be fully aware of the enormity of the changes and the implications for their leadership and management teams and for their teachers and support staff. The emphasis on a curriculum that delivers sequential learning over time has profound advantages for teachers and their pupils. The need for much more collaborative and solutions focused planning time, opportunities for reflection and the sharing of resources and good practice are an essential pre-requisite to success. Where these exist all staff feel empowered and motivated to work together towards a clearly defined blue print that delivers high quality outputs and positive impact.
OFSTED talk about a triangulation that incorporate:-
- a review of the pedagogy that delivers high quality learning driven by a well-constructed deep and rich curriculum
- a scrutiny of pupil outcomes from the work they produce as well as their ability to articulate their understanding of how they learn the curriculum and how they make connections across their learning
- evidence that time is created for professional learning conversations that are the backbone of a highly innovative and pro-active programme of continuing professional development
CPD has to be a prominent driver for all schools. Creating the evidence that there is a consistent whole school, trust or alliance focus on collaboration, high quality delivery and positive and measurable impact are critical. The Learning Cultures’ philosophy is to provide training that can be cascaded widely ensuring it is cost effective and sustainable over time. Below we have listed some of our curriculum courses. We also specialise in coaching and our suite of coaching courses will create the culture to deliver powerful change. We have experts, we use the most up to date research and we have developed powerful interactive resources that continue to deliver a long time after the training itself is complete. We also have developed a suite of training that delves into all aspects of curriculum change and the quest for high quality learning.
Curriculum intent, implementation and impact
A focus on formative assessment as an integral part of curriculum planning
Quality assurance – a system for education
Preparing for the ‘deep dive’ into subject specific learning
Transition a vital key to sequential learning
Literacy and numeracy – weaving a tapestry of skills across the curriculum
We can help you to cascade best practice and deliver high quality learning. Don’t waste time and resources on less effective training. Build a CPD strategy that defines high quality through the development of skilful and highly motivated coaches and educators for the 21st century.
Time is finite. We all have the same amount of time. It is what we do with that time that makes a difference to our well-being and our success at work. How often in your place of work is time cited as the reason, the problem or the issue? We need to turn this paradigm around and focus on how to make the best use of the time available to us in order that what we set out to do we can actually achieve.
Developing a coaching culture within your school or college can have a significant impact on how leaders, managers, teachers and support staff use time wisely and well.
Coaching starts with goal setting and focuses on how to ensure there is the will and the skill to achieve that goal. The goal needs to be effective, clear and structured and linked to a wider vision for improving learning. A goal must be SMART, specific, measurable, achievable, realistic and be defined in terms of the time it will take. A goal needs to focus on what can be achieved in the future based on what success will look like. Probing deeply to ensure that the goal is the right priority for the individual goal setter requires a coach who can ask incisive and rich questions that will foster reflection, self-awareness and self-belief.
In order to use time effectively to achieve that clearly defined goal the individual must have a commitment to ensuring success. He or she needs to be aware of the risks and barriers that might impede their progress and use up valuable time. It is their responsibility to empower others to work towards a common outcome and celebrate the steps along the way. The owner of the goal must keep sight of progress being made, emphasise what has been achieved and what is still to be completed and remain focused on achieving the carefully agreed steps along the way. It is essential to remain fully on task. The temptation to take on other priorities or follow a path less troublesome will eat up time and ensure that nothing is achieved.
Creating the right coaching culture can save valuable time, build your teams so that they can manage time efficiently and inspire each other to work together towards carefully structured outcomes that have an impact on improvement, learning and achievement. Follow this process and time will become less of an issue or an excuse.
- Encourage the setting of carefully structured and SMART goals linked to the school or college vision for improving learning
- Become adept at asking deep and probing questions that raise awareness and ensure that the responsibility lies with the goal setter
- Develop the coaching skills of all those involved in achieving goals for improvement and encourage a culture of positivity and accountability
- Ensure all staff reflect on how they are using their time to prioritise what they have set out to achieve
- Use questioning to foster self-reflection where individuals go off task or begin to focus on issues that are not a part of their stated goal for success
- Encourage individuals to set their own time limits for when they will achieve their goal
- Celebrate small successes along the way and communicate the impact that is the result of achieving the end goal
- Create opportunities for individuals to reflect on their own ability to achieve the task in hand and how they can continuously improve their performance
We have the most prestigious suite of coaching courses for all staff in a school or college.
Coaching creates the right culture for reflection, awareness and responsibility and is a powerful driver that gives all staff the confidence in their own ability to make a difference.
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.
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.
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.
- Ensuring a clarity of purpose for all staff and pupils through the use of highly structured professional learning conversations
- Lesson observation and teacher reflection through a critical focus on pedagogy and the learning that emerges from skilful classroom practice
- 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.