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
- Realising the Primary Curriculum Vision – A triad of evidence based solutions
- Realising the Secondary Curriculum Vision – A triad of evidence based solutions
A focus on formative assessment as an integral part of curriculum planning
- Assessing Learning Outcomes Over Time in the Primary School -A focus on how to assess the learning and the acquisition of skills and knowledge for deeper and sequential learning across the curriculum
- Assessing Learning Outcomes Over Time in the Secondary School – A focus on how to assess the learning and the acquisition of skills and knowledge for deeper and sequential learning across the curriculum
Quality assurance – a system for education
- Quality Assuring Curriculum Delivery for Impact – How to create a blueprint that delivers a school focused collaborative system
Preparing for the ‘deep dive’ into subject specific learning
- Defining and Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential and seamless learning and deep knowledge and skills
Transition a vital key to sequential learning
- Moving on – creating a transition strategy that builds a continuum of learning from Key Stage 1 to Key Stage 2 and beyond
- Crossing the Transition Bridge – How to build on prior learning and ensure seamless progression as pupils move from primary to secondary school
Literacy and numeracy – weaving a tapestry of skills across the curriculum
- Literacy is the Language of Learning – Ensuring that reading, writing, speaking and listening are integral to all learning across the secondary curriculum
- Mastery and Deeper Learning in Literacy and Numeracy across the Primary Curriculum – Creating a tapestry of learning through the weaving of skills across the curriculum
- Maths Concepts in the Wider Curriculum Context – Figuring out where numeracy equals learning
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.