The architects of positive curriculum design must start with defining the concepts that will build a coherent and deep offer that delivers seamless learning and progression. This is essential if the curriculum is to deliver the highest quality education for all pupils across the ability spectrum.
OFSTED’s new handbook and associated research reinforce the need for a clear and coherent rationale for curriculum design. Creating a cohesive, inclusive and rich curriculum offer remains the key challenge for all headteachers and their senior leadership teams across all schools from early years, in primary and secondary schools and in post 16 education.
There are two parts to this and both require a focus on certain clearly defined concepts. The curriculum intent, ambition and rationale is defined by an overarching set of concepts that include breadth and depth, relevance, continuity, progression and attitudes to learning. Subject leaders have a pivotal role in ensuring the curriculum is implemented so that what is delivered reflects the vision, the intent and the ambition. The concepts that subject leaders need to focus on in relation to strategic planning for their departments, faculties or teams might include coherence, differentiation, continuity, knowledge, skills and understanding.
There is a third set of concepts that then need consideration as the planned curriculum is delivered to ensure high levels of learning and progression. These are linked to both subject content and to generic learning outcomes that are essential to learning in the classroom, across the curriculum and beyond. Subject concepts might include, sources, predictions, measurement, beliefs, methods, settlements, environment, to name but a few. Have a look at a list we have compiled, it is a work in progress. If subject teachers simply focus on the knowledge within their subject and do not see the connections both in relation to skills and generic learning concepts, opportunities for depth and breadth, continuity and coherence may be lost.
The key to leading this process and to orchestrating strategic practices that are consistent across all teams, subject specialisms and cross curricular partnerships is to ensure high levels of collaboration and professional learning conversations that bring together expertise from the senior leadership team, within subject specialisms and across the subject divides.
It is essential to turn the concepts into contexts that create clearly defined and workable solutions that all staff can contribute to achieving. This will happen if continuing professional development (CPD) is carefully planned and linked to quality curriculum implementation which is seen as the essential and overarching vision.
- Re-defining the Primary Curriculum – Delivering high quality seamless and sequential learning across the primary phase
- Re-defining the Secondary Curriculum – Defining purpose, sequencing seamless content and delivering impact
Build a coaching culture that will support highly effective collaboration for leaders, middle leaders and subject specialists,
- Leading a Coaching School – A coaching programme for senior leaders
- Coaching from the Middle – How to influence change and aspire to leadership
- Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential, seamless and deep knowledge and skills
Develop the coaching skills and pedagogy that will deliver a cohesive and positive curriculum and ensure teachers can share and cascade their practice widely,
- Coaching Towards Outstanding Teaching and Learning – How to use powerful feedback that nurtures reflection, creates opportunities for deep learning and shares and cascades great pedagogy
Have a look at other coaching courses, courses linked to teaching and learning and those that support curriculum planning and implementation. Start your journey towards a seamless curriculum with Learning Cultures.