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.
- Realising the Primary Curriculum Vision – A triad of evidence based solutions
- Realising the Secondary Curriculum Vision – A triad of evidence based solutions
- Defining and Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential and seamless learning and deep knowledge and skills
Where assessment of learner outcomes is consistent and linked to planning there is profound evidence of a cohesive curriculum strategy.
- Assessing Learning Outcomes Over Time in the Primary School – A focus on the acquisition of skills and knowledge for deeper and sequential learning
- Assessing Learning Outcomes Over Time in the Secondary School – A focus on the acquisition of skills and knowledge for deeper and sequential learning
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 a Coaching School – Empowering a culture of positive change that cascades continuous improvement
- Leading from the Middle – How to use coaching to influence change, build outstanding teams and foster innovation
- Coaching Towards Outstanding Teaching and Learning – Developing and mastering a range of coaching skills for teachers creates a powerful pedagogy for learning
- Coaching for Teaching Assistants and Support Staff – Encouraging reflection, innovation and challenge
- Coaching in the Classroom with Pupils – creating the pedagogy that delivers deep learning, fosters resilience and creates reflective and independent learners