Preparing for subject specific ‘deep dive’ conversations and observations

The phrase ‘deep dive’ is the latest new terminology to come out of OFSTED’s focus on the curriculum and how it is planned and delivered.  I can’t help it, every time I hear the phrase it conjures up for me an image of an OFSTED inspector, in a rubber swimming hat, goggles and baggy trunks preparing to dive into the depths of murky subject knowledge or the dearth of it. Let’s unpick what this means for subject specialists or leaders.

Managing how the curriculum is implemented should fall to the subject team leader or subject expert.  It is their responsibility to create opportunities for that in-depth look at what is happening in the classroom to ensure that the content of subject learning is rich, builds on prior learning and prepares pupils for the next stage of their education. It is their role to translate the curriculum intent into clearly defined strategies for implementation.

This includes a focus on what the National Curriculum is asking for in their particular subject or wider area of study.  English, Maths and Science have a much more in-depth overview of what should be taught than the foundation subjects.  There is a degree of choice and opportunities for subject teams or departments to use their own local context, expertise and knowledge as the starting point for determining the content of their curriculum plan. The essential ingredients are,

  • the sequencing of learning over time
  • creating opportunities for pupils to make connections within and across their learning
  • ensure pupils understand the key concepts that link their learning within a subject and across subject boundaries
  • highlight the key skills that pupils will use and strengthen as part of their learning

In order for the subject or department lead to build a continuum of learning they must define the strategy that ensures schemes of work identify all of the above.  They must look closely at their own criteria for ‘deep dives’ into evaluating the quality of teaching and learning within their subject.  This will include collaborative planning meetings, opportunities to share through the use of professional learning conversations, highly interactive lesson observation and the review of pupil outputs such as in their written work, question and answer sessions and what they have produced in terms of models, presentations, art work and other media.

Some of OFSTED’s research provides a starting point for what subject leaders can use to determine how they can assess the quality of education and learning within their sphere of influence.  Specifically phase 3 of their research which includes 25 curriculum indicators that define what good curriculum design might look like. Also, the more recent publication of their research into lesson observation and workbook scrutiny. These documents give us clues as to a definition of high quality in education outcomes. Individual leaders and managers can add their own deep knowledge and understanding and create a powerful strategy for change or maintaining the status quo.

There is a lot to do and a lot to think about but now I think it is time for a deep dive into rest and recreation as we head for a well-deserved holiday for everyone with a pupil or curriculum centred role in a school or college.  We will continue to dive into the research, create our own and strengthen the Learning Cultures’ CPD offer based around our own deep expertise knowledge and understanding.  I will also keep publishing news-posts through the summer to highlight anything new that emerges.

Happy Summer and we look forward to working with you next term.

Glynis Frater

Observing Quality in the Classroom – measuring the impact of curriculum design

The quality of education is defined by OFSTED as ensuring pupils learn the content of a well sequenced curriculum across all subjects.  This re-balance (their language) requires leaders and their teams to look more closely at what is taught and how it is taught linked to their rationale and ambition for curriculum intent.

The clues to how this can be managed in school are linked to the myriad of speeches, publications and research that OFSTED have published over many months.  My post from last week, Curriculum Coherence and Coaching Conversations talks about a triangulation. This includes, lesson observation, book scrutiny and professional conversations with all stakeholders. The imperative to translate what is planned (intent) into education outcomes that deepen learning over time (implementation) and clearly define how all pupils will achieve their full potential (impact) is critical.

What we have to work with can help to create highly useful best practice models. The result of using these will deliver curriculum clarity to satisfy the inspectorate but will, more importantly, also foster a culture of highly interactive collaboration and the sharing of positive pedagogy that will have a lasting impact on morale, motivation and high quality learning.

Observation of learning is the key. This includes observing pedagogy and the learning outcomes that emerge from that. It also includes assessing the learning through what is written, how well pupils read, how pupils answer questions and what is performed, played, displayed or recorded for practical subjects including drama, PE, design technology, music and art. I have taken the observation indicators that OFSTED are using as part of their own validation and added to them a set of indicators of what observers and teachers might be looking for in terms of learning outcomes. Essentially, a far less subjective set of indicators that are linked directly to evidence of what pupils produce, learn, what they retain and their attitudes to learning.

So, when defining the quality of education, focus on the questions below so that you are clear as to what you would like to see when you observe pedagogy, practice and learning,

  • what are you expecting to see in the classroom, what do you want to see happening?
  • how does the content of this lesson fit into a sequence of lessons and other learning?
  • how is the learning assessed to ensure understanding and next steps?
  • to what extent are all pupils challenged to achieve more?
  • how involved are pupils in their own learning and how well can they articulate how they have accessed and retained knowledge over time?

We are as up to date with all this as it is possible to be. We continue to offer our suite of curriculum courses, including an in-depth and up to date focus on Re-defining the Curriculum.  One of our Leadership and Management courses looks specifically at Lesson Observation. The Art of Positive Lesson Observation – How to use powerful feedback that nurtures reflection, learning and outstanding teaching looks in-depth at the power of positive two-way observation that focuses on learning and successful outcomes for the teacher and their pupils.  At this crucial stage of change you may be looking at performance management and we have a highly acclaimed training day Re-thinking Appraisal and Performance Management- Influencing learning, empowering people and creating a culture of positive change  which will provide a focus on how to ensure every member of staff has a deep understanding of the contribution they can make to high quality education outcomes.

Make time for positive and highly praised CPD from Learning Cultures that is solutions focused, informed by sector led research and delivered by experts in education.

Curriculum Coherence and Coaching Conversations

Creating a coherent and well sequenced curriculum requires a culture change. The imperative is for collaboration and opportunities for leaders, managers and teachers to share in a professional dialogue that defines the quality of curriculum design and how it is delivered.

Last week in my last news post I talked about the triangulation that OFSTED describe in their research into lesson observation and ‘book scrutiny’. The third element of this triangulation is creating opportunities for professional learning conversations with those who deliver the curriculum and those who are recipients of it.  Here at Learning Cultures we know that developing a coaching culture within a school will create the platform for highly effective partnerships to emerge that will translate intent, rationale and ambition into powerful pedagogy and learning.

A coaching dialogue is more than a conversation, more than a discussion. A coach develops the skills to ask questions that probe for deeper meaning to answers given. The first step in a coaching discourse is to establish the goal an individual has set and the parameters within which he or she needs to work in order to achieve that goal.  Where the coach has a profound understanding of the curriculum rationale and ambition for change, he or she can influence and challenge their coachee to determine how their goal or target will contribute to achieving the vision for curriculum design and implementation.

Coaching is about trust and where a coaching culture exists all staff know that they have a part to play in the school’s determination to be successful in their quest for high quality education outcomes. Staff in school know they can innovate, take risks and move out of their sphere of comfort without fear of judgement or reprisal. It is, undoubtedly, this approach that will foster a whole school model that will deliver a well-sequenced curriculum that builds on prior learning, fosters challenge and ensures a tapestry of knowledge and skills.

To complete the list we also have Coaching for Teaching Assistants, Coaching for Cover Supervisors and Coaching for Pastoral Leaders, Coaching in the Classroom and Coaching for SENDCOs or we can design a coaching programme exclusively for your school linked to our considerable curriculum and coaching expertise.

Book scrutiny and lesson observation – evidence for curriculum implementation that defines high quality education outcomes

How intent is translated into the delivery of high-quality educational outcomes must come from looking closely at pedagogy and how and what pupils learn. OFSTED have recently published research into ensuring they can assess this accurately. Lesson observations and ‘workbook scrutiny’ are seen as an essential part of what will provide a spotlight into the quality of curriculum implementation. They see an essential triangulation between observation, a deep review of pupils’ book work and opportunities for face to face conversations. Their research is small scale but it is thorough. ‘How valid and reliable is the use of lesson observation in supporting judgements on the quality of education?‘ and Workbook scrutiny – Ensuring validity and reliability in inspections’

The research is designed to inform the systems that will ensure accurate and valid inspection.  Some of the indicators and research questions could be useful in creating meaningful models for defining a school’s own internal standards that define the quality of education within subjects and across the wider curriculum. The imperative for quality assurance in schools is to ensure that classroom pedagogy reflects how the curriculum intent is translated into classroom practice that leads to effective and deep subject learning and skills competence.  For this there needs to be an opportunity to observe lessons across a range of learning contexts. The quality of teaching and the depth and sequencing of subject knowledge need to be reflected in the quality of work output that is included in pupils’ books, in displays and within their ability to articulate through conversations with adults and with their peers.

For ‘book scrutiny’ four indicators were selected as those that would be observable in workbooks, the focus will be on how subject matter is taught and learned to allow for efficient and meaningful acquisition of new knowledge and whether and how pupils consolidate knowledge so that it remains in the long term memory. The indicators are,

  • Building on previous learning
  • Depth and breadth of coverage
  • Pupils’ progress
  • Practice

The research into the reliability and validity of lesson observation is documented in a slightly larger piece of work. In this document there are a list of 18 lesson observation indicators that inspectors will use as a guide to ascertaining how accurate their judgements are at assessing the quality of education through lesson observation. We have included the indicators in a separate PDF which you can download here.

It is not possible for individual schools to carry out their own research on the scale that OFSTED and other researchers they cite have undertaken. It is eminently possible to use the findings from research to inform internal action planning. There are opportunities to model the research criteria as part of a structure that clearly defines the intention for high quality curriculum design and delivery. From this schools can then focus on identifying the strengths within their school, recognise the gaps and subsequently fulfil the professional development needs that arise. This will create the right culture to build a platform of continuous improvement, positive collaboration and professional learning conversations that will cascade good and outstanding practice.  Creating a triangulation for quality assurance that ensures the rationale and ambition for the curriculum is implemented to achieve a high level of success for all learners. This triangulation is essentially,

  • lesson observation that celebrates positive pedagogy that ensures curriculum implementation linked to the school intent, rationale and ambition
  • looking at learning outcomes within books and as part of displays and other media
  • creating opportunities for a curriculum dialogue to exist for leaders, managers, teachers TAs and pupils

We are continually updating our curriculum suite of courses  to create for schools a series of solutions focused and resource rich experiences linked to well-respected research and our own considerable expertise.



Sequencing learning, mapping subject concepts, content and skills to build a continuum of learning

This is one of the articles in our latest Newsletter Crafting a Creative Curriculum: Planning for a Continuum of Learning . Read the whole newsletter here.

Learning is made up of all sorts of stimulations that force the brain to open up neural pathways that will eventually ensure that what we are learning remains in our long-term memory.  The curriculum offers us a wealth of experiences so that learners can make connections, build on their prior understanding and use the skills they have learnt in English and Maths across a range of contexts or subjects. The careful sequencing of the knowledge and skills learners will learn as they follow the National Curriculum is essential.

OFSTED clearly states in the Quality of Education judgement of their new framework that curriculum planning must demonstrate how content builds on prior learning and leads learners towards stated end points that define progress made. It is not always easy to see clear pathways for learning the knowledge. For instance, in History, the teaching of certain periods does not necessarily have to be chronological. What is taught in one year may focus on the Romans in the next the Tudors. If there is no synergy and no communication across the whole learning spectrum it is unlikely that a sequence of learning will emerge.  It is therefore essential that there is a collective and whole school map that defines the content of the foundation curriculum in primary school from early years to year 6, with an eye on what will be taught in year 7. In the secondary school the map needs to cover what will be taught in year 7,8, and 9 with an eye to what has already been taught in at least years 5 and 6. The content and requirements of GCSE or vocational specifications should also form an integral part of the planning process so that pupils can have an opportunity for exposure to relevant concepts during their key stage 3 experience.

This is quite difficult to manage and requires a degree of expertise in the understanding of the relevant subject in its entirety.  The place to start is with the aims of the National Curriculum programmes of study. If we focus on History, once again, the specification does not prescribe in any way a logical sequence to the learning. It is suggested that there should be a coherent, chronological narrative and the need to deploy a historically grounded understanding of abstract terms (concepts) such as empire, civilisation, parliament and peasantry.  The programme of study suggests that key stage 1 pupils should ‘develop an awareness of the past’ in key stage 2 ‘they should note connections, contrasts and trends over time..’ In key stage 3 ‘Pupils should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.’ It seems clear that part of the planning must be to look at concepts that are key to how the learning should be sequenced. If time is a concept then deepening our understanding of how where we are now has been carved by past historical events should shape the content of the planned curriculum. To take a generic example, an understanding of the concept of power has a very different meaning in History, Geography, Science or PE.  The concept however that power can be destructive, can drive change and can shape and form something new will aid understanding and allow for connections to be made by pupils across a range of learning experiences.

However we determine the sequence of knowledge acquisition, skills competence and conceptual understanding it is essential that subject specialists and leaders create opportunities for serious collaboration across year groups, in departments, across the curriculum divide and at points of transition.  We need to ask the questions,

  • ‘What are we sequencing and how can we create a continuum of learning that will be meaningful for all pupils?’
  • ‘How will pupils learn the curriculum and remember the important learning points that will support them in the next phase of education?’
  • ‘How can we identify and develop the skills pupils need to access knowledge that will ensure they deepen their learning over time?’
  • ‘What are the essential concepts that run through many subjects that will support pupils to recognise the connections that knit their learning together?’

The curriculum is not a strait jacket, it is a guide and gives those with subject expertise an opportunity to be innovative and create seamless learning that will knit together a rich vein of conceptual and subject specific vocabulary, opportunities to use a wide range of literacy, numeracy and the wider skills that lead to deep learning and high levels of progression. The key to this is positive collaboration, joint planning and a map of learning over time. We explore these ideas as part of our course for subject leaders and Heads of Departments.

For Senior and Curriculum leaders

This is one of the articles in our latest Newsletter Crafting a Creative Curriculum: Planning for a Continuum of Learning . Read the whole newsletter here.

Governance and OFSTED – Curriculum content linked to aspirational learning

OFSTED’s Amanda Spielman’s latest speech to Governors at the NGA conference reinforces here conviction and commitment that the curriculum will be and to some extent is already at the centre of inspection.  She starts her speech talking about substance and integrity.

“Getting to the heart of it, this new framework is about two things: substance and integrity. It puts the real substance of education, the curriculum, back at the centre of inspection and supports leaders and teachers who act with integrity.”

We are assuming here that by integrity she means we put the pupils first before results and data! Substance has been a word widely used as the developments about the new approach to curriculum intent, implementation and impact have unfolded.  In terms of substance we need to look closely at the concepts that are upheld as important facets of curriculum design.  Breadth and depth, differentiation, relevance, coherence and continuity all figure as essential components.  Essentially, we must focus on a deep and rich curriculum that weaves concepts, skills and knowledge and sequences learning over time.

Amanda Spielman tells Governors that what OFSTED are clear about is that the curriculum is a core part of the ‘Quality of Education’ judgement.  The outcomes will focus on what the school chooses to teach, but more essentially it is about how the content is taught and how well the curriculum is ordered and structured.  Having a clear focus on the what and the how as part of a strategy for intent and implementation are clearly important.

We all want to know the answer to the question she poses ‘What is a good curriculum?’ Her answer cites the second phase of research published by OFSTED that suggests that there are several approaches to curriculum design and all can work.  She prompts Governors to ask the questions,

  • ‘What do you want your children to know?’
  • ‘What is going to help children in later life?’ 
  • ‘What will help children develop cultural capital?’ 

Cultural capital in the National Curriculum is described as,

“The essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.”

OFSTED judgements will be based on how much schools are giving pupils the knowledge and cultural capital to succeed.  She suggests that for some that should be recognising what is lacking in the home life of some pupils. She also suggests that we identify gaps in knowledge, skills and understanding and that content should be ambitious linked to aspirational learning. What she says OFSTED want to see is a deep and rich curriculum offer that does more than ensure pupil engagement but that creates opportunities for deeper and richer content that will stretch, challenge and provide a range of different contexts within which pupils work outside what is their normal experience.

She makes the statement already said many times before which is undoubtedly true but is sometimes difficult to reconcile,

“If a broad and balanced curriculum is well taught the exam results should almost take care of themselves.”

There is also a within this speech on the role of assessment in determining quality outcomes for pupils learning the curriculum.  The message to Governors is clear. Assessment should be linked to learning, deepening that learning ensuring that pupils can make sense of their learning. This in relation to what has already been taught and understood and how the learning leads to the development of a range of skills linked to reading and writing but also to the wider skills that support pupils to continually develop and grow in their learning.

“Progress should be measured by how much a child has learned the curriculum, rather than when or whether they are hitting a particular target”

Everything said here reinforces the messages from many of the speeches, research papers and the new handbook.  It reinforces for us the importance of a totally collaborative approach to ensuring the curriculum is about substance, depth and breadth. How do staff across subjects, year groups and transition points work together to sequence the learning? How do they define the concepts that underpin the learning and draw out the numeracy and literacy skills that allow pupils to access the knowledge? What assessment strategies ensure pupils know how to use increasingly higher levels of response to demonstrate their understanding?

We have now trained over 500 educators to look closely at their approach to curriculum design and delivery. We have developed some outstanding and well – researched materials and tools to support change where change is needed.  We know that our approach is having a significant impact and are proud of our record so far.

Join us at one of our innovative and hugely well-received training courses. We haven’t changed our ethos and understanding of powerful drivers for learning. OFSTED have though and we can support you to make the right changes where they are needed. Here is a snapshot of our valuable training.



Supporting you to design a high quality sequential and seamless curriculum

We know we are at the cutting edge of understanding curriculum design and delivery.  Our curriculum training is receiving such accolades because we have developed the course content, tools and resources we use over several years. They are linked to what we know are powerful and positive principles that deliver a continuum of learning allowing pupils to make connections, learn how to learn and deepen their understanding over time. We also know through in-depth sector led research how to inspire teachers to deliver innovative and dynamic content.

OFSTED prescribe in their new Handbook for School their requirements for a quality of education. The messages are, deliver seamless learning, build sequence to that learning and weave skills and knowledge in order to create breadth, depth and balance.  We have endorsed these messages over several years. We focus on how to make this happen, not just a review of what needs to happen.

There are several strands and messages that resonate strongly with the ethos and practice we sincerely believe delivers the most potent learning opportunities for all learners and educators whatever their starting point.

Save time by using some of our outstanding resources that we have developed to support schools to make changes where necessary but to also focus on what does work, what is positive and what is already making a difference. Yes, the curriculum is key, it is the product by which we educate, impart knowledge and develop skills for learning, life and the future. The accountability system has up to now created barriers to innovation, risk-taking and creativity for many leaders and managers. School leaders and their teams appear to have the green light to take the initiative and make changes so that they can ignite the passionate teachers, reignite their disillusioned teachers and create a culture that allows pupils to search for meaning and develop the skills that will allow them to think deeply, progress well and achieve their full potential.

We have a full suite of training linked to redefining the curriculum offer.

Empower senior and middle leaders to translate the vision into a coherent rationale for recognising what currently works well but also what needs to change to challenge and ensure breadth, depth and a continuum of learning.

Create subject leaders and experts that know how to lead their teams towards sequencing learning, building on prior learning and striving for the acquisition of knowledge and steady accomplishment of skills that develop the expert learner.

Craft a collaborative assessment policy that consistently delivers opportunities for professional conversations, motivational dialogue and the sharing of positive outcomes.

Focus on transition to make sure there is no break in the learning. Make each key stage count towards the next and be relentless in the pursuit of collaboration that shares pedagogy, learning outcomes and innovative approaches to curriculum planning.

Have a look at our suite of coaching coursesCoaching is by far the most successful CPD strategy a school can use. It is also a potent classroom pedagogy.  If the landscape is bewildering coaching can really help to change to focus and build new perspectives.

We continue to receive outstanding praise for the work we do, we pride ourselves in being without doubt the most experienced and the most well-researched training organisation for the teaching profession. Start your professional CPD journey with Learning Cultures.

Bringing Learning Cultures’ coaching training to a school in Shanghai

Hello from China. I am here in Shanghai to deliver a suite of coaching training for a group of schools.  It has been a privilege and a pleasure to work with some lovely people from an eclectic mix of countries and nationalities. They have all shown such a commitment to the concept of coaching and how it can be transformative as a pedagogy in the classroom, a dynamic and highly effective approach to CPD and a powerful skill for those who manage teams and lead their organisation towards positive change.

It was with some trepidation that I undertook this assignment, wondering as I travelled here how coaching would be viewed in a country such as China.  My first thoughts were that the didactic approach to both school management and teaching and learning would prevail.  What I have seen is exactly the opposite, a wealth of talent, a positive attitude to change management and a desire to create a learning culture across the schools.

Many of the issues facing the staff here are exactly the same as we have in England.  The pressure for results that leads to a tendency to teach rather than to facilitate learning;  a lack of time for genuine collaboration within subjects and across the curriculum and few opportunities for the sharing and celebration of good and outstanding practice in teaching and learning.  The coaching principles that help to address such issues were seen as a positive way forward in the pursuance of consistent high quality education for all pupils and the development of a highly structured training strategy for staff.

I delivered three of our coaching programmes. Leading a Coaching School to the leadership team, Coaching from the Middle for Heads of School, Department leads and other team leaders and Coaching Towards Outstanding Teaching and Learning for those teachers who wanted to lead on developing the coaching approach within the school.

The enthusiasm from the participants and the contributions they made to the activities and discussions we had were enjoyable and hugely informative.  Those of you reading this who have benefited from our coaching training will know what I mean when I say that the experience of learning how to coach is highly motivating and brings a new dimension to how to approach defining pedagogy as part of a collaborative dialogue for continuing professional development and in the classroom to reinforce independence and creativity in learning.

I am looking forward to my return to England where the Learning Cultures’ coaching momentum continues to grow for schools across our country.  I am also pleased by the growing number of schools internationally that are asking us to plan programmes, here in China and in Spain, India, UAE, Australia, Denmark and Czechoslovakia to name a few more.  We are making a difference with our unique training offer.  It is the start of a journey and once you realise how powerful coaching can be you will not turn back.

From Glynis, here in Shanghai.

Inspecting the Substance of Education – OFSTED publish their framework for future inspections

Inspecting the substance of education is at the heart of OFSTED’s new handbook, published on 14th May.  There are few changes to part one and these are essentially linked to slight differences to how schools and inspectors need to prepare for inspection.  There is however, one significant additional section that ripples through the whole document.  ‘Overarching approach to inspection’. There is a clear message.  All school leaders must create the culture that delivers a high-quality and connected curriculum where all staff work together to achieve the highest possible standards for their pupils.

As set out in the ‘preparation’ section (paragraphs 54–55), inspections under the EIF always begin with in-depth discussions with school leaders and curriculum leaders about the school’s curriculum.

Leaders will need to ensure they have the answers to questions such as,

  • ‘What are pupils expected to learn?’
  • ‘What are the end points that leaders want pupils to reach?’
  • ‘What are the key concepts that pupils need to understand and in what order will they learn them’?’
  • ‘What is the sequence of learning that will ensure pupils build and deepen their learning over time?’
  • ‘How is the behaviour and attitudes of pupils creating the right conditions for learning?’
  • How is the curriculum supporting pupils’ personal development in many diverse aspects of life?

During inspection, inspectors will look to gather first hand evidence of whether what is being delivered and the work pupils are producing matches the curriculum intent. Inspectors will work together with curriculum leaders, talk to individual teachers and pupils and look at pupils’ work (in its widest sense).  Inspectors will draw together the various strands of evidence from different pupils, classes, departments and year groups.  What they want to see is the connections between different pieces of evidence gathered by the inspection team.

OFSTED’s rationale for this approach is to gather evidence that will allow inspectors to focus on the overall quality of education that is on offer across subjects, year groups and classes.  Essentially, it requires all staff to work collaboratively to plan how to implement an inter-connected curriculum offer so that pupils build on prior learning, deepen their knowledge over time, retain that knowledge and have the skills that enable them to continue to access rich learning experiences within the core and the foundation subjects and in a wider learning context as well.

Now is the time to focus on how to ensure there are opportunities for collaborative and shared planning.  Staff need to work together within their teams or departments. They need to communicate and plan across subjects and topics so that teachers and pupils can see the connections and concepts that transcend the subject divides.  There are many component parts of a sequential curriculum that need to be woven together to create a tapestry of learning. Where this happens learning grows over time and ensures all pupils are able to make connections across their learning, deepen their subject and conceptual knowledge and become unconsciously competent in their use of the skills that help them access curriculum content and obtain the cultural capital they need to for life.

The Learning Cultures curriculum team have designed some highly effective tools and resources. They are already being used successfully in schools to create a cohesive and collaborative approach to ensuring all staff who have a responsibility for planning and delivering the curriculum are working together to interpret the stated intent and vision and translating it into a positive and exciting interconnected curriculum offer.

All our training is informed by research and a deep understanding of curriculum and how it should be developed to create high quality learning.  Join us to learn from our expert team.

For senior, middle and curriculum leaders


For curriculum and subject leaders

For Primary and secondary literacy and numeracy co-ordinators

For those involved in planning for assessment of the curriculum

Essential CPD to weave a learning culture through curriculum design and delivery

Work with the experts and ensure that all your staff including senior leaders, middle managers, subject specialists, teachers and support staff are all equipped and ready to deliver a seamless and sequential curriculum. Create a curriculum offer that is designed to embrace knowledge, focus on skills and identify cross-curricular and subject specific concepts that will allow pupils to see connections and deepen their learning over time.

If you haven’t already and many have, start with our Re-thinking the curriculum suite, we have places available throughout the summer and autumn terms.

Collaboration and positive professional dialogue are key to creating the right culture to ensure all staff build on what they do well and what needs to change. Creating a coaching culture is by far the best way to ensure all staff are working together using professional dialogue to share good practice, develop highly effective strategies for learning and achieve the school vision.  For leaders and managers developing the coaching skills that will empower others to deliver the vision, rationale and ambition for curriculum change is profound. Join us at one of our coaching events highlighted below.

For pastoral leaders who will have a pivotal role in assessing the impact of curriculum change on the well-being and learning potential of their pupils and for the SENCO where parity is high on the agenda as is a curriculum that meets the needs of pupils with special needs we have these tailor made training opportunities.

For Teachers and support staff coaching can have a significant impact on how well pupils can access the curriculum, deepen their learning, ensure that they become unconsciously competent in their use of skills and can access knowledge that will enter their long term memory as part of a process of deep learning over time. We have superb training opportunities with original and highly praised content.

Pivotal to ensuring that the vision, rationale and ambition is translated into positive outcomes for learners is ensuring that all staff know the part they play in the school’s journey towards creating successful outcomes. It is essential that professional development for all staff fosters confidence and provides opportunities for the sharing and cascading of good practice and the cascading of innovative learning opportunities. Ensuring the appraisal process and subsequent quality assurance processes will be a secure confirmation that the curriculum intent is translated into positive implementation and profound impact for all learners. Ensure performance management is linked to a professional development agenda using our training below.

Curriculum concepts, knowledge for sequential learning and the core and softer skills are at the heart of ensuring the curriculum weaves deep understanding and creates opportunities to build on prior learning and informs future learning.  Ensure all staff can see how the skills are essential to accessing knowledge and deepening learning over time.

All our courses are designed using the most up-to-date sector led research.  We have created a CPD offer that means all the materials and resources are available for you to use following on from the training so that they can be used to cascade yours and your colleagues learning to others.  Build a learning culture that delivers seamless learning with a curriculum packed with concepts, skills and knowledge using prestigious and expert training programmes.