Transition from primary to secondary school is in the spotlight as never before. How can you make sure that you can create the right conditions for pupils to make the leap from their primary school to a very different secondary world?
Curriculum leaders, year heads and pastoral leaders should join us online to learn from experts in the field of transition how to ensure that pupils can build on their prior learning, have the confidence to continue their learning journey and feel safe and comfortable with the many changes they will encounter.
We have included a new section looking specifically at some of the issues that will inevitably emerge as a result of the current pandemic and its effect on pupils’ academic achievements as well as their well-being and self-esteem.
The online version of ‘Crossing the Transition Bridge from KS2 to KS3 – How to build on prior learning and ensure seamless progression as pupils move from primary to secondary school will provide you with the same resources, activities and extra research and other articles to support the development of a transition strategy that will ensure all pupils thrive and progress during their vital first year in secondary school.
The cost for this online course is £145.00 + VAT which is discounted by 50% of the cost of the offsite course. We are hosting our online courses as two half days instead of one full day with time to reflect in between. The dates are 23rd June and 3rd July. The only thing missing is the superb lunch we always provide and pastries and biscuits. That will be up to you!
Other similar courses being hosted this term are listed below.
We also have a suite of courses available on our MOODLE site that can be delivered at any time to all staff. Have a look at these on our website here.
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
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.
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.
Ensure your middle managers are leading their teams with clarity of purpose by developing their ability to coach others. Coaching allows managers to use highly effective professional conversations to ensure that curriculum rationale and ambition is translated into positive pupil outcomes.
Essentially, it is subject and curriculum managers that must communicate the messages established as curriculum intent and inspire their teams to plan and deliver a sequential learning platform of the highest quality. The most successful approach to ensuring this happens is to create a culture of self-reliance, reflection and trust. Each individual needs to feel empowered to take risks and make relevant and positive changes. They need to have the skills to collaborate within teams and departments as well as across the curriculum, year groups and key stages.
Middle leaders are pivotal. Across the range of subjects and within a broader curriculum remit there needs to be a clearly defined plan of action that covers a wide range of potential change to current practice. Subject and curriculum design expertise are a pre-requisite of the job role. However, there are a range of other more generic skills that are also vital. Managers need to be able to lead change, inspire innovation, understand how teams are formed for success and ensure that stated goals become positive outcomes.
Leading from the middle is the key to ensuring everyone is on board and knows the part they play in achieving the school vision for continuous improvement. It is the role of the senior leader to define the vision, rationale and ambition for the school. Middle and subject leaders then disseminate to their teams how they can all work together to create well focused strategies for change or review. Therefore, they must have the right professional development that will enhance their role as effective communicators, powerful influencers and positive motivators.
Developing their coaching skills and implementing a coaching culture is, we know, a sustainable and cost-effective way of ensuring middle leaders develop and cascade a wide range or leadership skills and achieve sustainable change and cohesive teams. The skills of a coach are those that empower others to find solutions, reflect on their own strengths, focus on the positive and deliver within well-defined frameworks. Our suite of coaching and curriculum courses provide the solution that will deliver cohesion, professional learning conversations and strategies that are time efficient.
For middle and subject leaders, we have two well-researched one- day courses
For leaders who want to use coaching as part of a sustainable and cost effective CPD solution start with,
All teachers and support staff will benefit from learning how to coach,
How pupils make progress as they travel through the curriculum must be at the heart of curriculum planning. An essential part of this is to ensure we can accurately assess that progress is being made and that learning is sustained.
It is therefore essential that assessment of learning is a critical part of the substance of the curriculum design. The introduction of the National Curriculum in 2014 saw the end of a generic system of assessment linked to clearly defined levels. Learning curriculum content and deepening knowledge and understanding is now much more of a focus for defining pupils’ progress whether in the primary or secondary phase.
The emphasis is more on progress linked to the knowledge and skills pupils develop incrementally within subjects and across the curriculum. There needs to be a cohesive whole school strategy where teachers work together to ensure that the learning is sequential and developmental. Reading is a critical skill, as are all the other literacy skills embodied in the programmes of study across all subjects. Maths is taught conceptually but mastery will come when pupils can make connections and apply the concepts they learn in Maths in contexts across the curriculum.
The curriculum programmes of study are a blueprint for creating a progression model. What pupils will learn and how they will learn it needs to be clearly defined in order that teachers can assess whether progress has been made. A rich curriculum offer will recognise that subjects are interwoven, that concepts transcend subject learning, that the core and wider skills for learning are an integral part of every subject and pupils need to know where and how to apply them in and across all subjects.
This won’t happen unless time is given to shared planning across year groups, within and across curriculum subjects and at transition points. There needs to be a culture where professional learning conversations articulate the ambition for what pupils will achieve as they journey towards well-defined outcomes and achieve their potential. School leads to a final end point which is life and work but there are steps along the way and assessing learning and progress must define these carefully.
We have an outstanding range of CPD that will support leaders, managers and teachers to be at the forefront of this curriculum evolution. Our knowledge and expertise are highly praised and we have a wealth of well-researched resources that provide a platform for future learning across the whole school or college. Below is a flavour of our curriculum offer. Coaching is the best way to build a culture of professional learning, have a look at our Coaching in Education section.
For primary schools
For secondary schools
Taking a look at the most recent OFSTED reports where inspectors have been into schools this term makes interesting reading. There are several entries where schools have been judged inadequate or requiring improvement who were previously outstanding or good. The change of emphasis to a much deeper dive into the way the curriculum is planned, sequenced and assessed is clear in the improvement strategies these schools are invited to address. I have listed here several quotes that are typical of what is deemed to be missing,
“The school’s curriculum is not sufficiently sequenced and coherent. The breadth of the National Curriculum is not covered in all subjects.”
“Leaders need to make sure that the curriculum is planned so that teachers can build pupils’ knowledge sequentially, over time, allowing them the learn more and remember more.”
“The curriculum is poorly planned and taught. Pupils do not gain enough skills and knowledge of subjects outside reading, writing and mathematics.”
“Improve the effectiveness of leadership by ensuring that learning in the wider curriculum is carefully sequenced so that pupils make good progress within topics and year on year.”
“Improvements should be made by developing the curriculum, in both the core and the wider curriculum subjects, so that it is well planned, builds on prior knowledge and understanding, meets the needs and interests of all pupils and enables them to achieve well.”
The messages could not be clearer. There is a sharp focus on curriculum sequencing, building on prior learning and planning to ensure pupils develop deep knowledge and skills across all their learning. I could have included several other quotes about issues relating to assessment and the concern about subject knowledge and subject expertise as well as issues about how the curriculum is taught but this is a news post and not an essay.
Over the past few months we have followed the development of curriculum research, commentary on curriculum design and finally the publication of the latest OFSTED handbook for schools in a series of news posts and comments. You can read the story so far here. We have developed some outstanding resources and tools to support leadership teams, curriculum managers and subject leaders to plan and deliver a deeply knowledge rich and skills focused curriculum. We have focused on how to make this happen using practical approaches and well-researched strategies that are receiving high praise. Our training is practical and solutions focused and is based on the principles of coaching. There is no better way to cascade outstanding practice and build a culture of professional dialogue that is shared across the whole school.
Have a look at our website for the many other training courses that are both relevant and will enhance the CPD potential in your school. We run superb INSET training or off-site courses. There is something for all the staff in your school or college.
What are the curriculum priorities that will guarantee a rich and deep curriculum offer that sequences learning over time? They must include,
Creating the right teams that can take forward the vision and rationale for breadth and balance of the curriculum. Teams that can work together to create a sequential curriculum that weaves concepts, knowledge and skills into a body of learning.
A balance of innovation and conventional pedagogy that creates informed choices for how the curriculum should be taught. Developing a culture of professional learning that means staff within teams and departments, across year groups and at transition points all talk to each other and learn from each other.
A clearly defined strategy for highly effective CPD that is agreed linked to individual and team development needs. If change is fundamental to re-defining the curriculum and how it is developed and delivered all staff will have their own collective and individual needs. It is vital that this is planned and implemented to ensure that all staff are able to collectively deliver curriculum intent.
How the learning is assessed must be woven into the curriculum plan, assessment is fundamental if we are to measure the impact of the curriculum being taught on learning and progression. There needs to be a balance between formative and summative assessment and opportunities for those with pupil facing roles to plan their assessment approaches together to ensure consistency, consensus and cohesion. There also needs to be agreement across all teams, departments and year groups as to how and when to intervene when pupils fall behind.
Building a system of positive quality assurance is key to defining the success of the curriculum and its implementation. It is essential that the process secures high quality outcomes while retaining any strongly supportive team culture. The process should be qualitative and not quantitative. Data is the result of a lot of other processes that are measured over time. Lesson observation, learning walks, measuring pupil outputs, student voice, parents’ views are all part of measuring quality. It is, however, essential that all are used to celebrate a learning culture and are not seen as a measure of what is going wrong. If we build a highly effective quality assurance strategy it will highlight the strengths within the organisation, inform the need for change and provide the steer for next steps in the process of continuous improvement.
Wherever you are on the curriculum journey we have a superb range of training and development courses that have been specifically designed to bring clarity and deeper meaning. We are a coaching organisation and we achieve outstanding results. Our courses are set out on our website in three sections,
We are launching a coaching certification programme and some on-line training courses which we are calling CPD in a Box this term. Have a look at our website for more details.
Make sure all your staff have a CPD offer that is sustainable and provides profound learning that can be cascaded to others and has an impact on the organisation, the team and the individual.
Lead a Coaching School – Create the quality outcomes that deliver outstanding learning and teaching
I have used the theme quality as the subject for the latest newsletter from Learning Cultures ‘How Do We Define Quality in Education – linked to curriculum planning, pedagogical input and learning outcomes? Quality in this context requires a strategy for ensuring every member of staff across a school, or in fact any organisation, is fully conversant with the part they play in creating outcomes that are positive and deliver results. The current focus on developing a sequenced and well-balanced curriculum needs to be managed using clearly defined quality processes. However, implementing the principles and ensuring consistency across all subjects, year groups, departments and phases or key stages requires a model such as coaching that determines the structures within which quality outcomes are unconsciously achieved.
Creating a coaching culture will provide the dynamic and highly effective strategies required to create a collaborative and sequenced curriculum. Coaching provides leaders with the skills to empower others to change and grow. Coaching creates for middle and subject leaders, the ability to motivate others to deliver high quality teaching, differentiated learning and consistent stretch and challenge. Coaching provides the medium by which teachers can share outstanding teaching and learning, reflect on their own ability to inspire their pupils and ensure a deep knowledge rich curriculum can be the right of all pupils through the development of the skills they need to make sense of their learning.
The emphasis is firmly on the need for greater collaboration and opportunities for professional learning conversations. We need a cohesive narrative that creates the culture where there are clear mechanisms for the sharing of schemes of work, programmes of study, subject content, subject and cross-curricular concepts, assessment outcomes and classroom pedagogy that leads to seamless learning from early years to post 16 and beyond. The opportunity to build a system that is efficient, informed and well-sequenced will ensure that teachers and their pupils know exactly what has been taught and to what depth, can confidently build the next steps for the learner and build in support or stretch and challenge where it is necessary.
For the school leader coaching is a structure and powerful driver for change or re-definition. The principles of coaching motivate and engage all staff in the quest for highly effective outcomes and give them the skills to be an important part of planning for the future. We would highly recommend that school leaders and their senior teams learn from our highly respected coaching event ‘Leading a Coaching School – empowering positive change that cascades continuous improvement’. Once you embark upon a coaching journey you rarely turn back.
Have a look at our Coaching in Education section for all our coaching courses. They have been designed using many years of research and expertise, policies and handbooks may come and go but the principles of coaching continue to create the most powerful leadership strategies that lead to outstanding learning and teaching.