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.
- 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
- Leading a Coaching School – A coaching programme for senior leaders
- Coaching from the Middle – How to influence change and aspire to leadership
- Defining and Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential, seamless and deep knowledge and skills
- Quality Assurance – a framework for curriculum cohesion, collaboration and impact
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.