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.
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
Coaching in education is a powerful pedagogy. Creating the right culture for change is far easier to manage where coaching principles are a part of the process. Coaching is solutions focused, builds on what already works well and highlights the positive.
The current imperative to look closely at the curriculum and how it is designed and delivered has many elements that all need expert leadership and careful management. Research from OFSTED is helping to explain some of the drivers for change but does not necessarily provide the answers to how that change might be implemented effectively across all phases, year groups and subjects. Learning how to coach can provide all staff with the skills, self-belief and self-awareness that will help them to have the confidence to innovate and give them the tools and skills to shape a new future together with their teams, their colleagues and their pupils.
“Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them”
It is clear from reports and experiences from those who have recently been visited by OFSTED that inspectors are not spending much time interviewing the head or the senior leadership team, they are heading into the classroom, talking to teachers and to pupils, reviewing how the curriculum content is determined, sequenced and assessed and looking closely at the quality of output from pupils. They want to see the expertise of leadership as a part of the learning process and how that leadership translates into a high quality, deep and rich curriculum delivered by highly trained and well-informed practitioners.
Where coaching is the driver for change there are superb opportunities for professional dialogue where individuals can share their planning, look for cross-curricular opportunities and collaborate about pedagogy, progression and learning. Where teachers learn how to coach, they also have a repertoire of skills including deep and rich questioning strategies, influencing techniques and active listening skills that will reap outstanding opportunities for progression and deeper learning in the classroom.
Create a learning culture through coaching and be safe in the knowledge that there is outstanding learning emerging from a deep and rich curriculum and through a shared dialogue and commitment to continuous improvement. We have designed a coaching culture with a series of coaching courses for all staff working in education.
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.
Lead powerful change by creating a team of skilled coaching and curriculum ambassadors or champions using Learning Cultures’ Certification Programme.
The current imperative is to ensure that the curriculum is consistently delivered to mirror the leadership’s clearly defined rationale and ambition. This needs a clarity of purpose across all subjects, year groups, phases and stages. Developing a coaching culture for your school or college is without doubt the most powerful way to cascade positive and consistent improvements in pedagogy, pupil outcomes and team delivery. Coaches develop a range of skills that motivate others, encourage self-reflection and that focus on the positive. It is through these qualities that coaches can support others to begin to use the professional and motivational dialogue that will create measurable and tangible results for all staff and all pupils.
Sustaining a culture of change through coaching has been the guiding principle that has led us to develop this coaching programme for schools and colleges to use. We will train a group of individuals over an academic year, ideally a group of six or nine, who will have the opportunity to be a part of three training sessions, a series of self-directed twilight sessions and a commitment to undertake 30 hours coaching with colleagues. This will lead to certification endorsed by the Association for Coaching. Those who embark on a coaching journey won’t turn back, coaches inspire ambition, encourage challenge and foster innovation.
Choose the first group of Coaching Ambassadors who want to develop as coaches and begin your journey towards ensuring a high-quality learning experience for all. Have a look at the programme in detail below.
The Certificate in Coaching Competence – A journey in coaching
We have a whole range of other coaching courses providing something for all staff. All our training is designed so that it can be disseminated to others after the event. Training is never a stand-alone experience, where it is shared it has far more impact on the individual, the learner, teams and the whole school.
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.
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.
Q: What is the best way to ensure that the curriculum is consistently delivered across subjects, year groups and key stages?
A: Design a quality assurance system where the incremental components are carefully crafted and communicated so that all staff know the part they play in the successful delivery of a curriculum that is rich in knowledge and develops the skills learners need to access that knowledge.
We have a brand new training course that focuses on how to create a QA system in your school: Quality Assurance – a framework for curriculum cohesion, collaboration and impact
Q: How can leaders and managers create the culture that ensures that good and best practice in teaching and learning is shared and opportunities for further development decided upon to incrementally build excellence?
A: Lead a coaching culture and create opportunities for leaders, managers and teachers to learn the coaching skills that will allow them to tease out their strengths, identify their gaps and focus on small steps and positive actions that will enhance their potential and allow them to continuously improve their performance. We have the sequence of courses to support your school on the journey towards a coaching culture.
Q: How can subject leaders empower their teams to create the curriculum that weaves skills and knowledge to deepen understanding and deliver a visionary, ambitious and innovative curriculum?
A: Ensure strong subject teams use professional learning conversations and coaching skills so that there is a consensus about how to build on prior learning, sequence that learning towards clearly defined end points and decide how the knowledge and skills will be consistently assessed and moderated. Join us for a ‘deep dive’ into how to create strong subject teams that work together and also share cross curricular collaboration. Defining and Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential, seamless and deep knowledge and skills.
Then focus on assessment,
For an in-depth review of the story so far in relation to the need to focus on curriculum intent, implementation and impact and defining quality read our series of news posts from the past twelve months here. or follow the posts on our website here.
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.