Creating Seamless Learning across the Transition Bridge from KS2 to KS3
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 £195.00 + 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.
Have the answers to OFSTED’s deep dive questions
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.
Developing a coaching culture
Take a journey in coaching for educators and 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
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.
Start your journey in coaching for educators
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.
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 new course that focuses on how to create a QA system in your school:
Quality Assurance Strategies for Outstanding Curriculum Implementation and Impact – delivering outstanding pedagogy, seamless learning and progression
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
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 follow the posts on our website here.