New content for our curriculum CPD linked to current research and expert commentary

Current and new curriculum research and expert commentary helps us to 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 thoery 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.

  1. Ensuring a clarity of purpose for all staff and pupils through the use of highly structured professional learning conversations
  2. Lesson observation and teacher reflection through a critical focus on pedagogy and the learning that emerges from skilful classroom practice
  3. Assessing carefully defined pupil outcomes that build on prior learning and allow pupils to deepen their skills and knowledge over time

The new 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.

 

 

 

 

 

 

 

Building pupils knowledge sequentially in both the core and wider subjects – do you have the evidence?

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 for the new term?

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.

 

Re-define your Curriculum Emphasis – Focus on learning and deepening understanding

The current emphasis on how the curriculum is planned and delivered should be a welcome opportunity for all senior leaders in schools to focus on ensuring their curriculum is all about learning and deepening understanding across a range of different topics, themes or subjects.  Amanda Spielman OFSTED’s Chief Inspector  started the debate, her concern, that the curriculum is narrowed to accommodate the need to teach to the test in Years 2 and 6 and in year 11 if not 10 as well is, in some cases, well founded.

Alongside this criticism is an acknowledgement that OFSTED may, in the past, have focused too much on the data and not enough on how that data is arrived at.  I have a long-held belief that focusing on passing tests and examinations at the expense of deepening learning over time is counter-productive.  Creating opportunities for pupils to access deep and rich text, apply numeracy skills to help to consolidate understanding of a problem or how to write to explain bias, cause and effect or express an opinion help to deepen their competence, strengthen their understanding and give them the resilience they need to see questions in a test or examination from different perspectives and give them a much better chance of coming up with the right level of response.

John West-Burnham in a research paper suggests that shallow learning is all about memorisation and leads to compliance and dependence and contributes very little in the pursuit of deep learning.  Read the whole paper here.Planning the curriculum should focus on what outcomes we want for pupils in terms of their knowledge and the skills that they need in order to access and apply that knowledge in a range of cross-curricular, thematic and subject contexts. Each school is different and that is why there is an imperative to focus on intent in relation to curriculum design that defines the right approach for individual school contexts.  Implementing that stated curriculum must focus on high quality pedagogy, teaching  that delivers inspirational learning and uses assessment strategies that lead to high levels of progression.  A positive impact is where all pupils have deepened their knowledge, are developing the core skills that will help them continue to make connections across all their learning and are mastering the wider cognitive skills that will ensure successful outcomes when they are tested or examined.

A good starting point is to have a detailed pro-forma scheme of work that everyone uses as part of planning in all departments, across all year groups and where appropriate for topic or sequential learning.  The headings should be built to ensure a consistency of purpose that mirrors the vision for deep knowledge and the development of the skills that will allow that vision to be realised.  These could include:-

  • What is the sequence of learning?
  • What do pupils know already to build on their knowledge and understanding?
  • What are the literacy skills that are intrinsic to the learning that are to be developed/further developed?
  • What are the numeracy skills that are intrinsic to the learning that can be developed/further developed?
  • What other learning skills will support the learning linked to deepening knowledge, fostering progression and demonstrating mastery?
  • What are the expected outcomes from this topic/series of lessons/theme?

The skills must be those that are naturally occurring as a part of learning. They do not need to be shoe-horned into the learning.  Also, pupils need to be a part of the process, continually re-enforcing their role in how they deepen their own learning, articulating what they need to do to make progress and improve their own work.

Whatever you do, don’t start from scratch.  In our last news-post we provided a tool called L.E.A.R.N. It starts with what will you leave in.  Always focus on what you do well before thinking about what needs to be changed.

Join us at one of our highly successful training days looking at how to re-define your curriculum, not for OFSTED but to reflect on how to make sure your curriculum is all about learning, highly effective pedagogy and the best outcomes for all pupils.

Read our news post that focuses on the skills/knowledge agenda

Focus on formative assessment to ensure the curriculum and how it is assessed is seen as a seamless process.