Literacy and numeracy: at the very heart of successful curriculum implementation

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.

 

The Spotlight Continues to Fall on Key Stage 3

This post has some serious messages for all those involved in planning the KS3 curriculum. A senior representative from OFSTED spoke at a Westminster Forum last week. His message, more than two years after the publication of the report, Key Stage 3: the wasted years?, little has changed. His key concerns were:

  • Key Stage 3 is not seen as a priority so there is still evidence of split classes and non-specialist teachers teaching core subjects
  • Insufficient breadth and balance especially where KS3 is being reduced to two years rather than 3
  • Although there are improvements in literacy provision there is still poor provision to ensure pupils can use numeracy unconsciously as part of learning across the curriculum
  • Careers education is poorly served within KS3
  • There is still insufficient focus on the building of prior learning from primary to secondary school so that secondary teachers understand what has been taught and to what depth

It was emphasised that OFSTED have no preference on the size of KS3 ie. two years or three years.  However, if the decision is a two-year KS3 they are looking for schools to justify with some clarity the impact this will have on learning, knowledge, skills, progression and continuity.  Essentially, he stated, the KS3 curriculum is designed as a 3-year programme and GCSEs are designed to cover a two-year span. I think you can draw your own conclusions on their preference.

There are some questions that curriculum planners and those involved in school improvement need to answer in their quest for a KS3 that will deliver high levels of pupil progress and prepare pupils well for KS4 and beyond.

  • How committed are senior leaders in the school to ensuring KS3 has the priority OFSTED have given it?
  • How do we create evidence that the curriculum builds on prior learning from the primary phase?
  • If we choose a two-year KS3, how do we justify the decision in relation to impact on breadth and balance that ensures pupils have sufficient time to deepen their knowledge and understanding and develop a range of skills ready for KS4 and beyond?
  • What can be done to reduce the number of split classes and the use of non-specialist teachers used to teach in KS3?
  • How do we make sure that there is not a narrowing of the curriculum for lower attaining learners and that higher achieving learners are achieving their full potential?
  • How do we shape the curriculum at KS3 so that pupils develop a range of essential skills, especially literacy and numeracy and have a rich tapestry of learning linked to the content of the KS3 programmes of study so that KS3 is not seen as an extension of simply preparing for GCSE?

Since the publication of the wasted years report we have deeply researched this area of curriculum development and have delivered with stunning feedback our training course, How important is Key Stage 3 to your School?  We have resources, tools, research papers and ideas to support you in answering the questions above.

If your main consideration in planning for this curriculum stage is transition from KS2 to 3 join us for our extremely popular and well received training course,

Crossing the Transition Bridge – seamless learning from KS2 to 3.