Build curriculum cohesion using this triad approach to planning and ensure curriculum cohesion delivers transformational change.
For leaders it is essential to have a clear vision for what the curriculum will achieve in ensuring all pupils achieve their full potential and have access to deep and rich content. Middle leaders including phase leaders, heads of departments, heads of teaching and learning and heads of inclusion all need to focus on; how the curriculum is taught; how connections are made for the learner; what pedagogical approaches will ensure a knowledge rich and skills focused outcome for all pupils, and how assessment informs the next steps for learning.
Integral to the planning process is the need to continually quality assure the impact the teaching of the curriculum content is having on how pupils are building on their learning, deepening their knowledge and strengthening their competence in the use of a range of inter-related skills for learning. This requires all teachers, support staff and pupils to be a part of a whole school consistent and cohesive formative assessment strategy that accurately assesses progress, informs the need for intervention and ensures pupils are challenged towards higher achievement.
All staff involved in planning or implementing the curriculum need to have a clear view of the part they play in ensuring the curriculum delivers positive, deep and rich learning experiences for their pupils. Where this happens there is real evidence that pupils are receiving a curriculum for learning based on their needs and their potential. The key to success is to create opportunities for on-going professional conversations about learning and the curriculum, sharing good practice and reflecting on what works well and what could be improved.
Have a look at the Coaching in Education section of Learning Cultures’ website and ensure you and your staff have the coaching skills that will influence positive change.
Join us at one our Re-defining the curriculum courses. They have been highly praised and continue to be in high demand,
- Re-defining the Primary Curriculum – Content, cohesion and purpose
- Re-defining the Secondary Curriculum – Defining purpose, designing content and delivering impact
This is not about OFSTED or inspection in general it is about what is best for pupils, teachers and the whole school. Creating the right dialogue for change is transformational!