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.
- Enhancing the Role of the Subject Leader – managing curriculum change that delivers sequential, seamless and deep knowledge and skills
- Coaching from the Middle – How to influence change, build outstanding teams and lead innovation
- Coaching for SEN(D)COs – A focus on the roles and responsibilities of the SEN(D)CO and how developing a range of coaching skills can support collaboration, communication and clarity of vision
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.
- Coaching Towards Outstanding Teaching and Learning – How to use powerful coaching skills that nurture reflection, create opportunities for deep learning and shares and cascades great pedagogy
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.
- Re-defining formative assessment in the primary school – assessing the acquisition of skills and knowledge for deeper and sequential learning
- Re-defining formative assessment in the secondary school – assessing the acquisition of skills and knowledge for deeper and sequential learning
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.
- Re-thinking Appraisal and Performance Management- Influencing learning, empowering people and creating a culture of positive change
- The Art of Positive Lesson Observation – How to use powerful feedback that nurtures reflection, learning and outstanding teaching
- Lesson Study – Enhancing learning through professional collaboration and enquiry
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,
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.