In her speech to the NCAS (National Children and Adults Services) last week, Amanda Spielman asked the question,
“How are schools making sure that children get a full and rounded education?”
She said that OFSTED exists to shine a light where children and young people are not getting a good deal in their education or care. With the proposed changes to the emphasis on inspection from next September it is essential for all those with responsibility for children and young people to shine their own spotlight on how the curriculum is designed and how effective the pedagogy is in ensuring all pupils deepen their knowledge and build their skills for learning. We need to ask our own questions and focus on the answers that will ensure what we teach and how we teach has an impact on learning for all pupils.
Use our L.E.A.R.N. proforma to start the conversation in teams, from your SLT to teachers and their support staff.
- Leave in – What is currently working well and does not need changing?
- Explore possibilities- How can we build on our current strengths?
- Amend and adapt – What works well but may need adapting or amending?
- Replace- What do we need to change and how?
- New innovations- What will be completely new and different?
Focus on the questions below as a starting point. The coaching message firmly stated in the LEARN strategy outlined above is; start with what currently works well and build from there.
- What are the mechanisms for collaborative planning of curriculum content across subjects, phases, year groups and key stages?
- How do teachers ensure they are building on prior learning from year to year and key stage to key stage?
- Where is the emphasis placed between the acquisition of knowledge and the development of the skills that pupils need in order to learn?
- What is in place to ensure that assessment is consistent, accurate and provides opportunities for pupils to continuously improve the quality of their learning?
- What strategies are in place to ensure that literacy and numeracy skills are applied in context across all learning thus ensuring pupils become unconsciously competent in their use of these skills?
- To what extent are pupils involved in their own learning journey and are given opportunities to reflect on how they can improve their work and deepen their knowledge?
Everyone across the school or a partnership of schools needs to be working together to build a cohesive and collaborative curriculum that is pupil centred and delivers deep and rich learning content. Where this happens the data that describes successful final outcomes will emerge without the need for pernicious intervention in year 6 or in year 11. Highly focused CPD is key to creating this outcome. We have designed a suite of training linked to the main and most pressing issues that will support schools to re-define their curriculum and how it is delivered.
- Curriculum planning
- Re-defining the Primary Curriculum – Content, cohesion and purpose
- Re-defining the Secondary Curriculum – Defining purpose, designing content and delivering impact
- Transition and Key Stages
- Moving on – creating a transition strategy that builds a continuum of learning from from Key Stage 1 to Key Stage 2
- Crossing the Transition Bridge – Seamless learning from Key Stage 2 to 3
- How Important is Key Stage 3? Create a knowledge rich and skills focused curriculum that builds on prior learning and is a springboard for Key Stage 4 and beyond
- Teaching and Learning
- Coaching Towards Outstanding Teaching and Learning
- Coaching in the Classroom with Pupils
- The Art of Positive Lesson Observation
- Lesson Study – Enhancing learning through professional collaboration and enquiry
- Formative Assessment across the Primary Curriculum- Planning, questioning and collaborating for learning
- Formative Assessment across the Secondary Curriculum – Planning, questioning and collaborating for learning
- Literacy and Numeracy
- Literacy is the Language of Learning – Enhancing the role of the Literacy Co-ordinator
- Making Number Count Across the Curriculum -Enhancing the role of the Numeracy Co-ordinator
- Mastery and Deeper Learning in Literacy and Numeracy across the Primary Curriculum
- Leadership and Management
- Leading a Coaching School – Empowering a culture of positive change that cascades continuous improvement
- Coaching from the Middle – How to influence change, build outstanding teams and lead innovation
There are many more relevant programmes and courses. Go to our website to find out more.