Sarah Elliss
School Improvement Director: Quality of Education
CPD is good at Maiden Erlegh Trust.
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Purpose of session:
Curriculum: The big picture for the school
What is Curriculum? Factors impacrting curriculum choices
3 Is
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Impact of MATS on Curriculum (Multi Academy Trusts).
Governemnt is very interested on idea of all schools becomeing academies and trusts. (No longer required by 2030, but still encouraged)
Three models of curriculum: Standardised: "This is the lesson plan you have been given." Lessons are prescribed.
Aligned: "The middle between the two". - Schools do the same exam boards, but the application is slightly different.
Autonomy: "Complete control over their own curriclum". Maiden Erlegh is Autonomous, but leaning towards developing more Aligned curriculum practices.
' Our vision is to develop a diverse, inclusive, and collaborative community of highly effective schools that deliver excellent educational opportunities for the children and young people of the communities we serve. Through our work we will ensure that they are equipped with the knowledge, skills, and behaviours to deal with the demands of an ever-changing world.'
Behvaiour management enables teaching practice.
School Curriculum Vision:
Intent:
Ams to provide a high quality, rigorous, stimulating and coherent curriculum. Believe that each school must meet the specific needs and aspirations of its community and so each school has its own curriculum statement.
All schools work within the Trust principles, which are:
To meet the needs of all learners, whoever they are, and whatever their ability.
To inspire and motivate pupils/students and to encourage them to explore new subjects and ideas.
To inspire and support staff to develop, apply and share their expertise for the good of all.
To secure the best possible academic results for all learners.
To ensure substantial knowledge, skills and language acquisition.
To ensure high quality thinking and learning over time (eg: through mastery and fluency in problem-solving).
To provide regular practise and development of transferable skills and independence in learning.
To provide memorable experiences (eg: putting learning in a wider context and developing cultural capital).
To provide a rigorous programme of personal development and character education.
To prepare learners for the next phase of their education or employment, and life in.
To develop well-rounded, confident and open-minded young adults and citizens.
Running through all of our curriculum, including the pastoral curriculum, are strands of personal development which covers themes such as:
Making and maintaining positive relationships(including Relationships and Sex Education).
Staying safe and healthy(including understanding grooming/radicalisation and cyber-safety).
Respect of self and others.
The ability to discuss and reason.
Equality and inclusion – especially tolerance, respect and understanding of people from protected groups, including those with different faiths and beliefs.
Employability and preparedness for next-phase education and training.
Fundamental British values eg: rights and responsibilities, democracy and the rule of law.
Curriculum Implementation:
The curriculum consists of far more than a list of subjects or topics:
The taught curriculum (main lessons).
The enrichment curriculum (learning outside lessons).
Homework and independent learning.
Well designed sequences of learning over time.
A core of essential vocabulary, knowledge and skills, both subject-specific and transferable.
Rigorous formative assessment which supports high quality information advice and guidance for staff, pupils/students and parents.
Cross-curricular literacy (reading, writing and oracy appropriate for each phase) and numeracy linked to developing reasoning and cultural capital for all.
Cross-curricular personal development, preparation for life in modern Britain, careers education and employability
Modelling of, and encouragement to develop positive relationships and character behaviours.
The support curriculum to boost or close gaps and develop recall and revision skills.
At cross-curricular level, the following is taught and developed:
Learning skills – resilience, intellectual initiative, taking on board feedback, choosing appropriate resources and working methods.
Subject specific skills – linked to the ability to access and explore the subject.
Examination skills – techniques which help pupils/students pass exams.
Transferability – how knowledge and understanding from other subjects is applied elsewhere (typically English, maths, personal development).
Employability skills –team working, communication, leadership, presentation, use of register, taking on challenges, responsibility.
Recruitment skills – CVs, letters of application, interview skills
Life skills –staying safe, healthy living, making and maintaining relationships, respecting and contributing to life in modern Britain.
Our curriculum design is underpinned by:
The recruitment, development and retention of strong teachers and curriculum leaders.
Freedom for teachers to apply their professionalism and expertise.
Memorable experiences which puts learning in a wider context.
A wide range of opportunities for personalised stretch, challenge and support.
Varied option choices for all groups of pupils/students including the most able and SEND.
Varied progression routes for all pupils/students: post-Y6, post 16 and post 18.
Curriculum Impact:
At school level, impact is “measured” against each school’s statement of intent. At Trust level, we look at the impact on learners across all the schools. In general we look at:
Outcomes
Quality of learning and progress of current year groups.
In-school variation (across subjects / year groups).
Differences in performance between groups of pupils/students with the same starting points.
Impact of funding (eg: Pupil Premium Grant, Sports Grant, SEND allocations).
Participation in the wider school.
Behaviour and attendance figures.
Destinations and NEETS data.
Stakeholder surveys and other feedback.
Retention of pupils/students between phases.
Other school-specific criteria.
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'Broad and balanced curriculum'
Curriculum design:
Whole school curriculum design:
What subjects are offered at each key stage?
How many qualificaitons will children leave KS4/5 with?
How are children prepared for the next phase?
Is the school offering a broad and balanced curriculum? Can the school afford it?
Integrated Curriculum and Financial Planning - ICFP
SoW and SoL
Scheme of Work is teacher focussed
Scheme of Learning is student focussed
What is curriculum?
Main lessons - Knowledge, procedural Knowledge
Enrichemnt acrtivities - Events
Targeted short-term interventions - WIthin lessons, after school
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Alternative provision
Inclusion support
Ofsted Curriculum Inspector Aide Memoire:
Sequenced Curriculum: Good teachers can organise the material in a way that makes it interesting and easy to understand.
Neil Almond - Simpsons Curriculum
Need to know the characters and the relationships between them. No overarching plot or sub-pl;ots within a series or between a series.
Knowledge or understanding doesn't go bvery deep.
Can ebwatched in any order.
'Our Curriculum'- Game of thrones
Overarching purpose to the whole series which binds seasons together
Each series contains sub-plots which tie the episodes of each series together.
Each episode (or two) has a short term purpose which is resolved.
Understanding is deepened with each episode.
Prior Knowledge is necessary to fully understand the episode.
Curriculum sequences need to be more like Game of Thrones and less like the Simpsons.
Curriculum as the progression model - Cognitive Load theory.
Children may not realise that they are remembering knowledge as it has become part of their thinking apparatus.
What deos a sequenced curriculum look like?
Piror learning: What should children have learnt in the previous key stage?
Concepts: What are the big ideas that children need to know?
Skills: What skills will the children develop?
Curriculum Goals: What do the children need to know to be successful?
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3 Is
Intent - What the children are learning
Implementation - How are children learning - teaching
Impact - how you know what the children have learned - Outcomes and subjective data
For Ofsted, Intent is simply whatyou want pupils to learn.
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