Embedded Files
Curriculum Vision Video
Curriculum Vision Video
Ofsted Research on Curriculum
Ofsted Research on Curriculum
Our curriculum vision - "Learning for life, success for all"
Our curriculum vision - "Learning for life, success for all"
1: Better qualifications than they would achieve in any other school.
2: The skills and attributes needed to live and work in tomorrow's global society.
3: The values and moral to be good citizens.
Ten Key Questions for all Subjects - Mary Myatt
Ten Key Questions for all Subjects - Mary Myatt
1: Why is it important for pupils to be taught this subject?
2: How have you decided what to teach at KS3?
3: Do you have an overview of the key concepts which pupils need to be secure in?
4: How does KS3 provide the foundations for KS4?
5: Are the plans ambitious for all pupils, regardless of their starting points?
6: Why have you sequenced the units in this way?
7: How do you know if your pupils have learnt what they have been taught?
8: What wider reading are you offering your pupils?
9: How are you using faculty/department meeting to go through plans?
10: Has marking been cut back in order to focus on whole class feedback?
10 questions for all subjects.pdf
Different curriculum ideologies - Schiro
Different curriculum ideologies - Schiro
Introduction to curriculum ideologies - Schiro.pdfA quick introduction into the four curriculum ideologies
A quick introduction into the four curriculum ideologies
Threshold Concepts - The Big Ideas
Threshold Concepts - The Big Ideas
Threshold Concepts - Overview.pdf
Curriculum Development CPD 1.3.21
Curriculum Development CPD 1.3.21
A curriculum exists to change the pupil, to give the pupil new power. One acid test for a curriculum is whether it enables even lower-attaining or disadvantaged pupils to clamber into the discourse and practices of educated people so that they gain the powers of the powerful. - Christine Counsell
A curriculum exists to change the pupil, to give the pupil new power. One acid test for a curriculum is whether it enables even lower-attaining or disadvantaged pupils to clamber into the discourse and practices of educated people so that they gain the powers of the powerful. - Christine Counsell
'We shouldn't be tempted to dumb down material in a mistaken belief that our pupils can't cope. It is our job to help them reach into the marvels and jewels which are contained within our curriculum. This is not an entitlement for the few, but the many' - Mary Myatt
'We shouldn't be tempted to dumb down material in a mistaken belief that our pupils can't cope. It is our job to help them reach into the marvels and jewels which are contained within our curriculum. This is not an entitlement for the few, but the many' - Mary Myatt
Why this? Why then?
Why this? Why then?
These two important questions need to drive our curriculum thinking. This week we will focus on the why this?
We know that the new Ofsted Framework has seen a significant shift in educational thinking. For the first time, there is substantial research underpinning the framework. The framework has made the curriculum the heart of their thinking as it looks to finally provide an education that purposefully closes the educational disadvantage gap and doesn't exacerbate the Matthew Effect. The curriculum must look to try and challenge the lottery of circumstance and actively seek to change all students' ability.
The Ofsted Research Framework states that there are problems with curriculum when:
1) There is limited evidence of a thoughtful approach
2) When few teachers are trained in curriculum theory
Therefore, our professional development ensures that all teachers are trained in these two crucial aspects. We have provided a model outline of curriculum theory (see above) and are developing our understanding of how students learn so that the curriculum sticks. There is little point covering a curriculum if the students can't remember it; what Mary Myatt calls the 'curse of coverage'. This week, we turn to the experts in your particular fields to help us develop our understanding of why we do what we do.
Please listen to the first 14 minutes of this podcast
Please listen to the first 14 minutes of this podcast
Team P.E I thought this was an interesting perspective and raises some valid points.
Please then read the section in this book that relates to your subject
Please then read the section in this book that relates to your subject
What-Should-Schools-Teach.pdfDonna there is no ICT section in this book so please use this research article instead.
ICT Curriculum Thinking.pdfKerry the same for PSHE. It is not included in the book but up until page 12 in this research article can be used instead.
Curriculum for life December 2017 12.06 19 Dec (1).pdfWhy this? Why then?
Why this? Why then?
‘Inspectors will consider the extent to which the school’s curriculum sets out the knowledge and skills that pupils will gain at each stage'
‘Inspectors will consider the extent to which the school’s curriculum sets out the knowledge and skills that pupils will gain at each stage'
Why this?
Why this?
•Is everyone clear of the rationale for the importance the individual subject. This means the intrinsic value of the subject. What will pupils miss out on if they are not taught your subject? E.g. Mathematics provides a powerful universal language and intellectual toolkit for abstraction, generalization and synthesis … It enables us to probe the natural universe and to develop new technologies that have helped us control and master our environment, and change societal expectations and standards of living. Smith 2004
•What are the typical gaps in pupils’ knowledge in the school’s local context that need addressing? E.g. Are there significant Oracy gaps when pupils arrive?
•Is the curriculum ambitious for all students and it is clear that pupil’s from disadvantaged backgrounds and SEND are not offered an impoverished diet? Is the endpoint the same for all pupils and have we provided appropriate scaffolding and support to ensure all students arrive at that destination?
•Have you got clearly prescribed endpoints for each stage of your curriculum?
• Is everyone clear of how the individual subject serves the wider whole school vision? This is the extrinsic value of the subject.
•‘It is clear what endpoints the curriculum is building towards and what pupils need to know and be able to do to reach those endpoints?
•Does the curriculum cover the National Curriculum Programme of Study?
Why then?
Why then?
•Is your subject hierarchical in nature or cumulative in nature. E.g. In an accumulative subject such as English, there will be less transferable knowledge.
•Which transferable knowledge is needed in order for pupils to access and appreciate the next piece of knowledge? (substantive or procedural)
•Has the knowledge been consolidated and automated before encoding the new piece of information? E.g. the acid test of this is if lots of revision is required at the end of the course, it hasn’t been automated throughout.
•How does the narrative of your subject flow? What is the story of your subject?
•How does the piece of knowledge ensure that students will be able to reach the specific endpoints of your curriculum?
•Have you retrieved the specific knowledge needed for the next step? Have you been retrieving this knowledge since taught, so that you can retrieve rather than reteach?
•Do you decide that it isn’t appropriate to move on because the prior knowledge hasn’t been automated.
Different types of curriculum
Different types of curriculum
Hierarchical Curriculum
Hierarchical Curriculum
Cumulative Curriculum
Cumulative Curriculum
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