Curriculum Performance
'The curriculum defines the purpose of a school and the journey a school wants its pupils to take'
Meeting the needs of all with holistic outcomes that prepares them for the next stage
Ambitious and inspirational
Broad and balanced
Performance vs Learning Cultures
Non-negotiables set by SLT and subject leaders
How and What is taught
Subject specialism is more important that ever
Long-term retention vs Short-term performance
Take responsibility for own learning
Expectations - Ofsted, DfE & Local Authority
'Without a curriculum, a building of teachers, leaders and pupils is not a school' - a good body of knowledge that a child needs to flourish. A good curriculum should lead to good results
Ofsted research and review highlighted a number of areas of initial focus:
Little debate or reflection about what is taught
Timetable more focused than curriculum
'Wooly' meanings behind language such as skills, progression, enrichment and repetition
Lack of shared understanding and weak theoretical understanding
Inspectors found that school leaders reported that recruiting staff who could curriculum design was becoming difficult. HTs shared that trainee teachers learning is focused on teaching english and mathematics tests. Little attention is given to developing more rounded curriculum knowledge
C.U.B.E
'Equip children for a lively, constructive place in society, and also to fit them to do a job of work' - Sir Jim Callaghan, Great Debate, 1976
Learning Principles Intent
Values
Skills
Career readiness
Self-awareness
Knowledge
Culture
The CUBE also represents the six year groups that follow the NC, and also the six half terms that form a child's learning over one academic year - this running theme is a shared stimulus for all year groups
This approach was tried and tested over the 2018/19 academic year. A Career Related Learning pilot provided the evidence a shared stimulus engaged children to a deeper level
COVID-19
Recovery curriculum will have a balance of 'how to learn best with what to learn'. This is summarised from Barry Carpenter's Recovery Curriculum model:
Lever 1: Relationships
Lever 2: Community
Lever 3: Transparent Curriculum
Lever 4: Metacognition
Lever 5: Space
Curriculum 2030
Educators must not only recognise learners' individuality, but also acknowledge the wider set of relationships - with their teachers, peers, families and communities - that influence their learning
A concept underlying the learning framework is 'co-agency' - the interactive, mutually supportive relationships that help learners progress towards their valued goals
In this context, everyone should be considered a learner, not only pupils but also teachers, school managers, parents and communities