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See their Padlet here

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Remote learning offers opportunity to change curriculum for the better?

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Remote learning offers opportunity to change curriculum for the better?

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I think that remote learning has given the opportunity for access to world class resources and opportunities. Is it possible to think of curriculum that meet the need of international work force and skills. Google for example can now recruit from India or any other country. So, we need to take this into account by build curriculum that equips our children with the needs of the future. COVID-19 might be a great opportunity to rethink our curriculum and the next steps. Thanks for the great discussion.

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The book is brilliant, can I ask how you think we can truly prepare our children around mental health and life?

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The book is brilliant, can I ask how you think we can truly prepare our children around mental health and life?

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Through structuring opportunities for YP within the curriculum to develop oracy skills, extracurricular activities that develop social cognition, emotional resilience and global skills (collaborative learning, problem solving, teamwork, self-reflection and so on) chess, debating, physical activities (Chapter Cultural Capital and Citizenship - see case study p 137)

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Igniting the curiosity for learning is what we should be doing through a curriculum that is relevant and chosen by the student in line with his/her aspirations and potential capability.

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Knowledge and skills have to be linked. Skills are developed through the combination of applying knowledge and experience.

At LDE UTC we describe it as having the opportunity to gain two “Golden Tickets” the first being the examined subject curriculum and the second being the opportunity to gain the real world experience.

Most pupils have access to gain the first golden ticket and gain good grades in their qualifications. But not all pupils have the chance of gaining the second golden ticket as they do not have the chance to take part in experiences to gain these.

My saying is “Don’t look back on missed opportunities

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I welcome the approach of illuminating thinking about curriculum with exemplars of practice. Thank you. I am mindful about the extent to which the context a school seeking to improve impacts on it developing its strategy for improvement? Is greater equity best considered through the standards lens?

Doesn't that depend on how we define 'standards' - we lack a sophisticated enough definition of pupil outcomes; narrow linking to exams is where the failures begin.

Assessment needs to take on board the concept of pupils demonstrating how they acquire knowledge through skills and then can show how they apply what they have learnt.
NOT just regurgitation of memorised knowledge!

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Does the panel think that key skills such as communications, problem-solving and working with others should have as high a status as knowledge components in the assessment process?

The formal assessment of communication skills is possible and happens as described in the book.
Our Level 3 ESB assessments have UCAS points . * Assessing skills is possible and is carried out successfully in many countries and in English schools that are, for instance, assessing oracy and financial literacy skills. Project based learning would typically assess skills of team work, collaboration and conceptual thinking.
In the book we refer to the Octoweb as a way of deepening knowledge and skills through building on knowledge in one subject and consolidating in another.

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A great session
curriuclum needs to have elements of pastoral,  wellbeing, vocational and creative learning and teach pedagogy and principals to align with needs to students and even teachers who deliver it. Opportunities are there the curriuclumPastora needs to be aligned to these and enhance skills if all students.

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3 factors for failing YP in secondary school

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3 factors for failing YP in secondary school

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My view is that English secondary education set against the international context is not providing an education that allows all young people to achieve their true potential. In addition, it does not provide genuine progression post 16 for a sizeable number of those young people (30%) who fail to get Level 4+ in their GCSEs. So, this is not about individual schools failing young people. Young people are being failed by a curriculum that limits choice and creates an EBacc hierarchy, alongside an assessment system that rewards memorisation of knowledge at the end of five years of schooling, whilst not enabling young people to develop a broader skills-set.

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This is really great! I love this case study with the children.. it’s brilliant to see it come to life! we shouldn’t be parrot teaching children.. all it leaves us with is an ability to memorise text to be tested in an exam and high pressure environments. These tests don’t prepare us for the real world environment and this is brilliant to see

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Creative - look at BRIT school of arts; I work with an AP free school - WAC Arts which provides industry level training and courses and manages to send some of their students to Uni as well - 14 to 19 provision. This kind of provision needs to be replicated in every LA area. Kids here were those who were excluded; non attenders; high SEND,

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Should this start earlier in secondary school - possibly in year 8?.  Coming from an FE background, I suggest offering a vocational/tech/creative curriculum alongside functional maths and English needs to be explored further.

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| What we teach is key to attainment as other countries with much higher attainment than UK have realised (Finland, Singapore, China, Estonia and so on). Of course, we must be mindful of pupil characteristics that will have an impact on attainment (SEND, EAL, disadvantaged, and other); teacher expectations of what pupils can achieve and setting a glass ceiling is a prime influencer; the role of feedback, its quality and impact are another prime influencer on attainment and pupil progress. During the pandemic, pupils working remotely have lost out on peer interaction and this will have had a detrimental impact on social cognition.

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I agree that there are other variables that impact the attainment levels which may not necessarily be just the curriculum.

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Curriculum is about what we teach and not necessarily how we teach it so once you have students following the relevant subjects of their choice then HOW you teach is clearly decided by the teacher and Rosenshine's principles are sensible and work. We need to bear in mind the importance of independent learning in the context of remote learning. Rosenshine's Principles are solidly good practice in the face2 face. We also need to think through other effective methods including flip learning, hinge questioning and generally facilitating students to take greater control of their learning through a project-based approach as well as developing learn to learn skills.

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We use Rosenshines Principles of Instruction for our core principles, they are very similar to this model.

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Knowledge without the underpinning skills serves no purpose! We need to define what we mean by skills.  Underpinning knowledge with skills is a great concept but which skills are these? Most importantly we need to offer students the choice in following the subject that fits in with their potential aptitude and aspirations. SO schools offering subjects must have parity of esteem. In simple terms, some subjects require a more skills-based approach such as music, art, performing arts. Others such as history require largely memorisation of knowledge with critical skills that analyse source evidence. Others such as geography clearly demand quite a complex blend of skills and knowledge,  including maths.

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Good point about ‘skills’ being the ‘Knowledge How’ - I’ve said this for a long time and it seems to simplify the concept

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Following the Tomlinson Report on 14-19 education, the 14-19 Diploma was set up rather like the International Bacc with Pathways as a collaboration between schools and FE. As HMI in Ofsted I was part of a team of HMI who conducted a thematic survey that identified good provision; this worked for students and provided excellent progression post 16 and 18.  Definitely, adequate funding is essential, especially for technical subjects with a higher resource demand. What works well is collaboration between specialist and mainstream schooling alongside adoption of T levels that have parity with GCSEs and A levels. A pathways curriculum 11-16 is the only way that all children can follow the subject of their choice. Finland, Singapore Estonia and other countries have this in place with great outcomes for their young people.

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Q: Successive governments have failed to produce any viable vocational/technical or creative provision - without wishing to sound negative or defeatist, we need to lobby for the funding to enable schools to provide a strong voc/tech/creative offer. This should also not stop schools and coalitions of interested bodies to pitch for funding to set up free schools focusing on voc/tech/creative provision

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However, we define our accepted minimum standard in English and Maths, our curriculum should be designed in such a way as to ensure as many students as possible leave school meeting this minimum standard. That being said, I would completely welcome a review of the examination system to allow students greater opportunity to demonstrate what they are capable of.IN relation to curriculum, we also propose in the book that schools follow the ESB oracy skills accreditation that develops oracy and critical thinking skills, confidence in speaking, building vocabulary. To strengthen maths, we propose teaching financial literacy. English Speaking Board Oracy skills: Accreditation KS3, 4 or 5 (Level 8 attracts UCAS points) Certificate in Financial Education (CeFE) Level 2 standalone subject, compulsory in KS4 . Both these feature in the book as successful case studies.

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Q: The reason the 40% do not reach L4 in English & Maths is not the curriculum failing them - it is the assessment process in the exam system.