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Opportunity for all: strong schools with great teachers for your child - March 2022

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Opportunity for all: strong schools with great teachers for your child - March 2022

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From early years onwards, all children will be taught a broad, ambitious, knowledge rich curriculum and have access to high-quality extra-curricular provision.

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Our curriculum will provide enriching experiences and be underpinned by high quality oracy/literacy rich activities designed to give all learners, particularly the most disadvantaged, the knowledge and cultural capital they need to succeed in life.
It will build progressive knowledge from which skills will emerge seamlessly from EYFS to KS1. We will set ambitious goals to meet the needs of all pupils.

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Teachit Talks 2022 - An Ambitious Curriculum - Mary Myatt

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The Facts -School inspection handbook July 2022

A school’s curriculum sets out the aims of a programme of education. It also sets out the structure for those aims to be implemented, including the knowledge and skills to be gained at each stage. It enables the school to evaluate pupils’ knowledge and skills against those expectations.

All pupils in maintained mainstream schools are expected to study the basic curriculum, which includes national curriculum, religious education and age-appropriate relationships and sex education. The national curriculum sets out requirements for:

English, mathematics, science, physical education and computing in key stages 1 to 4

art and design, design and technology, geography, history and music in key stages 1 to 3

Since September 2020, schools have also been required to teach:

relationships education (key stages 1 and 2)

health education (key stages 1 to 4)

All schools that include early years provision must comply with the DfE’s statutory framework for the early years foundation stage (EYFS).

In key stage 1, pupils should be able to read, write and use mathematical knowledge, ideas and operations so that they are able to access a broad and balanced curriculum at key stage 2.

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Intent is about what leaders intend pupils to learn. It’s as simple as that. Intent is everything up to the point at which teaching happens. Good intent, according to our handbook, has the following features:

a curriculum that is ambitious for all pupils

a curriculum that is coherently planned and sequenced

a curriculum that is successfully adapted, designed and developed for pupils with special educational needs and/or disabilities

a curriculum that is broad and balanced for all pupils

OFSTED 2022

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Curriculum implementation is the translation of a written curriculum into classroom practices. Regardless of the definition or approach, curriculum can be organized into three major components: objectives, content or subject matter, and learning experiences.

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The school inspection handbook says ‘when inspectors evaluate the impact of the education provided by the school, their focus will primarily be on what pupils have learned.’ It goes on to say that ‘inspectors can use work scrutiny to contribute to an evaluation of whether the work that pupils do over time reflects the intended curriculum. Work scrutiny will help inspectors to form a view of whether pupils know more and can do more, and whether the knowledge and skills they have learned are well sequenced and have developed incrementally.’

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Leaders need to support teachers to adapt the curriculum effectively to ensure that all groups of pupils learn the essential knowledge in lessons.

Leaders’ systems to assess how well pupils are learning in some of the wider curriculum subjects are in their infancy. Consequently, not all subject leaders have a detailed enough understanding of how well pupils are learning the intended curriculum. Leaders should support subject leaders to evaluate the impact the curriculum is having on pupils’ learning.

Effective subject leadership, for example in science, is enabling all leaders to support curriculum development across the school. As a result, there is a well-sequenced and relevant curriculum in place. However, teachers do not always make the important knowledge they want pupils to know and remember clear. Consequently, sometimes pupils cannot explain what they already know well enough.

A well-sequenced curriculum is in place. However, sometimes pupils do not articulate their understanding of previously learned knowledge in some subjects well enough. Teachers need to be explicit in what they want pupils to know and by when, to ensure that key content is remembered and built upon each year.

Leaders have planned the wider curriculum. They have thought about the key concepts they want pupils to know and remember. However, some subject curriculums, such as history, do not clearly identify the key knowledge pupils must build over time. This makes it difficult for teachers to plan lessons and check that pupils know more and remember more.

Leaders have worked diligently on developing plans for all subjects across the wider curriculum. Effective subject leadership, for example in science, is enabling all leaders to support curriculum development across the school. As a result, there is a well-sequenced and relevant curriculum in place. However, teachers do not always make the important knowledge they want pupils to know and remember clear. Consequently, sometimes pupils cannot explain what they already know well enough.

Leaders have yet to complete their work to refine the curriculum. Pupils cannot always recall what they have learned previously. Leaders need to make sure that they identify the key knowledge, skills and vocabulary pupils need to remember, from Reception Year to Year 2, and that this informs assessment practice.

The Curriculum Leader for Science evaluates the impact of the curriculum through topic reviews, moderation activities, curriculum team subject reviews, learning walks, pupil interviews, data analysis and work sampling.

A highly ambitious curriculum means that pupils’ knowledge and skills develop over time. Staff know what must be taught in every subject and carefully check pupils’ understanding. Learning is regularly revisited so that it sticks in pupils’ minds. In the early years, highly skilled staff help children to express themselves by developing their vocabulary. Staff provide opportunities for children to share, take turns, listen and recognise their own feelings and those of others. The careful sequencing of learning means that pupils have a deep understanding of what they learn. Teachers encourage pupils to think about what they already know in order to help them with new learning. For example, in mathematics, pupils in Year 1 use their previous knowledge of shapes to learn about their properties. In art, pupils use their knowledge of colour and apply this to different painting techniques. For example, Seurat’s pointillism, where small, distinct dots of colour are applied in patterns to make an image.

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Be prepared

Be proud

Know the story of your subject

https://drive.google.com/file/d/1LnxSGuZAp8xgzy4wfLhhRhuzLlFd5Qzn/view?usp=sharing

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Rationale
Need to develop the role of Middle Leaders as an integral part of our school leadership team.
Objective
To ensure knowledge and skills in the foundation subjects are taught sequentially and allow pupils to develop deep and sustained knowledge.

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Meet your leaders...
History - Victoria Bruinsma
RE - Claire Leach
Science - Sophie Brammer
PSHE - Phoebe James
Maths & History - Jon Edwards
IT - Rebecca Maisey
Literacy & Geography - Natasha Hopkins

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Prioritized every subject on the timetable
Focus on Oracy and literacy rich curriculum
Subject Leadership time every half term
Subject Leader Action Plans
Monitoring alongside governors
Development of wider curriculum and cultural capital -trip to panto, composer of the week, clubs

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What next for our leaders and our curriculum?

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What next for our leaders and our curriculum?

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Engage and challenge
Playground chats - Pupil voice
Learning walks
Digital floorbooks - Padlets
Research
Little and often to develop overview
Challenge teachers -Planning and book look
Team work - teachers to share lesson success and challenges

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Curriculum Story - Teacher
Progression of skills - Leader
Curriculum Maps - Teacher              Monitor and Assess
Medium Term plan - Teacher
Weekly Plan - Teacher

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https://docs.google.com/document/d/1KbZFpusR9KdnA2Z9jE4Z5lbzG3tKa5IALL7ab6t_4wY/edit?usp=sharing