Thinking Curriculum Sue Cowley www.suecowley.co.uk @Sue_Cowley

“School leaders need to recognise how easy it is to focus on the performance of the school and lose sight of the pupil.” Amanda Spielman

“It should also not be taken as read that higher scores for the school always means a better deal for pupils.” Amanda Spielman

“I acknowledge that inspection may well have helped to tip this balance in the past.” Amanda Spielman

‘Quality of Education’ What is it that schools want for all their children? How is teaching and assessment fulfilling the intent? What is the impact? – results and wider outcomes children achieve and destinations they go on to

Exploring Curriculum Models: Some Questions Whose curriculum? Whose knowledge? Whose decision? Whose input? What does your curriculum say about your attitudes to …? Learning and subjects Children and young people Equalities Your community The wider world

Exploring Curriculum Models: Some Questions To what ends? What do CYP ‘go away with’? Vocational? Academic? A balance? How is it all connected? What age to narrow and why narrow? How do you deal with time and timetabling? What are the implications for resourcing, including staffing and subject knowledge needs? Autonomy for staff, versus top down model?

Exploring Curriculum Models: Some Challenges Progress 8 and Ebacc KS3 – ‘The Wasted Years’ Building on increased challenge at KS2 Issues around ‘teaching to the test’ Planning workload for staff Student wellbeing and mental health Extra curricular activities ‘Basics’ versus breadth Entitlement to ‘broad and balanced’

Curriculum Models Ofsted ‘research’ categories: Knowledge-led Knowledge-engaged Skills-led Some other possibilities: The National … Creative & Connected RSA Opening Minds – Competences International Baccalaureate Child-led, Outdoor, Community

Ofsted Curriculum Model 1 “Knowledge-led” A body of subject specific knowledge Curriculum leaders define ‘invaluable’ ‘Big ideas’ in different subjects In-depth focus on fewer topics – ‘mastery’ Skills as an outcome of curriculum, not a purpose Cognitive psychology/working memory

Ofsted Curriculum Model 2 “Knowledge-engaged” Development of skills alongside knowledge Skills and knowledge intertwined Ensuring students develop in both areas More emphasis on cross curricular teaching Ensuring curriculum is relevant and meaningful Putting knowledge into context

Ofsted Curriculum Model 3 “Skills-led” Development of skills prioritised Learning to learn Resilience, growth mindset, perseverance Focus on future learning Knowledge seen as disconnected facts Harder to map progression

Other Curriculum Models “Creative and Connected” Development of skills and knowledge in context Cross curricular and team teaching Exploring links between subjects Often project or topic rather than subject based Vertical groupings Focus on creative outcomes and audiences Enrichment, experiences, competencies

Other Curriculum Models International Baccaulaureate MYP: eight ‘subject groups’ Outward looking Long term project Personal understanding Sense of self Responsibility within the community Learning within a global context Sixteen interdisciplinary concepts

Breadth, Depth, Enrichment What are their ‘gaps’? What experiences have they missed? Developing out of your local area Adapted to cohort needs Access to the arts Part of the local community The value of outdoor learning Building empathy – school farms, school dogs

Links for Further Reading Creative & Connected Curriculum: www.hundred.org/en/articles/teacher-testimonials-tips-on-how-to-create-a-creative-connected-curriculum International Baccalaureate MYP Programme: https://www.ibo.org/programmes/middle-years-programme/curriculum/ RSA Opening Minds: www.rsaopeningminds.org.uk/about-rsa-openingminds/ Amanda Spielman’s speech on Ofsted curriculum research: https://www.gov.uk/government/speeches/hmci-commentary-curriculum-and-the-new-education-inspection-framework