Curriculum Development National Secondary Leadership Network (NSLN) Curriculum Development 3 May 2019

Opening Reflection: Wisdom from Above Chief Education Officer The Revd Nigel Genders Chief Education Officer @nigelgenders

James True Wisdom

Educating for Wisdom, Knowledge and Skills: Fostering discipline, confidence and delight in seeking wisdom and knowledge, and fully developing talents in all areas of life.

Stimulus 1: Vision-Driven Teaching and Learning Dame Alison Peacock, CEO, Chartered College of Teaching

Group Networking Activity 1: Educating for Wisdom, Knowledge & Skills Educating for Hope & Aspiration

Tension – necessary, symbiotic, empowering? Pedagogy: Freedoms and Opportunities Knowledge Wisdom Tension – necessary, symbiotic, empowering?

Is Vision not simply where we’re headed, but how we see things? Pedagogy: Freedoms and Opportunities Wisdom Is Vision not simply where we’re headed, but how we see things? Knowledge Wisdom

Non-examined curriculum – careers/employability/ service/enrichment ‘Middle-class cultural subsidy’ (Young, 2018) and social justice in curriculum design ‘Breadth vs Depth’ of learning in pre-exam specification learning   Non-examined curriculum – careers/employability/ service/enrichment   What does Hope look like in the curriculum? What kind of individuals are you hoping will leave your school?   Access to and encouragement of out-of-lesson learning (including homework and/or reading)   Setting, mobility and ability-related curriculum limitations  

LUNCH

Director of Research & Evaluation Stimulus 2: Intent-Implementation-Impact – EIF 2019 and Curriculum Design Daniel Muijs, Director of Research & Evaluation Ofsted

Group Networking Activity 2: Planning for EIF 2019 – Opportunities and Challenges

Vision Process Outcomes Curriculum Design Unit 4: Leadership Development (EEO, PLT, Networks etc.) Unit 5: Self-Evaluation/Peer Review Unit 6: New Terms – CA, Eucharist, EYFS Outcomes Unit 1: Understanding and Sharing Vision Unit 2: Thinking Theologically about Education Unit 3: Vision-driven Curriculum Design Unit 7: What could ‘Excellent’ look like? Unit 8: Flourishing Adults, Flourishing Children Unit 9: From Outstanding to Excellent Not Yet ‘Excellent’? Vision New Terms – Courageous Advocacy, Eucharist, EYFS etc. Curriculum Design SIAMS Leadership Resources 2019 Process

Leadership Development Vision Intent Implementation Process Leadership Development Outcomes Impact

Vision Intent Impact Implementation Process Outcomes Ethos Enhancing

What appears here for your school/MAT over the next 12-24 months? Vision Intent Implementation Process What appears here for your school/MAT over the next 12-24 months? Curriculum, Middle Leadership, Pedagogy, Character, Removing Disadvantage… Outcomes Impact

Vision-Driven Curriculum Planning Educating for Community & Living Well Together Educating for Dignity & Respect

Leadership of Character Education: Developing Virtues and Celebrating Human Flourishing in Schools (2017) Available to download free at www.cefel.org.uk/character

is fundamental to the pursuit of academic excellence seeks to develop and celebrate the flourishing of individuals, communities, families and societies is fundamental to the pursuit of academic excellence is central to a Christian vision for education for ‘life in all its fullness’ Character Education is caught implicitly through role-modelling and relationship, and the deliberate embedding of leadership virtues in staff teams invests in a legacy far beyond the school gates, impacting young people as friends, neighbours, parents, team members and employees

Vision Trust Value Joy Sustaining Momentum and Building Teams – Fuel Gauge model Bishop Paul Williams

Vision Trust Value Joy Sustaining Momentum and Building Teams – Fuel Gauge model Bishop Paul Williams

“Human dignity, the ultimate worth of each person, is central to good education. The basic principle of respect for the value of each person involves continual discernment, deliberation and action, and schools are one of the main places where this happens, and where the understanding and practices it requires are learned. This includes vigilant safeguarding. It is especially important that the equal worth of those with and without special educational needs and disabilities is recognized in practice. For the first time in history, there is now something approaching global agreement on the worth of each person through the United Nations Declaration of Human Rights and its successor declarations, covenants and conventions, including that in 2006 on the rights of persons with disabilities. How that is worked out in each nation and each school is a massive task that calls on the inspiration and resources offered by each tradition of faith and belief.”

NSLN Next Steps Regional Hub meetings – London, SW, Midlands, NE, NW Next National Events –10 July – Chaplaincy and ‘Growing Faith’ AASSH Conference – October 2019 – Elisabeth Gilpin, Chair of AASSH National Conference – Save the Date 6 Feb 2020