Narrowing the achievement gap through curriculum development – probe 6 Natalia Buckler (CUREE) & Michael Jopling (University of Wolverhampton)

Slides:



Advertisements
Similar presentations
Curriculum for Excellence Aberdeen City November 2008.
Advertisements

All Children and young people have an entitlement to a curriculum which they experience as a coherent whole, with smooth and well-paced progression through.
Healthy Schools, Healthy Children?
Head of Learning: Job description
Supported self-evaluation in assessing the impact of HE Libraries Sharon Markless, King’s College London and David Streatfield, Information Management.
The Index for Inclusion. Why have an Index Forum? Purpose To offer regular opportunities to discuss school improvement with other neighbouring schools,
Closing the progress gap. Key issues addressed by the study This study explored: – approaches to closing the gap for disadvantaged pupils –effective leadership.
Moving forward with Curriculum for Excellence Phil Denning HMI.
Southend-on-Sea Pupil Premium Network March 2015.
© NACE 2012 Aspiration Ability & Achievement Dyhead, Dawn a Chyrhaeddiad Leading and Managing for More Able and Talented Pupils.
Dylan Grace, President ISSU.  Plan for when and how the new Junior Cycle will be introduced has been outlined  Expectation that new senior cycle and.
Drug Awareness for Primary Schools Richard Boxer Drug Education Consultant Health & Well-Being Team (CSF) Safeguarding: Drug Education Richard Boxer, Drug.
Equality and Inspection – an Ofsted perspective of Impact NATSPEC/LSIS June 2011.
School Development Planning Initiative “An initiative for schools by schools” Self-Evaluation of Learning and Teaching Self-Evaluation of Learning and.
APP Middle School’s Project Kirklees. The Vision Every child knows how they are doing and what they need to do to improve and how to get there. They get.
Narrowing the gap and the effective use of the Pupil and Service Premium with SEN young people Glyn Wright Autumn Term 2013.
INTEGRATED LEARNING: STAGE 4 (SECONDARY COGS) Principles and process.
Curriculum for Excellence: Delivering More Choices and More Chances for Scotland’s Young People Suzanne Rennie Scottish Government.
Evaluating the impact of careers guidance for continuous improvement
The Ofsted ITE Inspection Framework 2014 A summary.
Curriculum for Excellence Numeracy and Mathematics 18th September 2010
Building Our Curriculum
The common inspection framework: education, skills and early years.
Curriculum for Excellence Aberdeenshire November 2008.
Home, school & community partnerships Leadership & co-ordination Strategies & targets Monitoring & assessment Classroom teaching strategies Professional.
Ian Hodgkinson HMI 19 June 2015
Victoria, Australia May Sweeney – National Co-ordinator Learning and Teaching Scotland November 2006.
Curriculum Review origins: The National Debate  Support for: – flexibility, breadth and balance – the comprehensive principle  Desire to address: –
Transforming lives through learning Profiling Education Scotland.
Exchanging Excellence: Closing Gaps Herts for Learning Conference July 7 th 2014 Key findings of the research David Birch and Marc Rowland.
Effective curriculum design and development Evidence from research For further school friendly resources visit For further.
Professional learning environments in primary and secondary contexts Philippa Cordingley Natalia Buckler CUREE.
Thursday 16 th January 2014 Vicky Dean. Outcomes of session Relate to others in the group and identify the purpose of the workshop Understand the public.
Transforming lives through learning Curriculum Expectations Sadie Cushley HMIE Feb 2014.
Managing, mapping and evaluating successful intervention programmes. Provision Management.
Important Information Have you got a username and password for the school SRF account? If your school has not registered before then you can do this if.
Leading improvement using the Primary Framework. Keys to further improvement A growing body of research identifies important and interrelated keys to.
Active Learning Curriculum for Excellence Moira Lawson.
Primary Training Module Jo Pilgrim – YST National Faculty.
Preparing for Inspection Nov 2013 Primary QIO team.
Transforming lives through learning Evaluating and improving our curriculum S1-S3 This resource provides a clear and concise.
Action research projects This sequence may help you when planning your case study What does the data identify about this target group? What will.
Raising standards, improving lives The use of assessment to improve learning: the evidence 15 September Jacqueline White HMI National Adviser for Assessment.
INTEGRATED LEARNING: STAGE 4 (SECONDARY COGS) Principles and process.
Assessment without Levels September Effective  Effective Assessment Systems should;  Give reliable information to parents about how their child,
Issues arising from Ofsted inspections Frank Ravey Principal Inspector, CfBT Inspection Services.
Document title Transforming lives through learning Schools Programme Launch: October 2015.
Bradford’s SEN Strategy May A Strategic Framework Vision and intent –What do we want Strategic Foci (Delivery Areas) –How will we get there Strategic.
‘Philosophy for Children’: deepening learning. The impact of ‘thinking through philosophy’ on pupils’ learning  The primary children in this Scottish.
National Standards in Reading & Writing Sources : NZ Ministry of Education websites. G Thomas, J Turner.
Profiles Key Principles. What is a profile? A profile is a snapshot of a child or young person’s best achievements at a given point in time. It is one.
© Crown copyright 2008 Subject Leaders’ Development Meeting Spring 2009.
The implications of poverty for educational effectiveness in all schools School Effectiveness & Socio-economic Disadvantage.
Module 6 Primary ITT Providers and NQT Coordinators: Learning Outside the Classroom – an Introduction.
Improving the Key Stage 2 to 3 Transition Context Limited primary and secondary Head Teacher meetings Limited transition opportunities Pastoral and SEN.
Achievement for All Using AfA data Warwick University 25 th May 2011.
Principals’ Meeting September Agenda CASS model of support including: –Induction/EPD –Boards of Governors ESAGS Count, Read, Succeed Target-setting.
Module 2 From Curriculum to Compelling Learning. 2Module 2. From Curriculum to Compelling Learning Module 2 | Session 1 By the end of the session, you.
Dr Rebecca McGuire-Snieckus and Dr Janet Rose Brighter Futures and Bath Primary Partnership: an early intervention project to improve outcomes for vulnerable.
Advancing teaching: inspiring able learners every day Meeting the Challenge 14 th November 2012.
Observation System Kidderminster College January 2012.
Raising standards improving lives The revised Learning and Skills Common Inspection Framework: AELP 2011.
Social and Emotional Aspects Of Learning - SEAL Secondary SEAL Devon – June 2009.
Building Our Curriculum Louise Turnbull Head Teacher Livingston Village Primary School All for the children, for all of the children!
Planning (primary version)
The Role of Ofsted covering School Inspections in England
The Hawthorns Primary School Strategic Plan
Planning (secondary version)
Raising standards, improving lives
© Crown copyright vision © Crown copyright 2006
Presentation transcript:

Narrowing the achievement gap through curriculum development – probe 6 Natalia Buckler (CUREE) & Michael Jopling (University of Wolverhampton)

Probe methodology Within this project, probes set out to: – –locate effective curriculum innovations with specific foci – –describe in detail their component activities and processes and their outcomes – –identify what might be significant about the context within which they take place Principles: – –Triangulation of evidence within and across the case study sites – –Exploration of patterns across the participating schools in order to identify and capture descriptions of effective practice – –Analysis of the fieldwork and documentary analysis findings against the wider knowledge base to explore why things work and what makes the practice effective

Probe foci over three years of curriculum research Assessment Dialogue and group work CPD Engagement and participation Wellbeing Narrowing the gap Management of curriculum change

Probe concept map

Selection of case study sites We looked for sites where there was both – –visible curriculum development and – –consistent attention to closing the gap in outcomes, particularly achievement, of vulnerable learners Importance of diversity and security of practice in both aspects of the research Long list of possible case study schools selected from own networks, the National College Narrowing the Gap programme, the DCSF Extra Mile programme and QCDA curriculum co-development networks Prior to short listing, detailed scoping involved analysis of publicly available evidence (Ofsted reports, school policies and descriptions of curriculum on the school websites) to establish the nature and security of relevant practice

Methods Interviews with participating teachers Interviews with school senior and middle leaders Student voice and perception data, gathered through informal interviews with 2-5 individual learners Observation data School documentation relating to narrowing the gap and curriculum development policy and practice

Example: Crown Hills Community College Personalised support to students to enable them to access the curriculum and to explore cross-curricular patterns in learning behaviours Academic tutoring programme aimed at disadvantaged & underachieving students ‘I spend all my time boosting, bolstering cajoling and convincing students of how fantastic they are. And that’s the secret of the success of it. I think if ever we take them as a deficit model then we’re never going to get to where we want to be.’ (Programme Leader)

Probe 6: Key findings Schools focused on facilitating and supporting access to the curriculum by: Building positive learning relationships between learners and teaching staff and increasing student’s sense of ownership of their learning Making curriculum experiences broader, more relevant, challenging and engaging Securing coherence at transition phases Monitoring children and young people’s progress

Facilitating and supporting access to the curriculum The schools adopted a ‘whole person’ approach to narrowing the gap, focussing on a range of skills their learners needed to develop in order to access the curriculum, achieve and do well Primaries focused on basic skills, lack of which they saw as a barrier to their children’s ability to access the curriculum The secondary prioritised areas such as improving motivation, developing effective learning habits, and enhancing students’ understanding of learning and assessment processes as key to supporting access to the curriculum

Making curriculum experiences more relevant and engaging The schools worked hard to improve the overall quality of teaching and learning, engage (or re-engage) all children and young people, increase the variety of learning experiences and encourage active learning and participation.

Conclusions The importance of staff working collaboratively in developing effective curriculum experiences for vulnerable learners: – –Across key stages to ensure continuity of curriculum and facilitating transition – –To ensure individual and group interventions were linked to mainstream curriculum

Approaches, such as APP were recognised as having a great potential for involving learners in assessment and target setting processes, as well as for monitoring their progress in specific skills The importance of maintaining a whole-school focus on narrowing the gap. Despite the significance of early interventions, there were support strategies in place in all key stages of the case study schools which aimed to build on the initial positive outcomes and ensure progression Conclusions (cont)

Reference CUREE(2011). Coventry: CUREE. Narrowing the achievement gaps for vulnerable children and young people through effective curriculum experiences. Summary available at: