1. Thinking Curriculum
Sue Cowley
@Sue_Cowley

2. “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

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

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

6. ‘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

7. 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

8. 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?

9. 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’

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. Links for Further Reading
Creative & Connected Curriculum:
International Baccalaureate MYP Programme:
RSA Opening Minds:
Amanda Spielman’s speech on Ofsted curriculum research: