1. Disciplined Curriculum Innovation Developing and implementing the curriculum is a major investment for all involved and it is important for schools and the wider education system to be able to see the impact of the changes on learners and their learning.

3. Disciplined innovation – emerging principles Disciplined innovation underpins effective curriculum design, implementation and evaluation It focuses on the full range of learners’ achievements across the whole curriculum It is about the differences seen and heard in learners rather than on changes to the curriculum itself It requires an understanding of which aspects of curriculum change and implementation have the most impact on learners and learning in order to inform further developments of their curriculum. It makes use of reporting systems already in place such as SEFs and reports to Governors The most effective systems and processes reduce the burden on schools and colleges

4. Disciplined innovation "The best approach would allow for experimentation. As we also report today, there are concerns that many initiatives in education are pursued without being tested properly. Ministers should encourage different schools to engage in different strategies for motivating children at this sensitive age, pool the results and adjust accordingly.” The Times 2007 5 th Feb 2007

5. What is disciplined innovation? Disciplined innovation is a process of: defining outcomes to be achieved in terms of what you want to see and hear in learners, taking action to bring about the outcomes, keeping track of emerging impact and progress towards the outcomes, and making decisions to increase the rate of progress and extent of impact.

6. The seven steps of disciplined innovation

7. What is the purpose? Disciplined innovation is about making an impact on learners It provides an evaluation about the extent of impact made through a comparison between the starting point and the next point of evaluation The extent of impact is an evaluation of: the proportion of learners affected the degree of difference seen in them Disciplined innovation is based on planning systematically for outcomes through an understanding of cause and effect

8. What is the process of disciplined innovation? It is: most powerful when it is a collaboration between school leaders, teachers, parents, the community and learners themselves based on a clear understanding of quality and desired outcomes that can be witnessed and celebrated carefully designed pattern of planning, reflection, celebration and decision making that is not too hurried and reflects reasonable timelines in which to see and hear significant improvement built more around pictures and descriptions than numbers and letters

9. How will you know if your curriculum is working? What would you look for? Who would you ask? Eng, Ma and Sci / 5 A*-C ? ? ? ?

10. Evaluating the impact of curriculum innovation Based on what you see and hear that provides evidence of: the consistency of behaviour - predominant characteristics the extent of criteria met – range of aspects of behaviour shown the contexts and challenge in which the criteria are witnessed

11. The timeline for disciplined innovation What are our learners like? (a description backed by data? What are our learners like now? How far have they got in meeting the aims? (a description backed by data) And a decision What do we need to do next? What would we like our learners to become and achieve? (a description backed by data) Periodic Reflection point(s) Evaluating progress The start Celebrating impact and resetting priorities

12. More positive impact On?… Standards Skills for learning and life Participation Enjoyment and engagement Behaviour and attendance The focus for improvement Disciplined innovation – the process baselineReflect 1Reflect 2Reflect 3 decision

13. Principles underpinning recording of evidence If we want to find better ways of telling compelling stories we need to recognise that: data is shorthand for the words you haven’t time to use data only becomes information when it is socially processed data should lead to questions not assumptions pictures and descriptions are more powerful than bald facts and figures subjective evaluation that is moderated and standardised is clearer and more powerful that narrow objective measurement all data should be used to bring about decisions and action