Following Ofsted’s recent research into the primary curriculum, she suggests that across the sector there is a weak theoretical understanding of the curriculum. She refers to discussions Ofsted has had with headteachers who have indicated that curriculum-planning skills are not as strong outside the core subjects. According to Ms Spielman, there is a reduced understanding of the curriculum in the current workforce and it is unlikely that many current training programmes will plug the gap.
The Chartered College of Teaching also believes that a refocusing on curriculum design is overdue. It states: ‘The general consensus at the college is that the training and development opportunities for primary leaders in relation to the curriculum are rather limited.’
This training is therefore about ensuring curriculum cohesion, providing ‘down-to-earth’ practical suggestions that helps take away teacher workload.
The training will:
Look at what a ‘world class curriculum’ should look like;
Give as much attention to developing pedagogy alongside the curricu-lum;
Consider the need to put ‘literature’ at the heart of the English and wider curriculum;
Help you to check if your curriculum has really embraced the concept of ‘deepening learning’ at each stage and providing greater challeng-es within the construct being taught;
Look at models that provides maximum opportunity to apply maths and English skills in the broader curriculum;
Look at putting greater emphasis on preparation rather than planning by providing exemplars of schemes of work which slim down weekly planning requirements;
Consider how ‘assessment for learning’ procedures may need to sharpen especially in relation to pupils’ misconceptions and barriers to learning;
Look at the principles related to the seven stages of learning with a fo-cus on pre-exposure and reflection;
Consider how to provide opportunities for pupils to increase their resili-ence, resourcefulness and productivity;
Provide a case for improving both pupils and teacher questioning so as to enable greater understanding to be central to all learning.
This training aims to delve deeply into the curriculum and learning culture at school and academy level. It will make you take stock, look at the bigger picture and help to guide you to make decisions that are based on focusing on what we need to know about our learners at any time. It will also provide guidance and give you examples of different models to consider for your use.
Standards for Teachers’ Professional Development Statement
This course is underpinned by rigorous scholarship and supported by continual development and support. It meets the DfE’s Standards for Teachers’ Professional Development in the following ways:
• This professional development course has a focus on improving and evaluating pupil outcomes;
• It is underpinned by robust evidence and expertise, and is clear on intended outcomes and objectives;
• There is an expectation of collaboration and there will be expert challenge;
• The course is part of a CPD programme designed to equip staff with the knowledge and skills required to effectively implement within their school, and sustain improvements over time.