But the teacher is an important driver too, taking this intent to the destination - the children. Without this, the vehicle has no destination. The teacher can also, to continue the analogy, navigate the roads specific to their children - something a curriculum can’t do.
#EduSky
#GrowingTogether
For the intent and design, this takes the curriculum from its starting point and brings the clarity to the meaning of that subject. In our context, we have been thinking of writing and our ‘driver’ is that we want the curriculum to create great writers, not just great writing. This drives our work.
This can have a couple of meanings. It can be from the overall intent and design on a more macro scale, but is also from the individual teacher on a more micro scale. Every vehicle needs a ‘driver’ and this is where the ‘driver’ comes in.
When we think about a curriculum, we often refer to the scheme, theme, lessons or units we use. For me, this isn’t a curriculum, but this isn’t to say it isn’t useful. It can act as the ‘vehicle’ for the curriculum. It helps the curriculum come from one place to another.
Had a really good conversation today with other reviewers on Challenge Partners about curriculum and it really made me think about not only how far we have come but also how deep the conversations are now compared to some years ago. Today’s thought was about Vehicles and Drivers.
#EduSky
🧵
Coppice are looking for the newest member of the team! Could you, or someone you know, be our CFOO?
If you are interested, or want to find out more about the trust, have a look at our website - www.coppiceprimarypartnership.kent.sch.uk - or get in touch!
#GrowingTogetherStrivingForExcellence
#CPP
This certainly can go wrong. We had a similar issue and had to work really hard to unpick it and start again almost. The central curriculum should help to do the heavy lifting but not take away the heavy thinking. It’s important that teachers still think about enactment in their classrooms.
Thanks so much. We are still in the journey but seeing the positives already.
Really well thanks. I hope things are good with you too.
Stunning new display up at St Katherine’s School today, really capturing what we want our curriculum to be - to act as both a window and a mirror for our children. Really capturing our #Coppice vision for curriculum.
#StrivingForExcellence
#EduSky
The DfE are running a series of virtual training sessions aimed at DSLs, Governors & Trustees about the Prevent Duty. I noticed the dates in a DfE update about regional Prevent education coordinators.
www.gov.uk/guidance/reg...
#Prevent #safeguarding #DSL #edusky ##schoolgovernors
What would you not do if asked? How would you respond?
This is a great thread on the breakfast club pilot. As mentioned, great idea in theory but the costs seem prohibitive.
It's half term, which means I have a copy of Primary Reading Simplified to give away.
Simply *repost* this post for your chance to win.
I will choose a winner at random this Saturday (22nd February).
It’s like the second coming! Just when you think you were done, you have to do it al again!
🧵An important part of the primary experience is having a lovely time- adults ringfencing the unique state of childhood and ensuring that primary is a glorious place to be little. Playful and joyful are not the antonyms of high standards and aspiration.
Anonymously Post:
In two-form entry schools, to what extent should books align between partner classes in the same year group? A recent Local Authority visit was highly critical of the variations observed.
How much consistency is expected, and what are your thoughts on this issue?
Depends a bit on what the school said. Were they expecting to see more alignment. I would expect there to be similarities but AfL would mean that the starting point and therefore learning journeys should look different. Otherwise you are teaching the class you (or they) want and not the one you have
We were there last week. We tried to avoid:
- saying ‘I could use that in my classroom for …’
- buying something downstairs because it is clever but we have no actual need for it
In terms of a side quest - don’t follow the arrows!
*NEW* Making Retrieval Practice Actually Work: Seven Essential Principles for Teachers to Know ⬇️ open.substack.com/pub/carlhend...
As an academy CEO, the HMCI could have adjusted term dates for schools in his trust and also moved away from STPCD. Does anyone know if he did this? Or is it easier to suggest now as it doesn’t impact him in the same way?
Also, it’s not for Ofsted to suggest policy is it? #EduSky #Education
70% teachers think school holidays should stay the same
Yesterday, Ofsted’s chief inspector posed a question:
“190 days of children going in out of 365. I think the question should be is that long enough?”
Today, teachers have answered that question…
@teachertapp.bsky.social
Looking forward to a busy day ahead. Starting off with a meeting of our executive leadership team followed by a school visit then back for a discussion around supporting a proposal to further support a vulnerable group of children. Then switch to ‘dad’ for parents evening! #GrowingTogether
Watched it with my two boys - we have tickets for England XV vs France XV in June for their first match so encouraging them to get an understanding before then - and we were all on the edge of our seats. I may have to apologise to the neighbours tomorrow!
I think if a subject is done really well, you can get really high engagement and interest too. If you can find and map really meaningful and purposeful links then this can enhance the overall experience for children. But don’t lose sight of the core concepts you want them to learn.
It’s complex. I really value the importance of subject disciplines. When done well, there are lots of opps to develop meaningful links but it takes huge thought and work to get right. I think it’s easier to weave in non curricular areas like the ones mentioned than multiple subject disciplines.
No guru either but very interested. Would be very happy to chat about it.
Typically insightful post from @moderncassie.bsky.social hitting the nail on the head about the potential unintended consequences of inclusion in the new framework.
It’s great to see inclusion put more front and centre, but ‘looking inclusive rather than being inclusive’ is a big risk.
Great insights as always. reassuring to read as it largely matches how we approach it across the trust. Has prompted me to think about my reports. I tend to share detail with trustees as the packs are prepared for leaders but it is arguably too much.
Worth asking about pupil numbers and forecasts. These have big budget implications and aren’t necessarily as secure as they were. Also staffing as a percentage of total income as this is something to benchmark against.
