How can primary and secondary colleagues work together to give every child “a full, deep, rich education”?
How can clarity of curriculum intent and joint planning impact on outcomes for all pupils?
Most schools now have secure arrangements in place for transition between key stages 2 and 3 in terms of induction and the provision of appropriate support. What has proved more elusive, however, is an effective joint approach to curriculum planning and continuity.
There has probably never been a better or more important time to address this than now. We know that Ofsted’s key focus in its new inspection framework will be on the quality of education, an important part of which will centre on curriculum intent, implementation and impact. Curriculum planning needs to involve families of schools across the key stages as much as possible if curriculum intent is to translate into impact.
This conference for both primary and secondary colleagues will bring together Ofsted, SSAT’s curriculum experts and schools from a range of contexts that are developing approaches to cross-phase curriculum planning. They will be sharing the latest information on curriculum in the proposed new Ofsted framework, SSAT’s approach to curriculum planning (the Four Pillars of Principled Curriculum Design) and the work that has been going in schools to make progression and continuity a reality.
11:35 Session – School Case Study 1
Claire Turpin – Headteacher at Sidney Stringer Academy in Coventry
Claire has been a senior leader for 16 years and before that she was a Maths Consultant for Birmingham Advisory and Support Service and a Head of Maths. She has lead on a number of areas including Assessment, Curriculum, Vertical Tutoring and House system, Timetable and line managed a number of areas including 16+, maths, science, IT, PE and Expressive Arts and even English for a short time! She is also an SLE for maths, has written textbooks and still teaches math. She is passionate about being in the classroom, as it is often the best part of the day!
Anna Ford – Vice Principal at Sidney Stringer Academy in Coventry
Anna is responsible for standards and curriculum. Teacher of English at Sidney Stringer since 2012.
14:00 Session – School Case Study 3
Building a 2 to 19 curriculum for real
What do we mean by curriculum? What are our core aims as a trust? What theory of knowledge underpins our curriculum thinking? What are pupils in every key stage entitled to learn in our schools? What are the hallmarks of quality in curriculum planning? What is our assessment doing for us and how might it need to change? How do you avoid standardising the curriculum while still creating greater consistency in those things that matter? These are all questions we are seeking to answer as we aim to move 38 schools across six regions – primary, secondary and special – into a shared vision of a 2 to 19 curriculum.
Amelia Walker – National Director of Strategy and Quality at Ormiston Academies Trust
Amelia has worked in strategy and policy for over 15 years, most recently at Ofsted as the Deputy Director of Research and Evaluation. She is recognised for her contribution to national debate on education and care, having led on dozens of influential reports for two chief inspectors. Most notably, this included the current Chief Inspector’s research and comment on the curriculum, which has been instrumental in shaping thinking at all levels in the sector.
As National Director for Strategy and Quality Improvement in OAT she is responsible for the trust’s new five year strategy 2019-23. The implementation of the strategy is supported by a team of professionals developing formal and informal curriculum (which includes enrichment), communications, data, and programme management. This latter includes the £2 million Big Lottery and Ormiston Trust funded #iwill project.
Ofsted and the curriculum – more good news?
In this free download, SSAT senior education lead Colin Logan reveals findings from phase 3 of Ofsted’s review and the implications for school leaders.