CONFERENCE AIMS

There is renewed interest in, and indeed widespread support among school leaders for the inspectorate’s plans to focus more on the quality of the curriculum and less on performance data in its inspections.  Research carried out by educationalists as well as Ofsted’s own research has shown that the state of curricular thinking in many schools has resulted in a paucity in quality of education; that many schools were teaching to the test and teaching a narrowed curriculum, rather than thinking about the careful sequencing of a broad range of knowledge and skills.

Looking towards the EIF, it is highly likely that assessment of the quality of curriculum that a school is providing will be assessed. Inspectorate pilots and planning show that both schools and the inspectorate could see the distinction between intent and implementation and that inspectors could see differences in curriculum quality between schools and also between subject departments in schools. Importantly, they also found that schools can produce equally strong curricula regardless of the level of deprivation in their communities.  The focus is particularly centred on how assessment of schools will change, the levels of consistency seen in terms of curriculum quality across departments, and into individual subject departments’ depth and coverage of knowledge, successful curriculum design and implementation, evidence of a clear progression model throughout the curriculum.

Research on the importance of curriculum design and delivery has demonstrated that the character of knowledge within each subject is vital to creating a rich learning experience for students, providing them with the opportunity to challenge, rethink and create. The narrative of learning, which allows students to gain detailed knowledge and develop an unconscious competence and fluency, increases  students’ capacity to learn and to succeed to a greater extent in formal  assessments. The centrality of the curriculum in ensuring students develop the relevant knowledge and ability to genuinely fulfil their potential has therefore become a key component of government and Ofsted policy.

This conference provides an invaluable opportunity to scrutinise the latest research in curriculum quality and plans for the EIF in terms of curriculum quality assessment. Delegates will hear from experts on re-evaluating and reviewing current curriculum practices to develop and design new knowledge rich curriculums to suit the needs of all  students; the conference will examine approaches for re-evaluating  and designing a rich curriculum and analysing methods and leadership approaches to provide a strong and broad curriculum, including case studies from schools which have already adapted their delivery of the curriculum.

BENEFITS OF ATTENDING

  • Explore the latest thinking from Ofsted on how the curriculum should now be developed and taught
  • Reshape thinking on the curriculum to adapt to the radical change of approach needed
  • Take away approaches to develop rich curriculum planning that enables curriculum expertise to develop across the school
  • Examine how to align curriculum, teaching and assessment to facilitate high quality and effective learning for all students
  • Analyse the power of a Core Question approach in ensuring that students steadily accumulate foundational knowledge
  • ‘Riding the Curriculum Wave’ – explore how to allow teacher knowledge and expertise tshine, to create confident, rich teaching
DATE Central London
Friday 14 June 2019
WHO SHOULD ATTEND?
  • MAT CEOs

  • Headteachers and Principals

  • Deputy Heads and Assistant Heads

  • Heads of PRUs and Virtual Schools

  • Heads of Alternative Provision Schools

  • Senior Leaders of Alternative Provision Schools

  • Senior Leaders in Charge of Inclusion

  • Senior leaders in Charge of Results

  • Curriculum Managers

  • Senior Leaders in Charge of Teaching and Learning

  • Education Research Professionals

  • Pupil Premium and Welfare Leads

  • Heads of Year 11 and Sixth Form

CONFERENCE CODE 7528
INCLUDED
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

 

9.55
Welcome and Introduction


10.00 – 10.35am
Curriculum Quality for 2020 and Beyond

  • Update from the consultancy launched in January 2019 – how senior leaders are responding
  • What Ofsted are thinking about how the curriculum should now be developed and taught
  • What ‘Quality of Education’ will mean and how it is developing out of the current inspection criteria
  • Examination of good practice Ofsted has seen with regards to broad curricular and how schools are demonstrating that (without producing unnecessary paperwork and admin)

Matthew Purves, Deputy Director, Schools, Ofsted


10.35 – 11.10pm
Powerful Curriculum Thinking

  • Reshaping thinking on the curriculum to adapt to the radical change of approach needed
  • The importance of curriculum design concepts such as knowledge progression and sequencing of concepts
  • Examining why a single whole-school approach to the curriculum needs to change
  • Re-evaluating how the curriculum will function within your schools – approaches that lead to successful change
  • Creating ambitious curriculum design for all subjects
  • What a successful, knowledge-rich curriculum should provide for students

Summer Turner, Head of Curriculum Development, The Inspiration Trust


11.10 – 11.30pm
Morning refreshments


11.30 – 12.05pm
Reviewing your Curriculum: Re-invigorating Disciplinary Thinking

  • Creating a clear and coherent rationale for curriculum design and review
  • Assessing the quality of your curriculum: implementing a successful review around emerging curriculum thinking
  • Intent, implementation, impact: how to review your curriculum against these key drivers
  • Extending curriculum thinking and planning for each subject, re-invigorating how each discipline is taught
  • Ensuring curriculum delivery is equitable across all groups
  • Developing curriculum thinking across your school, to ensure that it is informed and aligned
  • Regular quality assurance and review for successful implementation of curriculum

Professor Tim Cain, Professor in Education, Edge Hill University 


12.05 – 12.40pm
Senior Curriculum Leadership – the New Challenges

  • What is a curriculum? The national, basic, local and hidden curriculums explained
  • What is the senior leader’s role in curriculum design, development and implementation?
  • What are the implications of the new Ofsted education inspection framework for the future of the school curriculum
  • The importance of vision – agreeing and articulating the purpose of education in your school
  • Agreeing the destination – what are the ‘end points’ of your whole-school and subject-specific curriculums

Matt Bromley, Educational Consultant, Bromley Education


12.40 – 1.30pm
Lunch


1.30 – 2.10pm
Case Study: Developing a Rich Curriculum

  • How we have redesigned our curriculum with principles from cognitive science and cutting edge curricular thinking in mind?
  • The power of a Core Question approach in ensuring that students steadily accumulate foundational knowledge
  • The relationship between the curriculum as a body of knowledge and its implementation in the classroom
  • How an effective Key Stage 3 lays the ground work for students to become creative and motivated scientists

Adam Boxer, Head of KS3 Sciences at JCoSS


2.10 – 2.40pm
Case Study: Aligning Curriculum, Teaching and Assessment

Curriculum, teaching and assessment are inextricably linked and should be a key focus for all school leaders. When all three are aligned and of the highest quality, they should facilitate effective learning for all students, irrespective of their starting points. This talk will explore why this is so important and how school leaders can achieve this alignment, using the best available research.

Shaun Allison, Research Lead, Durrington High School, Worthing


2.40 – 2.50pm
Afternoon refreshments


2.50 – 3.20pm
A Model of Curriculum Progression for Every Subject

  • Ensuring sufficient depth and coverage of knowledge in every subject
  • Curriculum mapping to ensure coverage across each subject over time
  • Designing assessments thoughtfully to shape future learning
  • Developing curriculum expertise in every subject – training middle leaders to take responsibility

Claire Stoneman, Erdington Academy, Birmingham


3.20 – 3.50
Successfully Riding the Curriculum Wave

  • Implementing the curriculum in the classroom in a way that leads to long term learning by utilising cognitive load theory
  • Defining excellence and teaching to the top
  • How to plan and sequence a curriculum to ensure pupils’ progression over time
  • How to build cultural capital to diminish disadvantage and afford all pupils an ambitious curriculum
  • ‘You can really do this’: nurturing teacher confidence on the new curriculum approaches

Matt Bromley, Educational Consultant, Bromley Education

curriculum