Why does your school need to be involved in this curriculum project?
When inspectors evaluate the impact of the education provided by the school, their focus will primarily be on what pupils have learned. Having a well-structured, well-taught curriculum will lead to good results because those results will reflect what pupils have learned.
It is important to remember that the word ‘impact’ is threefold:
- To evaluate the effectiveness of the way in which the curriculum is designed.
- To evaluate the effectiveness of the way in which the curriculum is taught.
- To evaluate the pace of pupil progress, pupil outcomes, and provide readiness for the next stage in their education.
The impact of the curriculum lies in whether students have learnt the things you’ve taught them. How do you know whether pupils know what you think they know?
This project is intended for primary and secondary headteachers, senior and subject leaders who want to ensure that all pupils benefit from a good quality of education and optimise their learning and outcomes.
Our work with our project schools will be infused with evidence-informed practice and research from cognitive science, in order to offer schools, the architecture for excellence.
Delegates will understand how the identification of knowledge components leads into assessment.
Delegates will understand how to evaluate pupil progress through pupils’ work and discussions.
Delegates will know and understand how to use formative assessment strategies to check that pupils’ knowledge is being retained.
Delegates will know how to evaluate progress through discussion with subject leaders and teachers and how to check that pupils’ knowledge has been retained.
The project will start at a workshop at our conference on Friday 4 November 2022.
This will be followed by four interactive and practical online sessions led by VNET Associate, Maria Curry and Director of Training and Research, Emma Adcock.
Reviewing the Intent and Implementation of the curriculum for foundation subjects
In this session we will use a set of questions to evaluate the top level of each school’s curriculum. Through these questions we will consider the scope, sequencing and coherence of your intended curriculum.
Getting to grips with knowledge composites and knowledge components
In this session, we will explore the importance of identifying a progression of knowledge in all foundation subjects. We will outline the importance of subject leaders supporting teachers in understanding the prior knowledge that pupils will need to have learned in order to access the new learning. This session will also include practical examples and delegates will leave this session with an understanding of how the identification of knowledge components, prior learning and future learning leads into assessment.
Evaluating progress through discussion with subject leaders and teachers
In this session, we will look at how teachers use formative assessment at the start and end of units and crucially within day-to-day lessons to check that pupils’ knowledge is being retained and that pupils are making progress through the intended curriculum.
Evaluating progress through pupils’ work and pupil discussions
In this session, we will support schools in how to use discussions with pupils and how to use scrutiny from books to verify what pupils have learned over time.