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Teal salmon butty Teal salmon butty Curriculum Intent, Implementation and Impact Statement We are trusted with Parents’ most precious possessions… … treasure them. Date: 28/08/2019 ELP Training

Teal salmon butty Date: 28/08/2019 ELP Training

Teal salmon butty Date: 28/08/2019 ELP Training

A developmental ‘Continuum’ Teal salmon butty Progressive in Near beginning Next stage of career of career development development Task Curriculum Concept / Managers Deliverers Skill builder Need access to Informed by Prescribed Need iterative Teachers can Can stick in multiple experience as a curricula very experiences / revert to this this category contested pupil dominant factor dialogue perspectives Date: 28/08/2019 ELP Training

Teal salmon butty • A set of common- sense actions that more effective teachers do resulting in students making more progress and achieving better results. Date: 28/08/2019 ELP Training

Teal salmon butty Teal salmon butty New Inspection Framework September 2019 Outstanding schools will no longer be exempt from inspection Date: 28/08/2019 ELP Training

Teal salmon butty Intent • leaders take on or construct a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life • the provider’s curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment • the provider has the same academic, technical or vocational ambitions for almost all learners. Where this is not practical – for example, for some learners with high levels of SEND – its curriculum is designed to be ambitious and to meet their needs • learners study the full curriculum. Providers ensure this by teaching a full range of subjects for as long as possible, ‘specialising’ only when necessary Date: 28/08/2019 ELP Training

Implementation Teal salmon butty • teachers have good knowledge of the subject(s) and courses they teach. Leaders provide effective support for those teaching outside their main areas of expertise • teachers present subject matter clearly, promoting appropriate discussion about the subject matter they are teaching. They check learners’ understanding systematically , identify misconceptions accurately and provide clear, direct feedback. In doing so, they respond and adapt their teaching as necessary, without unnecessarily elaborate or differentiated approaches. • over the course of study, teaching is designed to help learners to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts. • teachers and leaders use assessment well, for example to help learners embed and use knowledge fluently or to check understanding and inform teaching. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens for staff or learners • teachers create an environment that allows the learner to focus on learning. The resources and materials that teachers select – in a way that does not create unnecessary workload for staff – reflect the provider’s ambitious intentions for the course of study and clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment • a rigorous approach to the teaching of reading develops learners’ confidence and enjoyment in reading . At the early stages of learning to read, reading materials are closely matched to learners’ phonics knowledge Date: 28/08/2019 ELP Training

Teal salmon butty Impact • Learners develop detailed knowledge and skills across the curriculum and, as a result, achieve well. Where relevant, this is reflected in results from national tests and examinations that meet government expectations, or in the qualifications obtained • learners are ready for the next stage of education, employment or training. Where relevant, they gain qualifications that allow them to go on to destinations that meet their interests, aspirations and the intention of their course of study. They read widely and often, with fluency and comprehension. Date: 28/08/2019 ELP Training

Teal salmon butty Leadership & Management • leaders focus on improving staff’s subject, pedagogical and pedagogical content knowledge to enhance the teaching of the curriculum and the appropriate use of assessment. The practice and subject knowledge of staff are built up and improve over time. Date: 28/08/2019 ELP Training

Teal salmon butty Teal salmon butty Exceed Learning Partnership Curriculum statement Date: 28/08/2019 ELP Training

Teal salmon butty Date: 28/08/2019 ELP Training

Teal salmon butty Ethos and Values At Exceed Learning Partnership the curriculum is designed to: • recognise children’s prior learning • provide first-hand learning experiences • allow the children to develop interpersonal skills • build resilience and become creative, critical thinkers. • Every child is recognised as a unique individual. We celebrate and welcome differences within our community of academies. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We constantly provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge. We use Learning Pedagogy to promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success. Date: 28/08/2019 ELP Training

Teal salmon butty Curriculum Design Principles When designing sequences of learning across the curriculum, we use a teaching backwards approach. At the heart of teaching backwards is a thinking process that enables our teachers to plan and teach from a clear and well-defined destination. We believe that teaching backwards is a journey that starts with the end very clearly in mind. With this knowledge, our staff design learning that focuses on small steps of progression. The schemes of learning have been designed to identify the on-going assessment of knowledge (concepts) and skills. This will support teachers to design learning to ensure that pupils retain this and build upon their prior knowledge in order to apply independently to a range of contexts. Our design principles have been created to enable pupils to make deep connections between learning and understanding the world they live in, leading to pupils connecting taught knowledge and skills with agency and purpose. We therefore ensure that learning is ‘deep’ rather than shallow. Deep learning requires planning for and modelling behaviours and actions associated with: • Deeper thinking • Deeper purpose • Active and collaborative engagement so that pupils meet the world but are not the centre of it . Date: 28/08/2019 ELP Training

Teal salmon butty Date: 28/08/2019 ELP Training

Teal salmon butty Within the teaching sequence, we plan and outline questions which support the domain of learning. These verbs support this: Advancing Deep Basic List, Describe, Locate, Apply, Solve, Explain, Think, Explore, Challenge, Write, Find, State, Name, Classify, Infer, Categorise, Question, Select, Reason, Follow, Complete, Recall, Identify, Organise, Modify, Justify, Consider, Ask, Use, Match, Report, Predict, Interpret, Demonstrate, Innovate, Measure, Illustrate, Label, Summarise, Observe, Decide, Create, Reflect, Recognise, Tell, Repeat, Estimate, Compare Critically Evaluate, Plan, Arrange, Define, Memorise Judge, Test, Defend, Design, Build, Construct, Invent Date: 28/08/2019 ELP Training

Teal salmon butty Understanding ‘Deep’: Blooms Taxonomy Understanding ‘deep’ learning, means that teachers have to plan a range of learning opportunities for pupils to demonstrate their level of thinking and understanding. In order to support this development of ‘Concepts and Skills’ builders we use Bloom’s Taxonomy as a way of facilitating the appropriate levels of challenge and pitch. It is also providing a shared language to describe where a pupil is on the learning journey towards deep understanding of the concept or skill. Dr Jo Saxon explains it like this: “Cognitively we can confirm understanding if something we know we have taught pupils, and we know they can recall, can be used by them in a different context from one they’ve been explicitly taught.” Dr Jo Saxon, Director of the Curriculum Centre, 2015 Date: 28/08/2019 ELP Training

Teal salmon butty Deep Advancing Basic Date: 28/08/2019 ELP Training