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Regardless of the method, pupils need to be taught specific knowledge and skills in, say, English, maths, science, geography, history, languages, art, design and technology, and so on.Identifying end-pointsThe EIF says that inspectors will look to see whether or not each subject’s curriculum builds towards clear end-points. Comment by Well, I find it helpful to consider curriculum design in two ways: the whole-school curriculum and the subject-specific curriculum.The whole-school (broad and balanced) curriculumThe 2002 Education Act requires schools to provide a “balanced and broadly based curriculum” which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.Within this rather vague legal framework, how can school leaders ensure that their curriculum is broad and balanced and will, therefore, produce well-rounded young people who can succeed in life and work? Now, our school has a sequenced, coherent curriculum for all subjects that develops and builds on knowledge. The problem is two-fold; Inspectors visited 40 schools to gather evidence for the first phase of our review and held focus groups for headteachers of outstanding schools across five regions. The leadership team had already, through evaluative processes, identified that there was a need for significant improvements in provision in order confidently to attain the statutory demands of the New Curriculum for Wales. Understand the benefits and challenges of implementing a knowledge-based curriculum with advice from 2 of our experts. Inspectors will also want to see evidence that each subject’s curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before, and towards those defined way-points and end-points. Knowledge and Skill Progression - Borough Green Primary School These end-points, the foundational knowledge on which our curriculum is built, may be derived from the assessment objectives or learning outcomes for that subject as defined by Ofqual and awarding bodies, or may be the key concepts that the teachers of that subject deem most important. However, the exhortation to inspectors, that we should criticise schools for focussing too narrowly on assessment at the expense of learning time, is at best naive, and at worst, unjust. and the outcomes have just been published. Intent refers to the school’s framework for setting out the aims of a programme of education, to include knowledge and understanding to be gained at each stage. posted on Without this wealth of human knowledge, a building full of teachers, leaders and pupils is not a school. Ofsted – Inspections are now focussing less on raw results and more on how those are attained. Likewise, key stage 3 should not be – without strong justification – reduced to two years, forcing pupils to choose their GCSE options too soon.Inspectors will want to see evidence that there are high ambitions for all pupils and Ofsted will want to see that the school does not offer disadvantaged pupils or pupils with SEND a reduced curriculum.In short, schools need to “teach to the top” for all pupils, have the same high expectations of all pupils and not dumb down.Matt Bromley is an education writer and consultant with 20 years’ experience in teaching and leadership including as a headteacher. The regulatory standards for independent schools provide a useful way of thinking about breadth. (Ofsted 2019) When Ofsted last visited, we had just begun formulating our knowledge-based curriculum. on 11 October 2017, "Not by the tests or exams themselves, which are the best way we know of assessing knowledge and understanding, but by the approach some schools take to preparing pupils for them". We, as inspectors, school leaders, teachers and parents, need to ask ourselves - are we happy to lose that year in the middle of secondary education? Why the children, of primary school age, even need to know they are being tested defeats me when the pieces of work they produce during the year can be used! No. I refer to the same statement as you, James. Chief inspector Amanda Spielman has been clear since she came to office that she wants Ofsted to be a force for good, promoting the real substance of education and ending poor practices such as off-rolling. Inspecting the curriculum. Pupil achievement will also be assessed using progression and destinations data, recognising that good outcomes are not just measured in qualifications but in how successfully pupils are developed as well-rounded citizens.Here, the questions to ask are: what knowledge and skills do pupils gain at each stage and over time and how does this compare to expectations?Why is Ofsted introducing a new framework?The purpose of the new framework is to tackle social justice issues – ensuring that all pupils, no matter their starting points, backgrounds and individual needs, are afforded the same ambitious curriculum and an equal chance to succeed. Ofsted identifies a ‘lack of curriculum knowledge and expertise in the sector’ that results in curriculum narrowing and ‘teaching to test’. The local curriculum is one that schools are free to adopt in order to complement the national curriculum (which is that prescribed by statute, consisting of the core and foundation subjects) and the basic curriculum (which describes the statutory requirements for curricular provision beyond the national curriculum, comprising the requirements in current legislation for the teaching of RE, relationships education (from 2020), careers education, and opportunities for work-related learning) with other curricular elements that are determined at school or community level. The curriculum should remain as broad as possible for as long as possible, too. When curriculum is focused on knowledge that takes students beyond their everyday experience, it has the potential to contribute to an increase in social mobility and higher educational outcomes (Young et al., 2014). In itself this is not a problem. I don't believe that it is the tests and exams that are the real issue as most Schools use summarise assessment as a way to inform next-steps in learning. It is a specific plan of what pupils need to know and should be able to do. The Cornerstones skills and knowledge framework that underpins all curriculum projects provides clear subject endpoints, giving schools the assurance of national curriculum coverage and progression. The question we must ask ourselves is this- what learning does our current system offer an incentive for? We'll have more to say about this late spring 2018, when we will publish more about the curriculum survey. Knowledge first – Schools are moving increasingly towards a knowledge-based curriculum. on 16 October 2017. and Conditions. We've put a lot of work into this research so far, and today’s commentary from Amanda reveals some of the preliminary findings. Terry Pearson Comment by Way-points and end-points can be used as learning objectives and also as a means of assessing pupils’ progress, particularly in the absence of national curriculum levels in key stage 3. Yet there has been a lack of reflection on the design, content and implementation of curriculums in recent years. This works well for some subjects, where concepts are revisited at deeper levels, but it doesn’t work for all subjects, especially those that pupils drop before GCSE. Our working definition of curriculum is that it is a framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an institutional context (implementation); and for evaluating what knowledge If pupils don't get the benefit of a rich and deep curriculum then they will have learnt too little and made little progress. Likewise, key stage 3 should not be – without strong justification – reduced to two years, forcing pupils to choose their GCSE options too soon. The leaders saw the curriculum as the mastery of a body of subject-specific knowledge defined by the school. An alternative planning process and professional development strategy for staff were outlined, which would support teachers to engineer a stimulating sk… I feel that a radical rethink of school accountability and a change to the definition of an acceptable standard of literacy and numeracy is required to truly address this. In other words the three “I”s refer to: what you plan to teach, how you plan to teach it and what the pupils learn – and what the school does if … Visit www.bromleyeducation.co.uk or follow him on Twitter @mj_bromley. Leaders at 11 of the 14 primary schools we visited said that they carried out some form of preparation for key stage 2 SATs, which meant curtailing or postponing the teaching of other foundation subjects. The curriculum shapes and determines what pupils will get out of their educational experience. With the introduction of more knowledge-heavy qualifications and National Curriculum, more schools are developing a knowledge-based curriculum approach. ... expert in implementing a knowledge-based approach to curriculum planning) on the The purpose of the new framework is to tackle social justice issues – ensuring that all pupils, no matter their starting points, backgrounds and individual needs, are afforded the same ambitious curriculum and an equal chance to succeed. If the latter, the question to ask is: what do we want our pupils to remember about our subject in 10 years’ time that will be useful to them? Here, we need to ensure that there is consistency – not just in what is taught – but in the language of learning and the language for learning. To criticise them for prioritising the outcomes of assessment (KS2 tests, GCSEs, Progress 8, Attainment 8), and by doing so, expect them to change their priorities, simply doesn't make sense. Often, a school’s local curriculum will reflect the individual nature of the school and its community. Inspecting the curriculum How Ofsted is revising inspection methodology to support the education inspection framework. Whilst it was really interesting to read this article, and whilst it is also very gratifying that the government (via Ofsted) is taking this seriously, there are fundamentals aspects of the accountability culture that drive teacher and school leader behaviours to narrow the curriculum. The debate has been informed by discussions from cognitive … The standards require schools to provide a curriculum that gives pupils experience in the following areas: linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative, so that it promotes spiritual, moral, social and cultural development.A broad curriculum, therefore, might be regarded as one in which there are enough subjects on a pupil’s timetable to cover all these experiences. Implementation refers to the breakdown of the framework over time into a narrative and a structure within the school’s unique setting. A glimpse into Ofsted’s thinking on the curriculum and its … Within this rather vague legal framework, how can school leaders ensure that their curriculum is broad and balanced and will, therefore, produce well-rounded young people who can succeed in life and work? posted on Pupil achievement will also be assessed using progression and destinations data, recognising that good outcomes are not just measured in qualifications but in how successfully pupils are developed as well-rounded citizens. Education inspection framework: draft for consultation, Ofsted, January 2019 (consultation closed on April 5, 2019): Ofsted inspection handbooks: drafts for consultation, Ofsted, January 2019 (consultation closed on April 5, 2019): Education inspection framework: overview of research, Ofsted, January 2019: Ofsted’s Education Inspection Framework: Finally moving in the right direction? Many of my members in the 'Teach Well Alliance' (www.teachwellalliance.com) refer to the stress they and their students are under as a result of this assessment system. Knowledge is sequenced and mapped deliberately and coherently: Beyond the knowledge specified for each unit, a knowledge-rich curriculum is planned vertically and horizontally giving thought to the optimum knowledge sequence for building secure schema – a kinetic model for materials; a timeline for historical events; a sense of the canon in literature; a sense of place; a framework for … This blog will look at the way Ofsted inspects education, from early years to schools and the further education and skills sector. Our research commentary prompted quite a bit of discussion on cognitive load theory (CLT) and how we’ve used it. Here, it is important to build a joined-up, progressive subject curriculum which builds on what has gone before and prepares pupils for what comes next. If Ofsted wants to gather honest and open reviews about the school curriculum, it must question its own belief about how we assess pupils, since this largely determines the structure of the curriculum. All very sad . Here, I would recommend that teachers know what the end-points are for each subject discipline they teach. Without this wealth of human knowledge, a building full of teachers, leaders and pupils is not a school. So, what are the implications of the new EIF on curriculum design? If the latter, the question to ask is: what do we want our pupils to remember about our subject in 10 years’ time that will be useful to them? Headteacher Update, March 2019. Andrew That flag may be planted at the end of the key stage, or indeed 10 years after pupils have left school. In the last few years, there has been a fascinating debate developing around the concept of a ‘knowledge-rich curriculum’. Are you convinced that tests and exam are "the best way we know of assessing knowledge and understanding" or are they the most convenient? That was the question I posed nearly a year ago, in a commentary on the initial findings of our research into the primary and secondary school curriculum. Amanda and I have repeatedly stressed the importance of schools having rich, deep curriculums. High-stakes inspection might just be encouraging schools to spend much time trying to attain high ‘pass-rates’. posted on Parents need to choose schools, not on test results , but on its community, learning environment, atmosphere, Ofsted report on leaning and development. on 12 October 2017. Skills were generally considered to … No. James Mook It is distinct It will not have escaped your notice that Ofsted has published a draft new Education Inspection Framework (EIF) which will come into effect in September 2019. To cope with workload, they have pushed curriculum development further down their list of priorities. Other learning science aspects we used included dual coding and spaced practice. Impact refers to the knowledge and understanding gained by the pupils over time. Few would doubt that the curriculum is an essential part of school life. One of the main objectives that Ofsted looks for when judging a school’s curriculum intent is ensuring sequencing, so knowledge is built over the years. MFL pedagogy – A recent review endorsed by the DfE has triggered a reassessment of MFL pedagogy. Or is it to create a generation of musicians, artists, mathematicians, scientists, polymaths, technicians, linguists and all sorts of other professions? As well as being clearly sequenced and building towards a clear end-point, Ofsted says that the curriculum should also address typical gaps in pupils’ knowledge and skills. We've found that the curriculum for lower attaining pupils often reduces their ability to study EBacc subjects. Comment by For example, children when doing English will have written work to do, towards the SAT time one of those pieces of written work should be taken for assessment, without the children's knowledge. Way-points should pinpoint the specific knowledge and skills upon which pupils’ progress to the next level of study in any subject is contingent. In addition to an overall effectiveness grade, schools will receive a graded judgement for each of the following areas: Quality of education, Behaviour and attitudes, Personal development, and Leadership and management. 1. has evolved from the CIF, and has informed the development of the new education inspection framework (EIF). What might a knowledge-rich ‘humanities’ curriculum look like in … It can be tricky to position yourself in opposition to certain teachers and schools but, as an academic, taking on Ofsted offers few reputational risks. In other words, inspectors will want to see clear evidence of what pupils will be expected to know and do by each of these end-points, be they the end of a year, key stage or phase of schooling.Here, I would recommend that teachers know what the end-points are for each subject discipline they teach. See Terms That's the currency of 'success. The curriculum is the substance of what is taught. Here, it is crucial that key stage 2 does not become narrowed to a study of SATs subjects and “teaching to the test”. The danger here is that some subjects, such as art, music, and languages, are squeezed out of the timetable by English, maths and science. It is not only about recognising the local economy and employment base, it is also about understanding the unique challenges faced by pupils from the school’s community.Schools should therefore consider the curriculum in its widest sense – it takes place in and between lessons, in subjects and in extra-curricular activities, and it develops pupils’ skills in a range of areas including in the arts and sport, and – although important – it is not solely concerned with the pursuit of academic outcomes in the guise of key stage 2 SATs or GCSEs.The hidden curriculumThere is an important caveat to bear in mind when assessing the intent, implementation and impact of the school curriculum: what is taught in schools is more than just the formal curriculum – rather, it is also about the messages pupils receive through the experience of being in school.The unplanned parts of the curriculum that take place outside of lessons are often referred to as the “hidden curriculum” and this includes learning from other pupils, and the learning that arises from an accidental juxtaposition of the school’s stated values and its actual practice. 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