reachfeltham Reach Out Curric Agenda 11 00 11

@reachfeltham @Reach. Out. Curric

Agenda 11. 00 11. 45 12. 00 12. 45 13. 30 14. 00 14. 45 15. 00 Part I: The Science of Learning Break Part II: Implementing the Curriculum Part III: Enacting the Curriculum Lunch Lesson Observation Reflections and Questions End

Part I The Science of Learning

What is ‘learning’?

What is ‘learning’? “Learning, in turn, is defined as a change in long-term memory. If nothing has been changed in long term memory - nothing has been learning. ” Kirschner, Sweller and Clark. 2012. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Educational Psychologist, 41(2), 75– 86 “The primary goal of instruction should be to facilitate long-term learning —that is, to create relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer. ” Soderstrom, N. and Bjork R. A. , 2015. Learning versus performance, An Integrative Review, Perspectives on Psychological Science, 10(2), 176 -199

Cognitive Load Theory

Intended Implemented Vestibulum congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. Donec facilisis lacus eget mauris. Enacted High-level aims, goals and objectives of what you expect pupils to learn. Resources that will be used to achieve these aims. How content is taught and learnt in the classroom.

Four Principles of a Knowledge Rich Curriculum Knowledge provides a driving, underpinning philosophy The knowledge content is specified in detail Knowledge is taught to be remembered, not merely encountered Knowledge is sequenced and mapped deliberately and coherently Taken from Tom Sherrington’s blog: https: //teacherhead. com/2018/06/06/what-is-a-knowledge-rich-curriculum-principle-and-practice/

? Reflections, questions and discussion.

@reachfeltham @Reach. Out. Curric

Part II Implementing the Curriculum

t Enric hmen Ess a Knowledge Organiser ys on Less ns PLa Work Booklet e d i Sl ws o h S

t Enric hmen Ess a Knowledge Organiser ys on Less ns PLa Work Booklet e d i Sl ws o h S

t Enric hmen Ess a Knowledge Organiser ys on Less ns PLa Work Booklet e d i Sl ws o h S

● Key text, written by teachers at pupil’s level. ● Everything all in one place. ● Variety of tasks, questions, activities, diagrams all in one place for pupils to refer back to. ● Equality of curriculum for all children.

? Reflections, questions and discussion.

Part III Enacting the Curriculum

Intended Implemented Vestibulum congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. Donec facilisis lacus eget mauris. Enacted High-level aims, goals and objectives of what you expect pupils to learn. Resources that will be used to achieve these aims. How content is taught and learnt in the classroom.

The teacher’s subject knowledge is the most important factor associated with great teaching and strong student outcomes. But: ● KS 3 curriculum is often delivered by nonsubject specialists, or not prioritised as much as GCSE / A level. ● Teachers are often left with too little time to develop their own subject knowledge.

Retrieval Practice

Everybody Reads

Constant Curriculum Clarity STAFF DEVELOPMENT 1 2 3 PURPOSE Collective CPD ● Explore core ideas every teacher needs to know. ● Build mental models and a shared language. ● Revisit science of learning and research principles. Individual Coaching ● Identify specific areas of teaching practice to improve. ● Model and practise these areas. ● Incrementally get better. Subject Specific Development ● Improve subject knowledge in each discipline. ● Debate the important concepts in each subject. ● Ensure long term disciplinary progression for pupils.

'We have been so impressed with the pupils' outcomes. It has really shown up what they are capable of achieving and that we should be challenging them much more in all areas of the curriculum. ' ‘There has been a significant reduction in teacher workload, whilst increasing the quality of pupil learning in lessons. ’ 'The [curriculum] project has had a really positive impact on workload. Staff have even been taking the model and applying it to other subject areas and key stages because they like it so much and it really works for them and the pupils. ' 'Pupils love the depth and the rigor of the learning. They speak with confidence about complex topics and, more importantly, have retained knowledge and are able to make links and connections in their learning. ' ‘I like how it is more challenging and there a mixture of question styles. I think we are able to cover more in a lesson. ’ Pupil at Marine Academy Plymouth ‘There is a great progression of tasks in each booklet and pupils’ vocabulary has improved dramatically. Pupils are incorporating the high level vocabulary in their speaking and writing, which has been great to see. ’ Non-specialist teacher

? Reflections, questions and discussion.