PLANNING FOR CURRICULUM CHANGE

1. PLANNING FOR CURRICULUM CHANGE The approach taken at Acton High School -Neville Lassiter Curriculum Forum – Thursday 14th February

2. CURRICULUM REVIEW WORKING PARTY • Staff invited to join the working party in September • Representative cross-section volunteered – classroom teachers through to middle leaders • Short life – September to early November, met weekly, to report to the middle leaders group in November

3. KEY PRINCIPLES • Improved achievement, particularly in English and Maths • Students who have the essential skills of literacy, numeracy and ICT • Students who have good personal, learning and thinking skills • Who are creative, resourceful and able to solve problems • Are able to communicate well • Motivated and enthusiastic learners • Students who progress smoothly from primary through to 16+ • A personalised curriculum as far as possible achieved through a flexibility of the curriculum designed to meet individual needs and differentiation by task within lessons, particularly in mixed attainment groups when differentiation by outcome is not appropriate. • Assessment practice that supports T&L • To use time flexibly to meet learners needs.

4. 7 8 9 10 11 12 13 Conventional Acceleration Access Access & flexible KS4 Enrichment (Y9) Enrichment (Y8) Enrichment (Y11) Enrichment (termly) Enrichment (weekly) Flexible KS4 11-19 curriculum models

5. KEY FINDINGS • Investigated a number of case studies, projects, innovations, etc. • The Chestnut Grove School model generated a lot of interest • Study Plus was well received • BLP needed further investigation and it was felt that there was the potential for there to be greater impact in the school

6. EXAMPLES OF FEEDBACK FROM CURRICULUM AREAS • English – 2 year KS3 and 3 year KS4 • Maths (Chestnut Grove model): • L4 – 3 year KS3 – 2 year KS4 • Above L4 – 2 year KS3 – 2 year KS4 – 1 year AS level • Below L4 – catch up year – 2 year KS3 – 2 year KS4 • Science similar to Maths except 3 year KS4 for high attainers • ICT as Maths/Science except high attaining pathway to take GCSE in Y9

7. IMPACT OF THE DIPLOMA ON THE KS4 CURRICULUM • CORE OPTIONS • A B C D • * * * * • BTEC * * • DIPLOMA * • YA * * • 29 periods 21 periods

8. KS4 CURRICULUM Issues: • Students are forced to take too many exams and are therefore too stretched • The “broad balanced curriculum” where students choose a subject within each faculty option block is no longer possible for over half the students because of BTEC, DIPLOMAs and Youth Awards • The present arrangement protects “unpopular” courses • Have we got the timing right? – e.g. Core vs. Options

9. OTHER MODELS WORTH CONSIDERATION • “Flexible Friday” • Reduction in the number of sessions per day • Students who arrive with Level 2s in Year 7 grouped together and have the same teacher for several subjects – e.g. English, Maths, Humanities

10. FURTHER ISSUES TO CONSIDER • 2 hours of PE in KS4 • PSHE requirements are not presently covered • ICT requirements for all students in KS4 • RE/Citizenship requirements

11. SUMMARY • The Curriculum Review Working Party had now gone through this process – e.g. considered what kind of learners we want and how we should organise learning, and then considered 2 or 3 curriculum models which meet these key principles • After modelling this process it was recommend that curriculum and year teams go through the same process – identifying key principles and possible curriculum models for consideration

12. WHAT NEXT? • 29/11 Curriculum Area meeting and 13/12 Year Team meeting – consider what sort of learners we want and what teaching approaches would develop this kind of learner • 17/1 Curriculum Area meeting and 31/1 Year Team meeting – consider possible curriculum models

13. FIRST PHASE CONSULTATION-REVISED KEY PRINCIPLES • Revised key principles underpinning the curriculum redesign following the first phase consultation with curriculum and year teams • Improved achievement, particularly in English and Maths • Students who have the essential skills of literacy, numeracy and ICT they need for education, employment and life • Students who are well organised • Who have good personal, learning and thinking skills • Who are creative, resourceful and able to solve problems, both independently and in teams • Students who have good interpersonal skills and are able to communicate well • Motivated and enthusiastic learners, who will take responsibility for their own learning and become life long learners • Students who are aspirational and willing to take risks • Students who develop safe and healthy life styles • Students who progress smoothly from primary through to 16+ and beyond • Who are encouraged to go on to further and higher education

14. FIRST PHASE CONSULTATION-REVISED KEY PRINCIPLES • A personalised curriculum as far as possible achieved through a flexibility of the curriculum designed to meet individual needs • Differentiation by task within lessons, particularly in mixed attainment groups when differentiation by outcome is not appropriate • A curriculum which both allows for intervention work and engages and challenges higher attainers • A curriculum which gives students a variety of experiences • Assessment practice that supports T&L and “shines the torch” on what is important to the school • To use time flexibly to meet learners needs. • To use a common language across curriculum areas – e.g. in literacy development and use of learning to learn skills, enabling students to make connections and see that these are transferable

15. SECOND PHASE CONSULTATION-CURRICULUM MODELS Model 1: • No change • Could block the timetable at KS3 allowing subjects to group as they want, so not taught in tutor groups • Free choice option blocks at KS4

16. SECOND PHASE CONSULTATION-CURRICULUM MODELS Model 2: • As Model 1 + • “Learning to learn” programme taught by all teachers • PSHE programme • Creation of a special group of the most vulnerable students where they would have the same teacher for many of their lessons

17. SECOND PHASE CONSULTATION-CURRICULUM MODELS Model 3A: • As Model 2 + • No theme days, but a “flexible day” one day per two week cycle • “Flexible Days” will allow different kinds of learning – e.g. visits, sports events, catch-up classes • BUT – less core teaching time

18. SECOND PHASE CONSULTATION-CURRICULUM MODELS Model 3B: • The same as Model 3A except that there would be a “flexible day” each week • BUT – even less core teaching time • Some of this lost subject time can be gained back by using some of the “flexible days”

19. SECOND PHASE CONSULTATION-CURRICULUM MODELS Model 4: • Basically the same at KS3 as models 2, 3A and 3B • More flexible KS4 – some one year courses • Some could start KS4 early • Would lead to some mixed age classes

20. CURRICULUM REDESIGN CONSULTATION • English – 3A • Maths – 3A • Science – 3A • Humanities – 3A • Tech Arts – 3A • Tex/Food/Art – 3A • PE – 2 • ICT – 3A • SEN – 2 • MFL – 3A • Perf Arts - 1 • Key Skills – no consensus • Y7 – 3A • Y8 – no consensus • Y9 – 3A • Y10 – 1

21. CURRICULUM REDESIGN CONSULTATION • Summary of feedback from SLT: • Model 2 – 1 • Model 3A – 10 • Summary of feedback from students on the School Council: • After a brief explanation and discussion the students voted as follows: • Model 1 – 5 • Model 2 – 3 • Model 3A – 5 • Model 3B – 2 • Model 4 – 4

22. LATEST SITUATION • Consensus emerging about Model 3A • Referred back to middle leaders last week – discussed concerns, what could go wrong • Although excited by the emerging curriculum model, some worry about having everything ready on time • Floated the idea of timetabling the full 10 days and having “flexible days” throughout the year on different timetabled days

23. WHAT DOES THIS TELL US? CONSENSUS • Fully blocked timetable • “Learning to learn” programme • Free choice options KS4 • Year 7 Acton Diploma Group • Very positive response to idea of flexible time

24. WHAT DOES THIS TELL US? CONCERNS • Planning time needed – will it all be ready • Delivery of flexible time • How flexible time will be split • Teaching and learning challenges inherent in model • How students would interpret concept of flexible time • Resources and management issues

25. WHAT ARE WE PROPOSING? • Timetable over 5 days – so essentially Model 2 • Flexible time overlaid – will have at least 10 flexible days – which will move across the cycle – possibly 12 • Whole school will have flexible time at the same time • Safety net of timetable lying beneath

26. WHAT NEXT? • To make decision • Dilemma – strong support for Model 3A amongst staff – but real concern amongst middle leaders about being ready on time • Having “flexible days” on top of the timetable gives a safety net if things go wrong • 14/2 – whole staff meeting – decision made and staff informed • Second half of the year to prepare