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London Region
Curriculum Roadshow
14 September 2021
Ofsted – Curriculum Roadshow - London (1)
▪Welcome
▪Our speakers
▪The purpose of today
▪Recognising the context schools
are working in
▪The focus for the region’s
inspectorate
▪Our preparation for the return to
routine inspection
▪Our approach
Ofsted – Curriculum Roadshow - London (1)
London Roadshow
Webinar outline
▪Curriculum planning principles and recovery work
▪Break
▪Curriculum planning and recovery - PE
▪Curriculum planning and recovery - Science
▪Questions and answers
Ofsted – Curriculum Roadshow - London (1)
What research tells us about an effective curriculum
Ofsted – Curriculum Roadshow - London (1)
Ofsted’s
Curriculum Unit
Catch up
The
curriculum:
knowledge and
progress
Ofsted – Curriculum Roadshow - London (1)
What is curriculum and
why is the quality of curriculum
important?
A new ‘quality of education’ judgement
Ofsted – Curriculum Roadshow - London (1)
Quality of education
Intent
▪ Curriculum design, coverage and
appropriateness
Implementation
▪ Curriculum delivery
▪ Teaching (pedagogy) – contribution to
delivering the curriculum as intended
▪ Assessment (formative and summative)
Impact
▪ Attainment and progress (including
national tests and assessments)
▪ Reading
▪ Destinations
Intent: curriculum design, coverage and
appropriateness
▪Much more than ‘vision’ or rationale
▪Senior leaders will be asked how they ensure and assure a
high quality curriculum in each subject
▪Intent is the planning of WHAT is taught: schemes of
learning in each subject
▪3 ‘I’ division is just a useful way of thinking about QE and
Curriculum in particular. It is not a management structure!
Ofsted – Curriculum Roadshow - London (1)
Ofsted – Curriculum Roadshow - London (1)
Assessment
Desired high level outcomes
and measures of those
outcomes
Curriculum:
WHAT is taught
Pedagogy: Teaching
activities or HOW
curriculum content is
taught
Distinguishing curriculum from teaching and
assessment
What is meant by ‘curriculum’:
▪for a school?
▪for a subject?
▪for a sequence of lessons?
Ofsted – Curriculum Roadshow - London (1)
The curriculum isn’t…
▪just the subject or qualification offer
▪what is assessed
▪experiences, trips etc.
▪the same as teaching activities: the curriculum is WHAT is
taught and not how it is taught
▪about devising extra or more elaborate or
creative activities
▪Something to sort once you’ve ‘decided your intent’
▪vague – it is a specific plan of what children
need to know in total, and in each subject.
Ofsted – Curriculum Roadshow - London (1)
Knowledge and progress
Ofsted – Curriculum Roadshow - London (1)
‘Learning is defined as an
alteration in long-term
memory. If nothing has
altered in long-term memory,
nothing has been learned.’
Sweller, J., Ayres, P., & Kalyuga, S. (2011).
Knowledge allows…
▪Communication and language development: relevant
knowledge allows successful inferences in written or oral
communications between strangers.
▪Listening and attention: it is hard to listen and respond
when you do not know the meaning of words or social cues.
▪Understanding: rich background knowledge allows mental
space to think about what has been encountered.
▪Speaking: children need the words to express themselves
effectively.
Vocabulary size relates to social class…
Findings of the Hart and Risley landmark study:
▪Over four years, researchers recorded that an average child
in a professional family accumulated experience of almost 45
million words; in a working-class family, 26 million words;
and in a family receiving welfare, 13 million words.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young
American children. Paul H Brookes Publishing.
Vocabulary size relates to academic success
▪The reason is clear: vocabulary size is a convenient proxy for
a whole range of educational attainment and abilities — not
just skill in reading, writing, listening,
and speaking but also general
knowledge of science, history,
and the arts.
▪If we want to reduce economic inequality, a good
place to start is the subject classroom.
Schooling is crucial for increasing the
breadth of children’s vocabulary
▪Around 90% of vocabulary is only regularly encountered in
writing and is not commonly used in speech.
▪Teen fiction does not give access to the more academic
vocabulary and syntax used for high-level GCSE, A level and
beyond.
▪Academic writing provides exposure to complex vocabulary
and ideas that must be grasped for academic success.
Stanovich, K. E. (1993). Does reading make you smarter? Literacy and the development of verbal
intelligence. Advances in child development and behavior, 24, 133-180.
The importance of knowledge
▪What we know allows us to read.
▪In other words, it is our prior knowledge that enables us
to comprehend new material. Knowledge is highly
‘transferable’ between contexts.
▪Knowledge learned across the curriculum facilitates
comprehension.
Ofsted – Curriculum Roadshow - London (1)
Content selection: does the subject curriculum emphasise
‘enabling knowledge’ and ensure it is remembered?
▪Significant knowledge
▪Knowledge which enables subsequent learning
▪Knowledge which enables a desired complex (skilled)
performance
Sequencing: is subject content sequenced so pupils build
useful and increasingly complex schemata?
What knowledge do pupils need to learn?
Knowledge does not sit as isolated ‘information’
in pupils’ minds.
Experts in every field depend on
rich and detailed structures of
knowledge stored in their long
term memory.
Experts in every subject depend on rich
and detailed structures of knowledge
stored in their long-term memory.
Ofsted – Curriculum Roadshow - London (1)
How will inspectors consider progress?
‘The curriculum as the progression model’
Ofsted – Curriculum Roadshow - London (1)
Early years is the starting point…
Early years – the bedrock of everything to come…
Key Stage 1
Key Stage 2
Key points of transition…
Early years – the bedrock of everything to come…
Key Stage 1
Key Stage 2
Key Stage 4
Key Stage 3
Why is a focus on curriculum necessary?
1. Because knowledge allows comprehension, i.e.
understanding
2. Because knowledge is generative (and thus sticky)
3. Because skills are dependent on relevant knowledge
4. Because knowledge empowers
Ofsted – Curriculum Roadshow - London (1)
Knowledge deficits
accumulate when layered on top
of one another in a curriculum
sequence.
This accumulation of dysfluency
(gaps) limits and may even
prevent acquisition of complex
skills that depend on them.
This problem is called
‘cumulative dysfluency’.
What happens when pupils don’t learn the knowledge
they need?
Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds). (2011). Handbook of applied behavior analysis. Guilford Press.
Why is a focus on curriculum necessary?
1. Because knowledge allows comprehension, i.e.
understanding
2. Because knowledge is generative (and thus sticky)
3. Because skills are dependent on relevant
knowledge
4. Because knowledge empowers
Ofsted – Curriculum Roadshow - London (1)
Connection of old knowledge to new knowledge
Knowledge is generative (sticky)...
Hooks/old learning
Why is a focus on curriculum necessary?
1. Because knowledge allows comprehension, i.e.
understanding
2. Because knowledge is generative (sticky)
3. Because skills are dependent on specific
knowledge
4. Because knowledge empowers
What is needed for a marathon?
Composite performance.
(The actual marathon)
Component =
knowledge of
diet for race
(knowledge).
Component =
awareness of
technique/
running style
(knowledge).
Component =
awareness of
muscle
strengthening
(knowledge).
Component =
awareness of
appropriate
clothing/footwear
(knowledge).
Component =
knowledge of
diet over time
(knowledge) .
Component =
awareness of
muscle
strengthening
(knowledge).
Component =
awareness of nutrition
needed (knowledge).
Component =
mental strength
required/running
strategies, for example,
Fartlek.
Component =
stretching techniques
(skill).
Component =
practice in types of
running
(speed/endurance).
Ofsted – Curriculum Roadshow - London (1)
Why is a focus on curriculum necessary?
1. Because knowledge allows comprehension, i.e.
understanding
2. Because knowledge is generative (sticky)
3. Because skills are dependent on specific
knowledge
4. Because knowledge empowers
Social justice requires that we
provide an education which
gives the less privileged
access to the knowledge
they need to succeed.
▪is based on proactive thinking
▪will be the product of clear consideration of the sequence of
content necessary for children to make progress
▪will provide children with the knowledge they need for
subsequent learning – transferable knowledge
▪builds deeper understanding and the capacity for skilful
performance.
….takes account of how we learn.
In summary, a high-quality curriculum:
What research tells us about an effective curriculum
Ofsted – Curriculum Roadshow - London (1)
Ofsted’s
Curriculum Unit
Catch up
The
curriculum:
knowledge and
progress
▪Distinctive knowledge structures of the subject and how that
subject explains the world
▪The place of knowledge in definitions of subject progress
▪The interplay of layers and forms of knowledge within subjects
▪Subjects as distinctive yet shifting traditions into which pupils
can be introduced
▪Knowledge of the subject as the inclusion issue -the access
knowledge gives to educated conversation and decision
making
Ofsted – Curriculum Roadshow - London (1)
Subject knowledge
Our recent history:
▪From our inception in 1992, Ofsted’s work focused not
only on the individual inspection of schools, but also
on thematic and research work across the sector.
▪This work is highly prized by schools. It informs and
shapes the debate about what it means to teach
subjects well.
Ofsted – Curriculum Roadshow - London (1)
Raising the standard of curriculum practice
▪Education Inspection Framework.
▪Schools and providers are seeking reliable, trustworthy
information about how to enhance their expertise in their
curriculum and in specific subjects.
▪We have therefore expanded the scope of our former
national lead roles and created a curriculum unit. We have
appointed recognised experts to lead our work.
▪Our new subject leads spend half of their time inspecting and
the other half leading subject specific work.
Ofsted – Curriculum Roadshow - London (1)
Pandemic
▪The challenge of ‘catching up’
▪Thinking carefully about content
▪Preparedness for a new landscape
▪Subject knowledge
Ofsted – Curriculum Roadshow - London (1)
From research review to subject report
Ofsted – Curriculum Roadshow - London (1)
Established
principles
for Quality
of Education
(EIF)
Filter:
subject
education
Conception of
subject quality
(Research
reviews)
Evidence
base
Subject
report
Principles paper
Ofsted – Curriculum Roadshow - London (1)
Selecting the most relevant
research – criteria acting as
filters
▪Curriculum is different from
pedagogy
▪Cognitive science
▪Relevance to inspection
Focus areas
Ofsted – Curriculum Roadshow - London (1)
Curriculum: scope, components, sequencing and rigour
Pedagogy Assessment
Systems
Research reviews
Ofsted – Curriculum Roadshow - London (1)
▪What published research tells
us about a high-quality
education in each subject
▪Supporting and informing
those leading the thinking on
subject education
▪Useful guiding principles –
particularly in the current
context
Navigating the research review
Ofsted – Curriculum Roadshow - London (1)
Subject curriculum summary
Ofsted – Curriculum Roadshow - London (1)
▪Over the next two years we will publish new subject reports
for each are of the national curriculum
▪The research reviews are the starting point for this work
➢ What it means to get better
➢ Key principles that can influence curriculum quality
▪You can find more reviews online
▪Feel free to get in touch
What research tells us about an effective curriculum
Ofsted – Curriculum Roadshow - London (1)
Ofsted’s
Curriculum Unit
Catch up
The
curriculum:
knowledge and
progress
The challenge created from missing schooling
▪Pupils have missed learning important content in every
subject
▪Pupils have forgotten important content because it has not
been used
▪Pupils have missed out on the social interactions which might
affect speech and communication
▪There is variability in impact on different pupils
Ofsted – Curriculum Roadshow - London (1)
Consider some purely generic advice:
Question: Which of the following two teachers would find this
advice most useful?
A. Year 1 teacher for phonics B. Year 8 geography teacher
Ofsted – Curriculum Roadshow - London (1)
1. Assess to identify gaps
2. Organise interventions for pupils with gaps
Identify gaps Organise interventions
for pupils with gaps
Year 1
Phonics
This would be really useful.
Teachers need to know which
content of the phonics
programme pupils remember
or learned remotely.
Different children will have
different gaps in their phonic
knowledge. Some may be
disproportionately behind
others and catching up will
require ongoing targeted
teaching.
Year 8
geography
The topic of rivers was missed
as it was to be taught in
spring 2020. No child was
taught it. To assess
knowledge of the rivers topic
would be unhelpful.
There is no target group
needing special catch up
arrangements. No pupils
learned about rivers last year.
Ofsted – Curriculum Roadshow - London (1)
“Adjust your curriculum content”
Ofsted – Curriculum Roadshow - London (1)
Adjust your curriculum content
Year 1 Phonics Absolutely not! Each part of the
phonics programme must be
taught in the sequence prescribed.
Year 8 geography A sensible option. For example, a
subsequent relevant topic might
be extended to cover the most
crucial missed detail about rivers.
Learning point
Take actions appropriate for
the subject and phase.
Ofsted – Curriculum Roadshow - London (1)
Use assessment wisely
▪There is generally no need to assess things that were not
taught
▪Ensure your assessment actually checks if pupils know the
specific content you might need to reteach
▪Data for tracking will not help teachers identify what children
need to learn
▪Summative tests requiring pupils to utilise a range of
knowledge will tend to be less useful than formative tests of
specific content
▪Avoid placing faith in skills ladder type assessments
Ofsted – Curriculum Roadshow - London (1)
‘The curriculum is the progression model’
Ofsted – Curriculum Roadshow - London (1)
Making curriculum
adjustments
Your curriculum adjustments should be informed by an
understanding of what is the most critical content for
progression which has been missed and needs to be
emphasised in new curriculum plans
Ofsted – Curriculum Roadshow - London (1)
Ofsted – Curriculum Roadshow - London (1)
Content selection: does the subject
curriculum emphasise ‘enabling knowledge’ and
ensure that it is remembered?
▪Significant knowledge.
▪Knowledge that enables subsequent
learning.
▪Knowledge that enables a desired complex
(skilled) performance.
Sequencing: is subject content sequenced so
pupils build useful and increasingly complex
schemata?
Subject
curriculum
content
choices
and
sequencing
Ensure pupils still have the
time they need to repeat or
practise crucial content so that
it is remembered long term.
Ofsted – Curriculum Roadshow - London (1)
Choose teaching activities which ensure planned
content is learned. Prioritise:
Ofsted – Curriculum Roadshow - London (1)
time efficient activities
highly effective strategies
Useful question: What was it pupils thought most about in
the lesson? Was it the key content to be learned?
In summary
▪Make actions appropriate for the subject and phase
▪Use assessment wisely
▪Identify which knowledge is most significant when choosing
what to insert into an adjusted curriculum
▪Ensure pupils still have the time they need to repeat or
practise crucial content so that it is remembered long term
▪Choose teaching activities which are time efficient and most
effective to ensure the planned content is learned
Ofsted – Curriculum Roadshow - London (1)
What research tells us about an effective curriculum
Ofsted – Curriculum Roadshow - London (1)
Ofsted’s
Curriculum Unit
Catch up
The
curriculum:
knowledge and
progress
Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
Ofsted – Curriculum Roadshow - London (1)

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Recovery roadshow

  • 1. London Region Curriculum Roadshow 14 September 2021 Ofsted – Curriculum Roadshow - London (1)
  • 2. ▪Welcome ▪Our speakers ▪The purpose of today ▪Recognising the context schools are working in ▪The focus for the region’s inspectorate ▪Our preparation for the return to routine inspection ▪Our approach Ofsted – Curriculum Roadshow - London (1) London Roadshow
  • 3. Webinar outline ▪Curriculum planning principles and recovery work ▪Break ▪Curriculum planning and recovery - PE ▪Curriculum planning and recovery - Science ▪Questions and answers Ofsted – Curriculum Roadshow - London (1)
  • 4. What research tells us about an effective curriculum Ofsted – Curriculum Roadshow - London (1) Ofsted’s Curriculum Unit Catch up The curriculum: knowledge and progress
  • 5. Ofsted – Curriculum Roadshow - London (1) What is curriculum and why is the quality of curriculum important?
  • 6. A new ‘quality of education’ judgement Ofsted – Curriculum Roadshow - London (1) Quality of education Intent ▪ Curriculum design, coverage and appropriateness Implementation ▪ Curriculum delivery ▪ Teaching (pedagogy) – contribution to delivering the curriculum as intended ▪ Assessment (formative and summative) Impact ▪ Attainment and progress (including national tests and assessments) ▪ Reading ▪ Destinations
  • 7. Intent: curriculum design, coverage and appropriateness ▪Much more than ‘vision’ or rationale ▪Senior leaders will be asked how they ensure and assure a high quality curriculum in each subject ▪Intent is the planning of WHAT is taught: schemes of learning in each subject ▪3 ‘I’ division is just a useful way of thinking about QE and Curriculum in particular. It is not a management structure! Ofsted – Curriculum Roadshow - London (1)
  • 8. Ofsted – Curriculum Roadshow - London (1) Assessment Desired high level outcomes and measures of those outcomes Curriculum: WHAT is taught Pedagogy: Teaching activities or HOW curriculum content is taught Distinguishing curriculum from teaching and assessment
  • 9. What is meant by ‘curriculum’: ▪for a school? ▪for a subject? ▪for a sequence of lessons? Ofsted – Curriculum Roadshow - London (1)
  • 10. The curriculum isn’t… ▪just the subject or qualification offer ▪what is assessed ▪experiences, trips etc. ▪the same as teaching activities: the curriculum is WHAT is taught and not how it is taught ▪about devising extra or more elaborate or creative activities ▪Something to sort once you’ve ‘decided your intent’ ▪vague – it is a specific plan of what children need to know in total, and in each subject. Ofsted – Curriculum Roadshow - London (1)
  • 11. Knowledge and progress Ofsted – Curriculum Roadshow - London (1)
  • 12. ‘Learning is defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned.’ Sweller, J., Ayres, P., & Kalyuga, S. (2011).
  • 13. Knowledge allows… ▪Communication and language development: relevant knowledge allows successful inferences in written or oral communications between strangers. ▪Listening and attention: it is hard to listen and respond when you do not know the meaning of words or social cues. ▪Understanding: rich background knowledge allows mental space to think about what has been encountered. ▪Speaking: children need the words to express themselves effectively.
  • 14. Vocabulary size relates to social class… Findings of the Hart and Risley landmark study: ▪Over four years, researchers recorded that an average child in a professional family accumulated experience of almost 45 million words; in a working-class family, 26 million words; and in a family receiving welfare, 13 million words. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.
  • 15. Vocabulary size relates to academic success ▪The reason is clear: vocabulary size is a convenient proxy for a whole range of educational attainment and abilities — not just skill in reading, writing, listening, and speaking but also general knowledge of science, history, and the arts. ▪If we want to reduce economic inequality, a good place to start is the subject classroom.
  • 16. Schooling is crucial for increasing the breadth of children’s vocabulary ▪Around 90% of vocabulary is only regularly encountered in writing and is not commonly used in speech. ▪Teen fiction does not give access to the more academic vocabulary and syntax used for high-level GCSE, A level and beyond. ▪Academic writing provides exposure to complex vocabulary and ideas that must be grasped for academic success. Stanovich, K. E. (1993). Does reading make you smarter? Literacy and the development of verbal intelligence. Advances in child development and behavior, 24, 133-180.
  • 17. The importance of knowledge ▪What we know allows us to read. ▪In other words, it is our prior knowledge that enables us to comprehend new material. Knowledge is highly ‘transferable’ between contexts. ▪Knowledge learned across the curriculum facilitates comprehension.
  • 18. Ofsted – Curriculum Roadshow - London (1) Content selection: does the subject curriculum emphasise ‘enabling knowledge’ and ensure it is remembered? ▪Significant knowledge ▪Knowledge which enables subsequent learning ▪Knowledge which enables a desired complex (skilled) performance Sequencing: is subject content sequenced so pupils build useful and increasingly complex schemata? What knowledge do pupils need to learn?
  • 19. Knowledge does not sit as isolated ‘information’ in pupils’ minds.
  • 20. Experts in every field depend on rich and detailed structures of knowledge stored in their long term memory. Experts in every subject depend on rich and detailed structures of knowledge stored in their long-term memory. Ofsted – Curriculum Roadshow - London (1)
  • 21. How will inspectors consider progress? ‘The curriculum as the progression model’ Ofsted – Curriculum Roadshow - London (1)
  • 22. Early years is the starting point… Early years – the bedrock of everything to come… Key Stage 1 Key Stage 2
  • 23. Key points of transition… Early years – the bedrock of everything to come… Key Stage 1 Key Stage 2 Key Stage 4 Key Stage 3
  • 24. Why is a focus on curriculum necessary? 1. Because knowledge allows comprehension, i.e. understanding 2. Because knowledge is generative (and thus sticky) 3. Because skills are dependent on relevant knowledge 4. Because knowledge empowers Ofsted – Curriculum Roadshow - London (1)
  • 25. Knowledge deficits accumulate when layered on top of one another in a curriculum sequence. This accumulation of dysfluency (gaps) limits and may even prevent acquisition of complex skills that depend on them. This problem is called ‘cumulative dysfluency’. What happens when pupils don’t learn the knowledge they need? Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds). (2011). Handbook of applied behavior analysis. Guilford Press.
  • 26. Why is a focus on curriculum necessary? 1. Because knowledge allows comprehension, i.e. understanding 2. Because knowledge is generative (and thus sticky) 3. Because skills are dependent on relevant knowledge 4. Because knowledge empowers Ofsted – Curriculum Roadshow - London (1)
  • 27. Connection of old knowledge to new knowledge Knowledge is generative (sticky)... Hooks/old learning
  • 28. Why is a focus on curriculum necessary? 1. Because knowledge allows comprehension, i.e. understanding 2. Because knowledge is generative (sticky) 3. Because skills are dependent on specific knowledge 4. Because knowledge empowers
  • 29. What is needed for a marathon? Composite performance. (The actual marathon) Component = knowledge of diet for race (knowledge). Component = awareness of technique/ running style (knowledge). Component = awareness of muscle strengthening (knowledge). Component = awareness of appropriate clothing/footwear (knowledge). Component = knowledge of diet over time (knowledge) . Component = awareness of muscle strengthening (knowledge). Component = awareness of nutrition needed (knowledge). Component = mental strength required/running strategies, for example, Fartlek. Component = stretching techniques (skill). Component = practice in types of running (speed/endurance). Ofsted – Curriculum Roadshow - London (1)
  • 30. Why is a focus on curriculum necessary? 1. Because knowledge allows comprehension, i.e. understanding 2. Because knowledge is generative (sticky) 3. Because skills are dependent on specific knowledge 4. Because knowledge empowers
  • 31. Social justice requires that we provide an education which gives the less privileged access to the knowledge they need to succeed.
  • 32. ▪is based on proactive thinking ▪will be the product of clear consideration of the sequence of content necessary for children to make progress ▪will provide children with the knowledge they need for subsequent learning – transferable knowledge ▪builds deeper understanding and the capacity for skilful performance. ….takes account of how we learn. In summary, a high-quality curriculum:
  • 33. What research tells us about an effective curriculum Ofsted – Curriculum Roadshow - London (1) Ofsted’s Curriculum Unit Catch up The curriculum: knowledge and progress
  • 34. ▪Distinctive knowledge structures of the subject and how that subject explains the world ▪The place of knowledge in definitions of subject progress ▪The interplay of layers and forms of knowledge within subjects ▪Subjects as distinctive yet shifting traditions into which pupils can be introduced ▪Knowledge of the subject as the inclusion issue -the access knowledge gives to educated conversation and decision making Ofsted – Curriculum Roadshow - London (1) Subject knowledge
  • 35. Our recent history: ▪From our inception in 1992, Ofsted’s work focused not only on the individual inspection of schools, but also on thematic and research work across the sector. ▪This work is highly prized by schools. It informs and shapes the debate about what it means to teach subjects well. Ofsted – Curriculum Roadshow - London (1)
  • 36. Raising the standard of curriculum practice ▪Education Inspection Framework. ▪Schools and providers are seeking reliable, trustworthy information about how to enhance their expertise in their curriculum and in specific subjects. ▪We have therefore expanded the scope of our former national lead roles and created a curriculum unit. We have appointed recognised experts to lead our work. ▪Our new subject leads spend half of their time inspecting and the other half leading subject specific work. Ofsted – Curriculum Roadshow - London (1)
  • 37. Pandemic ▪The challenge of ‘catching up’ ▪Thinking carefully about content ▪Preparedness for a new landscape ▪Subject knowledge Ofsted – Curriculum Roadshow - London (1)
  • 38. From research review to subject report Ofsted – Curriculum Roadshow - London (1) Established principles for Quality of Education (EIF) Filter: subject education Conception of subject quality (Research reviews) Evidence base Subject report
  • 39. Principles paper Ofsted – Curriculum Roadshow - London (1) Selecting the most relevant research – criteria acting as filters ▪Curriculum is different from pedagogy ▪Cognitive science ▪Relevance to inspection
  • 40. Focus areas Ofsted – Curriculum Roadshow - London (1) Curriculum: scope, components, sequencing and rigour Pedagogy Assessment Systems
  • 41. Research reviews Ofsted – Curriculum Roadshow - London (1) ▪What published research tells us about a high-quality education in each subject ▪Supporting and informing those leading the thinking on subject education ▪Useful guiding principles – particularly in the current context
  • 42. Navigating the research review Ofsted – Curriculum Roadshow - London (1)
  • 43. Subject curriculum summary Ofsted – Curriculum Roadshow - London (1) ▪Over the next two years we will publish new subject reports for each are of the national curriculum ▪The research reviews are the starting point for this work ➢ What it means to get better ➢ Key principles that can influence curriculum quality ▪You can find more reviews online ▪Feel free to get in touch
  • 44. What research tells us about an effective curriculum Ofsted – Curriculum Roadshow - London (1) Ofsted’s Curriculum Unit Catch up The curriculum: knowledge and progress
  • 45. The challenge created from missing schooling ▪Pupils have missed learning important content in every subject ▪Pupils have forgotten important content because it has not been used ▪Pupils have missed out on the social interactions which might affect speech and communication ▪There is variability in impact on different pupils Ofsted – Curriculum Roadshow - London (1)
  • 46. Consider some purely generic advice: Question: Which of the following two teachers would find this advice most useful? A. Year 1 teacher for phonics B. Year 8 geography teacher Ofsted – Curriculum Roadshow - London (1) 1. Assess to identify gaps 2. Organise interventions for pupils with gaps
  • 47. Identify gaps Organise interventions for pupils with gaps Year 1 Phonics This would be really useful. Teachers need to know which content of the phonics programme pupils remember or learned remotely. Different children will have different gaps in their phonic knowledge. Some may be disproportionately behind others and catching up will require ongoing targeted teaching. Year 8 geography The topic of rivers was missed as it was to be taught in spring 2020. No child was taught it. To assess knowledge of the rivers topic would be unhelpful. There is no target group needing special catch up arrangements. No pupils learned about rivers last year. Ofsted – Curriculum Roadshow - London (1)
  • 48. “Adjust your curriculum content” Ofsted – Curriculum Roadshow - London (1) Adjust your curriculum content Year 1 Phonics Absolutely not! Each part of the phonics programme must be taught in the sequence prescribed. Year 8 geography A sensible option. For example, a subsequent relevant topic might be extended to cover the most crucial missed detail about rivers.
  • 49. Learning point Take actions appropriate for the subject and phase. Ofsted – Curriculum Roadshow - London (1)
  • 50. Use assessment wisely ▪There is generally no need to assess things that were not taught ▪Ensure your assessment actually checks if pupils know the specific content you might need to reteach ▪Data for tracking will not help teachers identify what children need to learn ▪Summative tests requiring pupils to utilise a range of knowledge will tend to be less useful than formative tests of specific content ▪Avoid placing faith in skills ladder type assessments Ofsted – Curriculum Roadshow - London (1)
  • 51. ‘The curriculum is the progression model’ Ofsted – Curriculum Roadshow - London (1)
  • 52. Making curriculum adjustments Your curriculum adjustments should be informed by an understanding of what is the most critical content for progression which has been missed and needs to be emphasised in new curriculum plans Ofsted – Curriculum Roadshow - London (1)
  • 53. Ofsted – Curriculum Roadshow - London (1) Content selection: does the subject curriculum emphasise ‘enabling knowledge’ and ensure that it is remembered? ▪Significant knowledge. ▪Knowledge that enables subsequent learning. ▪Knowledge that enables a desired complex (skilled) performance. Sequencing: is subject content sequenced so pupils build useful and increasingly complex schemata? Subject curriculum content choices and sequencing
  • 54. Ensure pupils still have the time they need to repeat or practise crucial content so that it is remembered long term. Ofsted – Curriculum Roadshow - London (1)
  • 55. Choose teaching activities which ensure planned content is learned. Prioritise: Ofsted – Curriculum Roadshow - London (1) time efficient activities highly effective strategies Useful question: What was it pupils thought most about in the lesson? Was it the key content to be learned?
  • 56. In summary ▪Make actions appropriate for the subject and phase ▪Use assessment wisely ▪Identify which knowledge is most significant when choosing what to insert into an adjusted curriculum ▪Ensure pupils still have the time they need to repeat or practise crucial content so that it is remembered long term ▪Choose teaching activities which are time efficient and most effective to ensure the planned content is learned Ofsted – Curriculum Roadshow - London (1)
  • 57. What research tells us about an effective curriculum Ofsted – Curriculum Roadshow - London (1) Ofsted’s Curriculum Unit Catch up The curriculum: knowledge and progress
  • 58. Ofsted on the web and on social media www.gov.uk/ofsted https://reports.ofsted.gov.uk www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews Ofsted – Curriculum Roadshow - London (1)