The document outlines a 5-year plan to radically change the curriculum at a school to improve student achievement. Key elements included developing a competency-based thematic curriculum focused on skills rather than content, assigning students to single teachers for core subjects, implementing regular assessments, and restructuring timetables and staffing. The goals were to increase literacy and numeracy progress, provide more individualized learning, and create an ethos focused on high standards and student well-being. After 5 years, outcomes included significantly improved progress and a model that allowed teachers and students to build close relationships.

1. DESIGNING A THEMATIC
BASED CURRICULUM
October 2013
George Faux

2. THIS SESSION
• The basics of our curriculum.
• The really practical steps to set up a similar system:
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Objectives
What subjects?
Profile of Hours
Which Teachers?
Assessment
Themes
Rigour
• What we have learned five years on.

3. A SLIDE OF HISTORY
• Where we were:
• Lowest APS of any Academy in the country.
(20.4)
• Fischer Family trust predictions of 29% 5A*CEM
• 1 Letter that catalysed change.
• We knew that only truly radical change would
alter our students achievement.

4. OBJECTIVES
Ethos and
Standards
Safe and
Secure
Rapid
Literacy and
Numeracy
Progress
Granular
Achievement

5. OUTCOMES
Single
Teacher
Physical
Space
More Words
Read and
Written
Competency
Framework

6. FULLY INTEGRATED
CURRICULUM
English
Science
Year 7
History
19 hours a week
Mathematics
Geography
L4L
“My daughter has 17
“My daughter is
teachersfantastic
making and she
does not know if she
progress in lessons.”
is coming or going.”
“The base has made
PE
Year 8
my son feel really
safe and happy”
DT
13 hours a week
The one teacher
model means staff
can really know their
15 students.
RE
PD
Art
Science
Dance
PE
Music
DT
Drama
Art
Languages
ICT
Music
14 6 Teachers
– 17 Teachers
Year 9
9 hours a week
This allows for a
fantastic degree of
differentiation.

7. STRUCTURES
• Tutors get to really know the students.
• The amount of effective feedback is
greatly increased.
• Students have their own wing of the
building, rooms and lunchtimes.
• Lots of group work and welfare focus.
• High levels of supportive technology.

8. 5 Year, radical plan to fundamentally
change the chances of our students.
Competency based curriculum
delivering skills not knowledge, skills
that allow students to improve rapidly.
Ten areas of focus, dealing holistically
with all areas of student development.
Combined with a pastoral model which
helps students to feel safe and secure
and allows parents a real relationship.

9. SUBJECTS
• Everything except areas which require
practical facilities.
• Learning to learn is paramount.
• Amalgamated through themes but with all of
the essential skills present.
• In this model skills are more important than
content.
• Requires constant communication and CPD.

10. THEMES
Themes run for between 2-4 weeks.
This can involve anything up to 70+
hours of work on a topic.
There is a focus on quality outcomes.
Such as making a film or other large
projects.
Balance is the key to thematic
development.
A “Big Write” at the end of every
theme.
Students write and read twice as much
as they previously used to.

11. BESPOKE TRACKING SYSTEM
• Expected Progress
• Threshold Assessment

12. CONTINUUM OF LEARNING

13. RESOURCED

14. TEACHERS
• Some existing staff, some middle and primary.
Most important is a blend of skills.
• Staff have extra pastoral and academic
responsibilities.
• Staff are all given an allowance.
• Staff have a reduced timetable.
• A subject to liaise with
• A literacy to champion for coverage.

15. RIGOUR
• Expected progress thresholds have been
created for the different competencies based
on students ability when they come in.
• Regular SAT and threshold examinations are
held at the end of each year.
• Joint planning sessions to establish
consistency.
• Department moderation to validate
outcomes.

16. RADICAL CHANGE
• The Academy collapses the curriculum for all students
one day a week and for a week every Half Term. Known
as Achievement Weeks and Focus Days.
• This is applicable for all students, including KS4 and KS5
and rotates round the different days.
• For years 7, 8 and 9 these are often ‘Drive Workshops”,
mixed year taught to improve students who have fallen
behind on self diagnosed competencies.
• There are many benefits: in-depth learning, controlled
assessments, trips and experiences, staff training.

17. PRACTICAL ADVICE
• Implementation takes time, ideally
you need a good few months of lead
in.
• Half measures just didn’t cut it bold
steps gave the whole project the
credibility it needed.
• Staff need plenty of planning time in
this model.