5th annual conf. | responding to changes in the primary curriculum at the fulbridge academy
DESCRIPTION
Slides from Fulbridge Academy's session at our 5th Annual ConferenceTRANSCRIPT
Edale Residential
The Fulbridge Academy
@fulbridgeschool (Twitter and link to Facebook Page)
Ben Erskine Just Great Teaching
School to School Support @justgreatteach (Twitter and link to Blog)
!Iain Erskine
@IMErskine54 (Twitter and link to Blog)
!
National School of Creativity
!
www.fulbridgeacademy.co.uk
Agenda
Context of The Fulbridge Academy Our Curriculum Approach Life Beyond Levels The Environment Leadership The New Primary Curriculum and CPRT Our Aspirations for the Future
From Special Measures to Outstanding
In 2001 the former Junior school was placed in Special Measures In 2004 we became a primary school In 2008 we were assessed and gained the status of a National School of Creativity In March 2012 the primary school was judged as ‘Outstanding’ in all 5 Ofsted judgment areas under the then new Ofsted Framework. In March 2013 we became an Academy
“BeautifulEnvironments Make Beautiful People” (Bill Strickland)
Our Context… in an Area of High Deprivation
From Special Measures to Outstanding From 50-60% L4+ to 80-90% L4+ From Infant and Junior to Primary Academy From 4 nationalities to over 30 From Pre-National Curriculum to a bespoke Creative Curriculum From Levels and APP to a Life Beyond ABC From Autocratic to Democratic Leadership
Raise-on-Line
Context: 80th percentile: Number on role %age of children eligible for FSM %age of pupils from minority ethnic groups %age of pupils first language not believd to be English %age of pupils supported at school action School deprivation indicator
Raise-on-Line
Strengths: Value added all groups of children. All above the National Average 2014 100% of children made 2 Levels progress
Fulbridge National
FSM 102 99.8
LAC 102 100
SEN 103 100.1
EAL 103 101
Our Curriculum
CPRT8 Domains
7 PrioritiesVision and Aims
Our Curriculum
Vision and Aims !
Our curriculum must serve: The Individual:
by ensuring well-being, engagement, empowerment and autonomy. !
The Wider World: by encouraging respect and reciprocity
by promoting interdependence and sustainability by empowering local, national and global citizenshi
by celebrating culture and community !
Children’s Learning: through exploration, knowing, understanding and making sense
through fostering skill through exciting imagination through enacting dialogue
Cambridge Primary Review Trust Alliance School
The Cambridge Primary Review Trust (CPRT) is the successor to the Cambridge Primary Review !CPRT was established in December 2012 with the aim of consolidating and building on CPR’s evidence, findings and principles. !Since April 2013 CPRT has received sponsorship from Pearson Education. !CPRT is working with Pearson to develop jointly-branded support materials and services for schools.
Our Curriculum
7 Priorities !
Aims Assessment Community Curriculum
Equity Pedagogy
Voice
8 Domains !
Arts and Creativity Citizenship and Ethics
Faith and Belief Language, Oracy and Literacy
Mathematics Physical and Emotional Health
Place and Time Science and Technology
Our Curriculum
CPRTNew Primary Curriculum
Beyond ABC Nursery - Yr6Planning and
Teaching
What have we done?
Linked The New Primary Curriculum to the 8 Domains Arranged the Developmental Matters Statements to the 8 Domains Linked the Primary Curriculum to our topics/themes
8 Domains linked to The New Primary Curriculum
8 Domains linked to The New Primary Curriculum
What next?
Change the Early Years age bands to years rather than months - to fit with the rest of the curriculum Look at how the beginning of the KS3 curriculum fits in with the 8 Domains
Our Curriculum
CPRTNew Primary Curriculum
Beyond ABC Nursery - Yr6Planning and
Teaching
Why No Levels
Parents don’t understand Link between KS1 and KS2 Foundation/KS1 mismatch Referring to children as a level
Fits our Curriculum Approach
CPRT Bespoke Integrating the New Primary Curriculum EYFS - National Curriculum Creating something original and of value Assess what we teach Assessing the whole child
Pearson - Assessment Beyond Levels
Sponsoring CPRT Created the Assessment Beyond Levels course Emphasis on formative, day to day assessment
Assessing our Curriculum
Language, Oracy and Literacy: !Reading (5 strands of assessment) Accuracy Fluency Understanding Analysis Evaluation !Writing (5 strands of assessment) Accuracy Fluency Generation Analysis Evaluation !Oracy (4 strands of assessment) Accuracy & Fluency Understanding Analysis Evaluation
!!Mathematics !6 strands of assessment !Counting and Estimating Drawing and Creating Sharing and Calculating Reading and Measuring Patterns and Relationships Sorting and Analysing Science and Technology !4 strands of assessment !Design Make Evaluate Technical/Scientific Knowledge !
Arts and Creativity !Music Art Dance Drama Place and Time !Geography History Physical and Emotional Health !PE Swimming Citizenship and Ethics !Faith and Belief
Pupil Asset
Our Curriculum
CPRTNew Primary Curriculum
Beyond ABC Nursery - Yr6Planning and
Teaching
Challenges
Challenges Push themselves End of Unit Outcomes Success Steps to achieving
Mastery
Confidently achieving before moving on Slowing the process down Achieve every step Applying knowledge and skills
Teachers are the most important ingredient!!
CHILDREN LEARN BETTER WHEN THEY ARE EXCITED AND ENGAGED – BUT WHAT EXCITES AND ENGAGES THEM BEST IS TRULY EXCELLENT TEACHING, WHICH CHALLENGES THEM AND
SHOWS THEM WHAT THEY CAN DO. WHEN THERE IS JOY IN WHAT THEY ARE DOING,
THEY LEARN TO LOVE LEARNING.
Teaching has the biggest influence on a child's learning
Our Ingredients for Success
Rela=onships
High Expecta=ons
Filling the Gap
The Curriculum
Teacher Knowledge and Outstanding Teaching and Learning
The School Environment
Whole School Approach
APtude of mind
Assessment
Pupil Voice
Evidence based Research
The Pupil Voice
Assessment for Learning Planning the topic – medium term Staff interviews Ques=onnaires Staff Mee=ng School Council, Mini Crea=ve Agents, Language Assistants, House Captains, Digital Experts, Academy Ambassadors, Academy Buddies, Behaviour Management
Creativity
Creativity
“The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this
transformation is not to standardise education, but to personalise it, to build achievement on discovering the individual
talents of each child, to put students in an environment where they want to learn and where they can naturally discover their
true passions.”
“Creativity is as important as literacy” ― Ken Robinson
Creativity
Imagina=ve ac=vity fashioned so as to produce outcomes that are both original and of value.
A Crea've person: Ques=ons and challenges Makes connec=ons and sees rela=onships Envisages what might be Explores ideas, keeping op=ons open
Creative Teaching
uses innova=ve approaches to teaching and curriculum delivery makes cross-‐curricular and wider links provides exci=ng and memorable lessons that encourage an open-‐minded and ques=oning aPtude to learning and knowledge
!
Leading to: interested, excited and mo=vated learners
Creative Thinkers with Life Skills
REASON, REFLECTIVE, RESPONSIBILITY, RESOURCEFUL
Cooperation, Common Sense, Friendship, Sense of Humour, Integrity, Caring, Courage, Perseverance, Initiative, Flexibility, Effort, Problem Solving,
Curiosity, Empathy, Respect, Risk Taking and Organisation.
Creativity helps develop children into great leaders and innovators.......
Creativity at the Heart of all we do!
The Journey Begins…
Filling the gap
A place that makes you long for childhood!
Peterborough - Our local area.
Physical and emotional
engagement
Quality First Teaching
‘Good teachers make a difference, outstanding teachers transform lives.’ FiPng planning to the child not the child to a scheme
Bespoke Maths curriculum
English based around topic and Alan Peat approach
All wri=ng and reading through the topic (Group/Guided Reading)
No worksheets or text books
No booster groups
SePng
Every child is the teacher’s responsibility and they cater for all the abili=es, na=onali=es etc through a tailor made bespoke curriculum that appeals to all children
To plan our Creative Curriculum based on first hand experiences we…
Decide upon the outcome – celebration etc !Select a starting point – experience or visit !Decide on a key school visit !Decide how you will get there – the learning experiences !Resulting in a curriculum that “engages children’s attention, excites and empowers their thinking and advances their knowledge, understanding and skill.” (From ‘The bottom line’ CPRT)
Year 6 Study the World at War
Creating a Bespoke Curriculum Opening… Truffle Moments… Celebration!
The Tudors
The Tudors
Tudors: Battle of Bosworth
Egyptians
Egyptians
Crime
In My Imagination
Time Machine
Time Machine
Time Machine
The World at War
The World at War
Ypres
Roald Dahl
Invaders and Settlers
Harry Potter
Dr Seus
Creativity
Our crea=vity permeates all we do: The way teachers plan the curriculum,
The environment, The way the children learn
and The way we lead the school ……
Leadership Journey ….
! to
Autocratic Done to
Compliance Teaching Direction Feedback
Line-Management Create
Dependency !!
Democratic Done by
Commitment Learning Reflection Dialogue Coaching Develop Capacity
Leadership Principles
Transformational !
Servant !
Distributed
Leadership
Those at the top look down and see only shit, whilst those at the bottom look up and only ass-holes.
Servant Leadership
Traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid.” The servant-leader shares power, puts the needs of others first and helps people develop and perform at a high level. Servant leadership builds better organisations and ultimately creates a more just and caring world. Servant leaders make sure that other people’s needs are being served.
Servant Leadership……
Listens effectively to others. !Understand others’ feelings and perspectives. !Fosters each person’s emotional and spiritual health and wholeness. !Understands his or her own values and feelings, strengths and weaknesses. !Influences others through their persuasiveness. !Integrates present realities and future possibilities. !Understands how the past, present, and future are connected. !Holds an organisation’s resources in trust for the greater good. !Responsible for serving the need of others and creating a sense of community among people
Transformational Leadership
Leaders inspire followers with their vision for the future !All staff strive towards common agreed goals !Leaders show concern for staff individual needs !Leaders challenge staff to improve !High Performance Expectations: Leaders promote excellence Leaders lead by example in the way they conduct themselves and live their lives in the manner that they would like their followers to do
Distributed Leadership
Distributed Leadership is a leadership approach where collaborative working is the focus, a bottom up more than a top down model of working together. It works best in an open culture of collaboration and trust. It is most effective when staff see themselves as, and are allowed to be genuine leaders in their area of expertise. Distributed leadership develops the leadership capacity of all staff resulting in improvements in teaching and learning.
IT IS FOR SCHOOLS TO DETERMINE HOW THE CURRICULUM IS TAUGHT: WE HAVE THE POWER TO SHAPE OUR CHILDREN’S LEARNING
Grammar TestPhonics Test
Academies
Free Schools
Appraisal
Performance Related Pay
New National Curriculum
Local Authority
Teaching School Alliances
Exam System
Teacher Training:
SCITT and School Direct
Pupil Premium
Vocational Education
SEN
Restoring Discipline
NLE’s, LLE’s SLE’s
“In England you are trying to do the wrong thing righter!” Pasi Sahlberg
X Test based accountability
X Competition between schools
X Standardised, prescribed curriculum
X The enemy of improved educational practice is standardisation: prescribed curriculum, one size fits all
X Punitive accountability
X No fast-tracked teachers
X Avoid confrontation between the government and the teaching profession
I Have an Educational Dream
At The Fulbridge Academy we believe that….
We work and learn in a climate of high expectations, set within a growth mindset approach with staff aligned to the school vision. We have created an inspiring learning environment that makes you long for childhood. Our curriculum is about filling the gaps in children’s lives through an innovative, challenging, creative, bespoke curriculum that is driven by the needs of the children.
We all came into teaching essen=ally, to make a posi=ve difference to children’s lives.