Best practice case studies will exemplify how to design and implement an effective and creative curriculum that meets the needs of pupils of every ability, placing a greater focus on ensuring quality learning opportunities for all.

08:45

Registration, Refreshments and Networking

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09:30

Chair's Welcome Address

Zoe Leadley-Meade, Senior Lecturer and Course Director for Education Studies, London South Bank University (invited)

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09:40

Morning Keynote: Supporting and Encouraging Effective Curriculum Design Through Inspections

• Creating an Ofsted Strategy for 2017-22 which focuses on intelligent, responsible and focussed inspection and regulation to raise standards in education
• Working with the Department for Education to develop new approaches and expertise to allow better scrutiny of education and training, including curriculum at the multi-academy trust level
• Improving the curriculum wording to ensure teachers understand the subject specific knowledge and skills that relate to the curriculum
• Clarifying that the purpose of curriculum is not to be a foundation for tests and exams but a guidance and encouraging schools to think creatively about the curriculum
• Sharing how Ofsted will help academies understand how to design curriculum content to address issues such as curriculum narrowing, especially for low attaining pupils

Matthew Purves, Deputy Director for Education Inspection Policy, Ofsted (CONFIRMED)

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10:10

Question and Answers Session

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10:20

Sponsored Session

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10:40

Questions and Answers Session

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10:50

Refreshments and Networking

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11:10

Case Study: Developing a Personalised and Tailored Curriculum for High Attaining Pupils

• Providing a personalised and tailored curriculum underpinned by the use of innovative learning resources, individual mentoring and ensuring all students are equipped with the skills and knowledge to succeed
• Making important curriculum changes such as providing additional time for English and Maths across the school and enabling the most-able pupils to spend longer studying GCSE science
• Embedding English across the school through an Accelerated Reader programme, offering teacher support for certain Year 7 pupils through bespoke key skills and ‘Schemes of Learning’ sessions
• Identifying the most able from Key Stage 2 data and observations, and differentiating the teaching resources through varying tasks, support and higher order questioning across all lessons to support those who require help whilst stretching the most able

Retained a ‘Good’ Ofsted Rating 2018

Caroline Wilson, Principle, Ormiston Sudbury Academy (invited)

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11:30

Case Study: Creating an Innovative Curriculum through a 'Learning Journey'

• Sharing the journey to being awarded ‘Outstanding’ by Ofsted who endorsed an innovative curriculum which offers rich learning opportunities across a range of subjects, for instance through the ‘International Primary Curriculum’
• Explaining the step-by-step process of creating the ‘Learning Journey’, ensuring teachers plan learning in a cross-curricular way that is responsive to children’s needs whilst meeting core curriculum requirements
• Disseminating best practice in teaching a MFL across all year groups and expanding the curriculum further by having governors involved in teaching life skills, such as democracy and rule of law
• Creating relationships with schools around the world through school trips since 2001, enabling children to experience different cultures and receiving an award from the Italian government for promoting cultural understanding and sharing education techniques

Curriculum Innovation endorsed by Ofsted Inspection Team

Andy Cotton, Headteacher, Newport Primary Academy (invited)

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11:50

Case Study: Improving the Learning Experience by Tailoring the Curriculum To Student Needs

• Providing a curriculum that reflects the community, meeting both parents and students needs by having two learning reviews per year with all students
• Teaching ‘Learning to Learn’ across Key Stage 3 (KS3), providing an awareness about learning and memory, along with tools and techniques such as learning connected topics together to enhance learning across the curriculum
• Sharing how the development of the ‘4R’s’ Resilience, Resourcefulness, Reflection and Responsibility has raised outcomes through student application to a range of tasks including, designing a learning app and passing English targets
• Widening the curriculum base by studying five areas of technology on a rotational course during KS3, then specialising at GCSE, and offering Guided Pathways to help students make curriculum choices appropriate for future careers

Paul Hynes, Curriculum Lead, George Spencer Academy (invited)

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12:10

Questions and Answers Session

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12:30

Lunch and Networking

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13:30

Afternoon Keynote: Sharing Expert Guidance on Developing and Building a Strong Curriculum

• Establishing curriculum leadership: Using subject experts to develop meaningful and targeted subject curricula, and delivering CPD to allow teachers to develop subject-specific expertise
• Identifying key characteristics of a ‘narrow’ curriculum, for instance ‘Knowledge Organisation’, ‘Pub Quiz curriculum’ and separating pedagogy from the subject, and preventing this approach through regular curricula reviews
• Sharing guidance on designing a curriculum which provides both breadth and depth of knowledge within a subject including: Choosing specific content, sequencing content and building blocks of knowledge
• Encouraging curricula to be designed in a joined-up way, ensuring teachers are aware of what their colleagues are teaching and understanding the ‘curriculum narrative’ in which children grow to become experts in subject areas

Author of ‘Secondary Curriculum and Assessment Design’ Book

Summer Turner, Director of Teaching and Learning, East London Science School, and Subject Specialist Lead – English, Inspiration Trust (invited)

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13:50

Case Study: Collaborating Across a Multi Academy Trust to Transform the Core Subject Curriculum

• Working at a systemic level through ‘Ark Ventures’, working with Ark schools and ventures such as ‘EdCity’ and sharing how this improves education in London and beyond to create a broad and rich curriculum for each core subject
• Working in partnership with ICAN to develop the ‘Oral Language Programme’, an early intervention programme which improves communication, literacy skills and pupil vocabulary through small teaching groups
• Transforming the way core curriculum subjects are taught through piloting the Education Endowment Foundation evidence based Maths and English Mastery national programmes, which train all staff in teaching approaches and effective curriculum across the subject
• Sharing the success of the programme in raising attainment and exploring the journey to raising over £2 million in funding to grow the programme and ways that other schools can raise funds

Michael Clark, Deputy Chief Executive, Ark Academy Trust (invited)

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14:10

Questions and Answers Session

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14:30

Refreshments and Networking

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14:50

Case Study: Raising Attainment Through a Research-Informed Curriculum

• Sharing the process to developing a new assessment tracking system called ‘STEPS’, removing levels from attainment whilst recognising pupils knowledge and gaps, to improve progress and greater flexibility in curriculum planning
• Including parents in the curriculum design by providing half-termly ‘Topic Maps’ to give details on the themes being studies and allowing parents the opportunity to see the outcomes of learning
• Determining teaching programmes which improve the curriculum and attainment through evidence informed research by sharing of resources such as ‘Improving Reading’ Guide, developing decoding skills and text understanding
• Supporting schools to transform curriculum content into classroom attainment by recognising the greatest impact is achieved when schools plan, navigate and prioritise the curriculum, for instance through the ‘Literacy Octopus’

Amanda Bennett, Executive Principle, The Greetland Primary Academy and Jo Pearson, Research Lead, Oldham Research School (invited)

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15:10

Case Study: Developing an Effective MAT Partnership Model to Share Curriculum Resources

• Sharing the steps to school improvement through a partnership model which provides cross phase, subject-to-subject and leadership development opportunities across the trust and externally, such as universities
• Developing a strategic vision through which curriculum guidance is personalised and challenging and identifying key curriculum transition points to ensure pupil progress
• Supporting, challenging and advising the South Pennine Academies in the development and implementation of the curriculum framework by regularly reviewing teaching frameworks and cross-subject teacher meetings
• Putting careers education at the centre of the curriculum through the PiXL Edge approach: Leadership, Organisation, Resilience, Initiative and Communication, enabling pupils to discover their own strengths and analysis, broadening their wider skills

Louise Ashmore, Academy Improvement Partner and Specialist Leader of the Curriculum and Closing the Gap, South Pennine Academies Trust (invited)

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15:30

Questions and Answers Session

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15:50

Chair's Summary and Close

*programme subject to change

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