NPQH Unit 3: Curriculum and Assessment

NPQH Unit 3:Curriculum and Assessment

ACTIVATE

(Webinar)

This unit is delivered in our 4-stage learning cycle, made up of the ACTIVATE webinar, the asynchronous TEACH study activities, the PRACTICE group coaching and the whole cohort APPLY face to face session.

Our NPQ Learning Cycle

ACTIVATEKnowledge entitlement, cognitive

signposting, professional accountability

TEACHResearch engagement, knowledge

organisation, deepen understanding

PRACTICEExpert-led coaching, scenario exploration,

knowledge application

APPLYCritical reflection, case study evaluation,

assessment preparation

What do I already know?

What do I need to learn?

What skills do I need to practice?

How shall I lead differently?

ACTIVATE Section 1:

Introduction, Unit Context and Knowledge Check from PREPARE

(15 minutes)

Understanding the importance of Curriculum and Assessment is crucial to a headteacher’s role in developing and implementing a culture of teacher excellence where every pupil gets an excellent education.

In this unit, will be developing your expertise as a new or aspiring headteacher, which can then be applied to both identifying and addressing the persistent and common challenges in school leadership.

Introduction to NPQH Unit 3:

Curriculum & Assessment

We have grouped all of the ‘Learn That...’ statements into 6 key interacting areas, which are covered in the ACTIVATE, TEACH and PRACTICE phases of the learning cycle:

Key Areas of Study – ‘Learn That’

Section 1 - Implementing strong curriculum plans, based on secure teacher knowledge(LT 3.1, 3.4, 3.6)Section 2 – Recognising the importance of pupil knowledge (LT 3.5, 3.7, 3.8, 3.9, 3.10)Section 3 - Reviewing and engaging with subject disciplines(LT 3.2, 3.3)Section 4 - Implementing effective approaches to assessment(LT 3.13, 3.14, 3.15, 3.16, 3.19)Section 5 - Delivering high-quality feedback which helps all pupils improve(LT 3.17, 3.18)Section 6 - Leading effective whole-school approaches to literacy(LT 3.11 & 3.12)

In the PREPARE section for this unit, we asked you to read SECTION 2 of the HANDBOOK and also:

Simonsmeier et al. (2018) Domain Specific Prior Knowledge and Learning: A

Meta-analysis

Education Endowment Fund (2018) Toolkit: Mastery approaches

NOW, CONTRIBUTE TO OUR ONLINE DISCUSSION:

Knowledge Check Activity

In your school, what actions are taken to ensure that pupils have a strong foundational knowledge?

What is working well and what needs to be developed?

Following a 5 minute paired discussion, please put your individual responses into the Chat facility

ACTIVATE Section 2:

Introducing and engaging the research base through the ‘LEARN THAT’statements

Section 1

Implementing strong curriculum plans, based

on secure teacher knowledge

[25 minutes]

There is great flexibility and choice in what a

school’s curriculum can contain, therefore a

headteacher needs to give careful consideration

as to what knowledge, understanding and

skills they expect their curriculum to

deliver.

A headteacher must also have confidence in the

subject content knowledge being delivered

by teachers, and that this content is being

delivered in the most effective way for

learning. Consequently, a headteacher needs

to have considered, in deep discussion with their

subject leaders, the subject knowledge of

their teachers to ensure that their curriculum

content is well taught.

COMMON LEADERSHIP CHALLENGES AS A HEADTEACHER #1

Section 1 Overview

Detailed reading in the asynchronous TEACH section using the Participant Handbook of all ‘Learn That’ statements, Key Takeaways, and directed

deeper reading of key sources

Answering the ‘Knowledge Engagement Question’ for this section to bring to your PRACTICE group coaching session

[Read and reflect in depth from the Participant Handbook]

[Detailed unpacking in the live ACTIVATE session]

+A school’s curriculum enables it to set out the knowledge, skills and

values that its pupils learn, encompassing the National

Curriculum and other statutory subjects within a coherent wider

vision for successful learning.

(LT 3.1)

Secure subject knowledge helps teachers to motivate pupils and

teach effectively.

(LT 3.4)

Anticipating common misconceptions within particular subjects is also important aspect of curricular

knowledge: working closely with colleagues to develop an understanding

of likely misconceptions is valuable.

(LT 3.6)


+

Curriculum is “a framework for setting out the aims of a programme of education…for translating that framework overtime into a structure and narrative with an institutional context; and for evaluating what knowledge and understanding pupils have gained against expectations.” (Ofsted 2018)

A school’s curriculum enables it to set out the knowledge, skills and values that its pupils learn, encompassing the national

curriculum within a coherent wider vision for successful learning.

(LT 3.1)

Unpacking a ‘Learn That’ statement

• As headteacher, your considerations must begin with principles and purpose. Set out the intent

of your curriculum.

• This should start with establishing your school’s curriculum principles. Curriculum principles are

the values a school believes will give both their pupils and community the best chance of

succeeding, and what they know to be right, given its context.

• Your curriculum principles need to reflect your school’s values, context, pedagogical approaches

and needs.

• In line with documentation from Ofsted, schools should know the intent or purpose of their

curriculum and be able to articulate it.

Considerations for curriculum design

Group Discussion

To what extent are your school’s vision and values reflected in your Curriculum Policy?

How much work has been undertaken with all stakeholders into your curriculum intent?

Following an 8 minute discussion, each group should allocate a spokesperson to feedback to the whole group

Every state-funded school must offer a curriculum which is balanced and broadly based and which:

• promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of

society, and

• prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The school curriculum comprises all learning and other experiences that each school plans for its pupils.

The National Curriculum and other statutory subjects, among which is Religious Studies, forms one part of

the school curriculum.

- DfE, 2013

The National Curriculum

• Alongside your subject leaders, begin by looking at the programmes of study and make careful

choices about what will be taught, when and why.

• Decide which concepts and subject aspects your curriculum will cover and how they interconnect

with other subjects.

• You’ll then need to break these down into smaller component parts, which are the knowledge and

skills objectives that provide building blocks for learning. These should be carefully sequenced,

revisited and built upon through your curriculum.

A school’s curriculum enables it to set out the knowledge, skills and values that its pupils learn

INDIVIDUAL FEEDBACK

Every Participant to feedback in the ‘CHAT’ facility on Blackboard LMS

Based on this instructional input, what should a headteacher’s priorities be when overseeing the implementation of their school curriculum?

What are the key expectations of subject leaders in your school in relation to this?

• Effective teaching will be supported by having a well-designed curriculum, that reflects the

knowledge and values that have been identified as important for pupils to learn.

• Headteachers should be clear about what curriculum choices have been made and why.

• The national curriculum provides an outline of core knowledge. There is time and space to

range beyond the national curriculum expectations.

TEACH

Key takeaways from the research base

Secure subject knowledge helps teachers to motivate pupils and

teach effectively.

(LT 3.4)

Anticipating common misconceptions within particular subjects is also important aspect of curricular

knowledge: working closely with colleagues to develop an understanding

of likely misconceptions is valuable.

(LT 3.6)

+

KNOWLEDGE ENGAGEMENT QUESTION 1

What knowledge (both subject based

and pedagogical content knowledge)

should headteachers ensure the

subject teachers have to ensure

effective teaching of a school’s

curriculum?

Pages 17-21

Section 2

Recognising the importance of pupil

knowledge

[20 minutes]

Headteachers need to be focused on whether

pupils are learning, as opposed to

‘performing’ in the lesson, on the day, but not

actually remembering what they have been

taught.

It is important to consider what factors will

support pupils in their learning, how we can

ensure that they are successfully

developing new knowledge, that they can

transfer this to new scenarios and are able

to think critically about what they have learnt.

Key factors in ensuring that students learn are

equipping students with strong prior

content knowledge and giving consideration

to how new knowledge is broken down and

explicitly taught.


Section 2 Overview





+

Ensuring pupils master foundational concepts and knowledge before moving on is likely to

build pupils’ confidence and help them succeed.

(LT 3.5)

Explicitly teaching pupils the

knowledge and skills they need to

succeed within particular subject areas is beneficial.

(LT 3.7)

In order for pupils to think critically, they must have a secure understanding of

knowledge within the subject area they are being asked to think

critically about.

(LT 3.8)

+

In all subject areas, pupils learn new

ideas by linking those ideas to existing

knowledge, organising this knowledge into

increasingly complex mental models (or

“schemata”); carefully sequencing teaching to facilitate

this process is important.

(LT 3.9)

Pupils are likely to struggle to

transfer what has been learnt in

one discipline to a new or

unfamiliar context.

(LT 3.10)

+ +

“Factual knowledge must precede skill.”-Willingham, 2009

Explicitly teaching pupils the knowledge and skills they need to succeed within particular subject areas is beneficial.

(LT 3.7)


• Explicit teaching is the most efficient way to develop pupils’

mental models – the collection of concepts, knowledge, skills

and principles which comprise their understanding of a topic

or a subject.

• Willingham acknowledges that research from cognitive

science has shown that the sorts of skills that teachers want

for pupils - such as the ability to analyse and to think critically-

require extensive factual knowledge.

• Headteachers must ensure that students acquire background

knowledge parallel with practising critical thinking skills.

Explicitly teaching pupils the knowledge and skills they need to succeed…

• Background knowledge is necessary to being a good thinker.

• Another effect of background knowledge is that having factual

knowledge in long-term memory makes it easier to acquire

still more factual knowledge.

Explicitly teaching pupils the knowledge and skills they need to succeed…

What are the implications of this in the classroom?

How can we close the ‘background knowledge gap’ for pupils?

Do you have any examples of how a lack of background

knowledge can effect pupil outcomes?

• Factual knowledge makes cognitive processes work better.

• Having prior knowledge supports how we learn. It is important to have both prior procedural

knowledge (skills) and prior factual knowledge.

• A headteacher’s goal is not simply to have students know a lot of things -it's to have them know

things in service of being able to think effectively.

• Knowledge must be meaningful - knowledge pays off when it is conceptual and when the facts

are related to one another.

• Cognitive science principles of learning can have a real impact on rates of learning in the

classroom. There is value in teachers having working knowledge of cognitive science

principles. (EEF, 2021)


Ensuring pupils master foundational concepts and knowledge before moving on is likely to

build pupils’ confidence and help them succeed.

(LT 3.5)

In order for pupils to think critically, they must have a secure understanding of

knowledge within the subject area they are being asked to think

critically about.

(LT 3.8)

+

In all subject areas, pupils learn new

ideas by linking those ideas to existing

knowledge, organising this knowledge into

increasingly complex mental models (or

“schemata”); carefully sequencing teaching to facilitate

this process is important.

(LT 3.9)

Pupils are likely to struggle to

transfer what has been learnt in

one discipline to a new or

unfamiliar context.

(LT 3.10)

+ + TEACH


Why should Headteachers prioritise

the development of a curriculum with

a strong focus on developing pupil

subject knowledge? How will this

support pupils’ future learning?

Section 3

Reviewing and Engaging with Subject

Disciplines

[15 minutes]

There is great flexibility as to what it taught in

our school curriculum. A wide range of

disciplines are taught throughout school and a

headteacher needs to be clear that each

subject is distinctly and faithfully taught.

It is not possible for a school’s curriculum to

teach all the subject knowledge that a discipline

knows, therefore choices must be made. A

headteacher needs to ensure that the most

powerful disciplinary knowledge is taught

and that careful consideration is given by

subject leaders as to what this looks like in

the curriculum.


Section 3 Overview





+

School’s subjects are their own distinct disciplines which have reference points in

disciplines and practices beyond the school.

(LT 3.2)

The potential content of many subjects (especially literature, humanities, and arts) is contestable and

requires thoughtful, sustained review and engagement with that subject discipline.

(LT 3.3)


“It is that part of the subject where pupils understand each discipline as a tradition of enquiry with its own distinctive pursuit of truth.”- Counsell, 2018

School’s subjects are their own distinct disciplines which have reference points in

disciplines and practices beyond the school.

(LT 3.2)


• Substantive knowledge is the content that is taught by teachers as fact – this is the what, the

factual knowledge.

• Disciplinary knowledge is ‘how that knowledge in gained, how it is validated and tested, with

what certainty we hold this information’ (Counsell, 2018).

• It is important that a discipline’s specific structure is recognised- both the substantive and

disciplinary knowledge.

Substantive and Disciplinary Knowledge

• Young (2014) explains that knowledge is powerful ‘if it predicts, if it explains, if it enables you to

envisage alternatives’.

• Powerful knowledge is distinct from the knowledge that is acquired through everyday life.

• Acquiring knowledge that goes beyond everyday experiences is particularly important in

disadvantaged contexts.

• Teachers must consider the balance between breadth and depth, idea sequencing, factual and

conceptual knowledge and choice of texts.

Powerful Knowledge

Young M, Lambert D, Robers C, et al. (2014) Knowledge and the Future School: Curriculum and Social Justice,London: Bloomsbury

FACILITATED DISCUSSION

As headteacher, what would you expect your subject leaders to be able to explain about their planned curriculum intent and the impact this is having on pupil knowledge?

How might you challenge/extend their thinking based on the understanding you have developed today?

• A school teaches a range of subjects, each of these must be respected as part of its own

discipline, as part of a wider tradition.

• A discipline’s specific structure should be recognised and it is important for all pupils to know

these distinctions between subjects.

• Pupils should be taught the boundaries between subjects, and between specific subject

knowledge and ‘every day’ knowledge. Therefore, this knowledge has to be specifically

acquired.


The potential content of many subjects (especially literature, humanities, and arts) is contestable and

requires thoughtful, sustained review and engagement with that subject discipline.

(LT 3.3)

TEACH


What curriculum knowledge (both

subject based and pedagogical

content knowledge) do leaders in your

school need to have to ensure effective

teaching of your schools’ curriculum?

How can you ensure they have this?

Section 4

Implementing effective approaches to assessment

[20 minutes]

The question of how teachers assess, how

often and to what end is central to good

education.

Effective assessment is vital for Headteachers to

improve learning across the school yet careful

consideration needs to be given to validity,

reliability and, most importantly, purpose.

Unfortunately, since the release of the

significant research led by Paul Black and Dylan

Wiliam, ‘Inside the Black Box’ (1998), there has

been much misinterpretation into what

effective assessment looks like in action. It is

often measured by how much time is given

to collecting data rather than improving

learning outcomes.

COMMON LEADERSHIP CHALLENGES AS A HEADTEACHER #4A

Headteachers need to recognise the assessment

climate within their schools to ensure that it is

focused on learning rather than purely

performance.

Careful consideration must also be given to

teacher workload and practices that may be in

place which may not only be time consuming

but may also provide little impact upon pupil

outcomes.

COMMON LEADERSHIP CHALLENGES AS A HEADTEACHER #4B

Section 4 Overview





+

Effective assessment is critical to teaching because it provides

teachers with information about

pupils’ understanding and

needs.

(LT 3.13)

Good assessment helps teachers

avoid being over influenced by

potentially misleading

factors, such as how busy pupils

appear

(LT 3.14)

Before using any assessment, teachers

should be clear about the decision it

will be used to support and be able

to justify its use

(LT 3.15)

To be of value, teachers use

information from assessments to

inform the decisions they make; in turn, pupils must be able to act on feedback

for it to have an effect

(LT 3.16)

Working with colleagues to

identify efficient approaches to assessment is

important; assessment can

become onerous and have a

disproportionate impact on workload.

(LT 3.19)

+ + +

“The biggest improvements in student learning happen when teachers use assessment minute-by-minute and day-by-day as part of regular teaching.”-Wiliam, 2017

Effective assessment is critical to teaching because it provides teachers with

information about pupils’ understanding and needs.

(LT 3.13)


Both formative and summative assessment should reflect and influence school learning in the best

possible way.

The purpose and outcomes of effective assessment

Formative Assessment

takes place on a day-to-day basis during teaching and learning, allowing teachers and pupils to assess

attainment and progress more frequently.

Formative assessments may be questions, tasks, quizzes or more formal assessments. Often formative

assessments may not be recorded at all, except perhaps in the lesson plans drawn up to address the

next steps indicated.

Summative Assessment

sums up what a pupil has achieved at the end of a period of time, relative to the learning aims and the relevant national

standards.

There may be an assessment at the end of a topic, at the end of a term or half-term, at the end of a year or, as in the case of

the national curriculum tests, at the end of a key stage.

A summative assessment may be a written test, an observation, a conversation or a task. It may be recorded

through writing, through photographs or other visual media, or through an audio recording. Whichever medium is used, the

assessment will show what has been achieved.

• Assessment is most effective when it is driven by the learning needs of the pupils but often it

can be driven by the need for gathering data for school systems.

• “Data is often used too much for monitoring and compliance, rather than to support pupil

learning and school improvement” (DfE, 2018)

The purpose and outcomes of effective assessment

Do you have an example of data that you, or other teachers, have gathered that was not directly

used to support pupil learning?

• Headteachers need to emphasise, to both teachers and pupils, the understanding that effective

formative assessment is an opportunity to respond and improve.

• Poorly designed assessment may not provide the information required about pupils’ learning.

• By utilising a range of assessment strategies, teachers can ascertain information about a pupil’s

understanding and needs, subsequently responding and adapting their teaching as necessary.

• Teachers need to have good evidence about decisions that they make in the classroom and part

of this is identifying whether they have good evidence from all pupils in their classroom.

…provides teachers with information about pupils’ understanding and needs

‘check understanding systematically, identify misconceptions accurately and provide clear, direct feedback’ (Ofsted 2021).

PAIRED DISCUSSION

You will have 5 minutes in a breakout room to discuss this question with another participant

Identify the most effective elements of your current school assessment policy and any challenges that still need to be overcome

• Effective assessment should be at the heart of high-quality teaching and learning.

• Assessments should provide teachers with information about what pupils know and what gaps

exist in their understanding.

• Assessment should be driven by the learning needs of the pupils not by a data collection

system.

• A range of assessment strategies should be used to ascertain information about a pupil’s

understanding and needs.


Good assessment helps teachers

avoid being over influenced by

potentially misleading

factors, such as how busy pupils

appear

(LT 3.14)

Before using any assessment, teachers

should be clear about the decision it

will be used to support and be able

to justify its use

(LT 3.15)

To be of value, teachers use

information from assessments to

inform the decisions they make; in turn, pupils must be able to act on feedback

for it to have an effect

(LT 3.16)

Working with colleagues to identify

efficient approaches to assessment is

important; assessment can become onerous

and have a disproportionate

impact on workload.

(LT 3.19)

+ + + TEACH


How can Headteachers identify

evidence-based solutions to

overcome the potential problems

of current school assessment?

Chapter 1

Section 5

Leading effective whole-school

approaches to feedback

[15 minutes]

It is generally agreed that feedback is one of

the most important tools in the teaching and

learning toolkit that promotes positive learning

outcomes. However, there is a lack of

understanding of what effective feedback

looks like in practice. Therefore, Headteachers

must have an astute understanding of the

evidence for effective feedback that can

inform whole-school feedback policies.

Whilst studies tend to demonstrate that

feedback has a positive impact on learning,

some studies suggest that when feedback

is ineffective it can have a negative impact

on pupils learning outcomes (EEF, 2018).

Often, feedback is translated as ‘marking’

which can provide valuable feedback to pupils

whilst supporting teachers in identifying

misconceptions in the learning.


However, the Government’s Workload Challenge

Review (2014, 2016), identified feedback as

a key factor in exacerbating teacher

workload, recognising that many feedback

policies became unnecessarily burdensome

for teachers and lost purpose for pupils.

Headteachers need to understand the potential

benefits and limitations of feedback as a

teaching and learning approach (EEF, 2018).

Providing and receiving feedback requires a

high level of skill by both pupils and

teachers (Hattie and Timperley, 2007),

therefore, headteachers must engage teachers

in programmes of professional learning that

develops their knowledge and skill in providing

high quality feedback so that they can also

engage pupils in the feedback process

effectively.


Section 5 Overview





+


High-quality feedback can be written or verbal; it is likely to be accurate and clear, encourage

further effort, and provide specific guidance on how to improve.

(LT 3.17)

Over time, feedback should support pupils to monitor and regulate their

own learning.

(LT 3.18)

“Feedback that attends to self-regulation is powerful to the degree that it leads to further engagement with or investing further into the task, to enhanced self-efficacy, and to attributions that the feedback is deserved and well-earned”.- Hattie and Timperley (2007)

Over time, feedback should support pupils to monitor and regulate their own learning.

(LT 3.18)


• Ultimately, feedback should focus on moving learning forward.

• High-quality feedback may focus on the task, subject, and self-regulation strategies.

• The effectiveness of feedback can be impacted by pupil motivation, self-confidence, a pupil’s

trust in their teacher and their capacity to receive information.

• Teachers must implement strategies that encourage pupils to welcome feedback.

• Teachers must provide opportunities for pupils to use feedback.

The focus of feedback

Hattie and Timperley (2007) argue that effective feedback should enable the pupil to answer three

important questions when aiming to move their learning forward:

• Where am I going? (goals)

• How am I going? (progress)

• Where to next? (actions)

…pupils to monitor and regulate their own learning

Do the teachers in your school know and apply this evidence on effective feedback?

Which aspects of the evidence do they often use, and which are more rarely applied?

Does the school feedback policy reflect this knowledge about effective feedback?

How does the school feedback policy impact classroom practice in your school?‘

• Both written and verbal feedback play a fundamental role in moving learning forward.

• Teachers must be highly skilled in knowing which type of feedback will be most effective in

moving learning forward.

• Feedback should enable pupils to apply self-regulation strategies, so that overtime they are

better equipped to monitor and regulate their own learning.


High-quality feedback can be written or verbal; it is likely to be accurate and clear, encourage

further effort, and provide specific guidance on how to improve.

(LT 3.17)

TEACH


What are the features of high-quality feedback and

how can school leaders ensure this is a reality in

their school?

Pages 81-90

Section 6

Leading effective whole-school

approaches to literacy

[25 minutes]

Good literacy is a key building block for pupil

success in school and in later in life. It is essential to

ensure access to all areas of the curriculum, which

will allow pupils to discover their individual talents

and interests, and therefore it must be a focus for a

headteacher.

Language and literacy are clearly very important in

primary school; however, our efforts have not

always been completely successful is developing

the literacy of all our pupils. Despite our best

efforts, children from disadvantaged backgrounds

are still more likely to leave primary school

without secure skills in reading and writing. The

impact on secondary school attainment continues

(and in some cases worsens) this trajectory.


Good literacy is essential for all students to

appropriately access the curriculum, at whatever

stage of school they are at and yet in many secondary

schools teachers have not seen themselves as literacy

experts.

To ensure young people leave our schools with strong

skills of literacy, pupils’ language capability, reading

and writing skills should be consistently developed

throughout school. It should be a focus in each subject

area so that disciplinary literacy improves, and pupils

are able to read a range of academic texts.

It is not a simple task to create this literacy-rich

environment, delivered by all teachers, improving the

literacy of all students. Therefore, Headteachers need

to consider the best evidence available when

planning how to do this.


Section 6 Overview





+


To access the curriculum, early literacy provides fundamental

knowledge and reading compromises of two elements: word reading and

language comprehension

(LT 3.11a)

Systematic synthetic phonics is the most effective approach for

teaching pupils to decode.

(LT 3.11b)

Every teacher can improve pupils’ literacy, including by explicitly

teaching reading writing and oral language skills specific to

individual disciplines

(LT 3.12)

+

“Literacy skills are both general and subject specific, emphasising the value of supporting teachers in every subject to teach students how to read, write and communicate effectively in their subjects.”-EEF, 2019


Every teacher can improve pupils’ literacy, including by explicitly teaching reading

writing and oral language skills specific to individual disciplines

(LT 3.12)

• Headteachers should ensure that disciplinary literacy is developed in each subject.

• All teachers should be supported to understand how to teach students to read, write and

communicate effectively in their subjects.

• As pupils progress through school, teachers need to ensure that pupils are trained to access the

academic language and conventions of different subjects.

• Headteachers need to think carefully about how whole-school approaches will be implemented

and balanced with more subject specific support.

• headteachers should consider the quality of the professional development aimed at supporting

teachers to develop the disciplinary literacy of their pupils.

Disciplinary Literacy

Prioritising disciplinary literacy

• Auditing existing literacy practices

• Creating subject specific literacy plans.

• Supporting teachers to define effective reading, writing, and talk in their subjects.

• Evaluating the quality and complexity of existing reading materials.

• Ensuring that the development of disciplinary literacy is coherently aligned with curriculum development.

SMALL GROUP BREAKOUT ROOM DISCUSSION

To what extent is literacy a priority throughout your school?

How is this evidenced?

What specific elements need to improve?

You will have 5 minutes to discuss as a group. Please elect a spokesperson to provide feedback on return.

• School leaders should prioritise subject specific literacy training to ensure that disciplinary

literacy is developed throughout their school.

• Headteachers should ensure that literacy should be developed in each subject, ensuring that

teachers consider opportunities for structured talk, high quality reading and writing.


TEACH

To access the curriculum, early literacy provides fundamental

knowledge and reading compromises of two elements: word reading and

language comprehension

(LT 3.11a)

Systematic synthetic phonics is the most effective approach for

teaching pupils to decode.

(LT 3.11b)

+


What key steps should a

headteacher take to ensure that

effective approaches to literacy

are implemented throughout

their school?

ACTIVATE Section 3:

Role-specific signposting to the research base and setting up for the TEACH and PRACTICE phases

(15 minutes)

FINAL GROUP PLENARY - MENTIMETER

Identify and explain which of these is a challenge in your current school settings.

What do you think needs to be done to overcome the challenge?

Every participant to respond through online Mentimeter platform

Headteachers should:

•ensure a broad, structured and coherent curriculum entitlement which sets out the knowledge, skills and values that will be taught

•establish effective curriculum leadership, developing subject leaders with high levels of relevant expertise with access to professional networks and communities

•ensure that all pupils are taught to read through the provision of evidence-informed approaches to reading, particularly the use of systematic synthetic phonics in schools that teach early reading

•ensure valid, reliable and proportionate approaches are used when assessing pupils’ knowledge and understanding of the curriculum

(Headteachers’ Standards 2020)

NPQH Unit 3: Curriculum and Assessment

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Transcript of NPQH Unit 3: Curriculum and Assessment