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School effectiveness team: curriculum seminars 2021-2022

The free online curriculum seminars delivered by the school effectiveness team will continue again in the spring term. These seminars are aimed at senior and middle leaders to support professional development and school improvement. The quotes below exemplify the quality feedback we have received on the impact these seminars are having.

Each seminar is distinct in itself but forms part of an overall picture of curriculum intent, implementation and impact. The online seminars will provide information, facilitate access to resources and an opportunity for teachers to share and reflect on their practice. The short online seminars are designed to provide an insight into key areas of curriculum development that can be further supported by the curriculum advisors working directly with your school to provide a bespoke package

Spring Term seminars 2022, Curriculum Implementation

The seminars in the spring term will take place on a fortnightly starting on 12th January 2021 4.00-5.30pm with Mentoring and coaching to support the development of a collaborative learning culture.

Full details have been sent out via school messenger and further details and booking links can be found by following the link for each seminar below.

Cornwall Learning seminar pages and booking details - the course code for each seminar will need to be typed in the find a course box

Seminar 1: Mentoring and coaching to support the development of a collaborative learning culture.  Course code SEC11
  • To reflect on the key principles and skills which underpin effective mentoring and coaching.
  • Develop mentoring and coaching as tools for personal development and as a key component of a school improvement strategy.
Seminar 2: Impactful strategies to create an empowering learning environment and maximise learning.
  • How to maximise the school environment to establish a self-motivated, self-supporting class.
  • How to foster the values and relationships which underpin an effective learning community.
  • How intelligent curriculum design maximises learning and raises outcomes.
Seminar 3 : Stretching and challenging all pupils.
  • Explore and reflect upon the concept of stretch and challenge to enhance all pupil’s learning.
  • Identify stretch and challenge approaches that could be used to enhance teaching and learning in your school.
  • Reflect upon implementation strategies to support you staff’s professional development.
Seminar 4: Pedagogic models with proven impact on attainment and outcomes. (Part 1)
  • How effective sequencing, signalling, selecting and supporting all contribute to high quality structuring of learning tasks.
  • Develop effective approaches and techniques to explaining as a means of communicating ideas, activating knowledge and modelling new skills.
  • Reflect on how questioning can promote discussion, elaboration and flexible thinking as well as support assessment for learning.
Seminar 5: Pedagogic models with proven impact on attainment and outcomes. (Part 2)
  • How pupil interaction is key to guiding learning.
  • How to embed learning effectively so that students learn more and remember more overtime.
  • Support and guide learners towards independence and self-actualisation.
Seminar 6: Pedagogic models with proven impact on attainment and outcomes. (Part 3)
  • How to embed learning effectively so that students learn more and remember more overtime.
  • Support and guide learners towards independence and self-actualisation

Summer term 2021: curriculum implementation and impact

Seminar 1: The reflective practitioner: developing classroom practices and subject knowledge.
  • Explore the concept of evidence informed practice in order to support teachers to engage with research and be able to explain both what is happening in their classrooms, and why.
  • Knowing your subject’ : Identify professional development opportunities to maintain and improve both subject knowledge and subject-specific pedagogy.
Seminar 2: Reading is the key which opens every door’ - Using reading to drive attainment and progress across the curriculum.
  • Using high quality texts to achieve high impact outcomes.
  • How reading above age level builds vocabulary and cultural capital.
  • The impact of narrative across the curriculum on long-term memory.
Seminar 3: Language / Oracy

TBC

Seminar 4: Working in partnership – home and school: Engaging parents / carers to support educational outcomes for children and young people.
  • Reflect on the importance of a whole school strategy for parent carer engagement in order to support the educational outcomes for children and young people.
  • Identify some practical strategies to support parent carer engagement in educational settings.
  • Introduce a Framework for Parent Carer Engagement in Cornwall.
Seminar 5: Assessing impact: Monitoring and evaluating the impact of the curriculum – (Part 1)
  • To evaluate the effectiveness of the way in which the curriculum is designed.
  • To evaluate the effectiveness of the way in which the curriculum is taught.
Seminar 6: Assessing impact: Monitoring and evaluating the impact of the curriculum – (Part 2)
  • To evaluate the pace of pupil progress, pupil outcomes, and pupils’ preparedness for their next steps.
  • To identify the key principles of an effective cycle of school improvement in order to evaluate impact and develop capacity for sustainable development.
Quotes senior from school leaders

I have really enjoyed exploring the different articles and discussion points. This is the first time I have been involved in Local Authority training in Cornwall and so it has been an excellent way to find out about current thinking and reflect on what I already do. As I think about moving forward in my career it has enabled me to reflect on what type of leader I am and how I could help my school develop their practise. Professionally it has given me stating points to now do more research and be an effective leader. I feel I have gained a lot of knowledge that will have impact for now and in the future. 

As curriculum leader in a primary school, I have sharpened up my understanding of the new Ofsted framework and how it relates to the curriculum. I have learned about recent educational research and approaches which are bearing fruit elsewhere. I have shared information with the senior team and where appropriate the whole staff team. This has been fed in through senior team meetings, INSET days, staff meetings, emails and professional conversations. A great deal of awareness of the things I have learned has been raised and utilised in this way.