Curriculum cohesion: a coaching solution

The curriculum and the quality of learning

My book that ‘Secondary curriculum design and delivery’ aims to create for subject leaders and their teachers an opportunity to look in depth at how the curriculum is a tapestry that weaves skills and knowledge so that pupils can make connections and deepen their learning over time.

The curriculum and subject leader and the teams they work with have a responsibility to ensure that the curriculum is relevant, inspires learning and is ambitious in its design and strategies for delivery. I have tried to show how there is a synergy within and across subjects that can create more innovative and cohesive ideas for how the curriculum achieves the ambition the school has defined for all its pupils.

Quality is the word Ofsted use in their handbook for schools that sets their benchmark for what they want to see as evidence that there is a deep and rich curriculum offer that builds on prior learning, marries skills with knowledge, and ensures all pupils are achieving their full potential. Quality is a relative term and in order to define what it means to provide high quality outcomes for all pupils there must be consensus that the design and delivery of the curriculum is a collaboration where all staff know what they need to do to play their part in achieving the school vision for excellence. This is what I have tried to convey throughout the writing of this book and its sister publication, ‘Primary Curriculum Design and Delivery’.

Coaching, CPD and curriculum change

I wanted throughout the writing of both these books to collate the many years of practical and deeply researched CPD that I have had the privilege to design and use in schools all over this country and elsewhere in the world. I believe that the curriculum should be inspiring, relevant as well as challenging and inclusive. It should be the vehicle that leads pupils to want to know more, to see the connections across subjects as well as within them and want to be a part of the community that is a learning culture.

We may see changes to what we have currently and we may see the need to look again at what we offer. The essence of what I have written in both these books is more about deep learning, high quality pedagogy and the need to ensure there are opportunities for progression that is borne out of giving pupils opportunities to find their own solutions, develop their own ideas and reflect on their own learning potential.

All of this is predicated on my belief that the best way to lead a school, to create harmony in the classroom and to build the autonomous learner is to introduce a coaching culture where the emphasis is about being solutions focused, non-judgemental and non-directive. Coaching provides opportunities for individuals, staff and pupils to have self-belief and a mindset that supports them to have the confidence to make mistakes and learn from them, to try out new approaches and feel comfortable with taking risk.

Change can be managed where coaching is seen as a model for positive feedback and opportunities for professional conversations that are about continuous improvement and an understanding of the principles of quality assurance in an education setting.

Planning for future change

This is a time to focus on how to prepare for potential change. I wrote an article recently in response to the call for expert commentary on curriculum reform. I wrote ‘Reforming the Curriculum – it’s the systems that count’ Creating the right systems now will give us all the tools and the confidence to accept and manage any potential changes. The areas I see as needing to have robust leadership and clear strategies that will absorb the inevitable. These are,

• Creating highly effective partnerships at times of transition especially from key stage 2 to 3 where research suggests an average 40% dip in performance from the end of year 6 to the end of year 7.
• Understanding the pedagogy that makes a difference in the classroom to learning, behaviour and outcomes
• Knowing what we mean by quality in terms of the evidence Ofsted are looking for and will continue to look for
• Making literacy and numeracy essential elements of the planned curriculum in all subjects and key stages
• Developing the ECT mentor as a coach who can support fledgling teachers to fly high
• Creating a robust and accountable key stage 3 that is truly a springboard for key stage 4 and beyond

The potential to use this year to define coaching as the approach you want to ensure each and every one of the areas listed are built on a culture of professional dialogue, trust and a shared commitment to achieve the goals the school has that realise the ambition that all pupils will achieve and thrive.

CPD for systems change

The CPD we provide is built on the principles of coaching. We provide exceptional resources, powerful presentations and best practice examples built out of our extensive work with schools and colleges here and abroad. Coaching is about sharing, collaboration and dialogue. It is about individuals finding their own solutions, being reflective about their learning. The skills we embed into our courses whether specifically about learning to coach or about curriculum, behaviour or well-being are coaching skills. So in terms of what we have to offer to build those robust systems are listed here. Many are now available as digital downloads but we also will come into school or work directly with individuals or teams on – line.

• Crossing the transition bridge from Key stage 2 to 3
• Coaching towards outstanding teaching and learning
• Creating quality assurance systems within education
• Reading and literacy across the secondary curriculum
• Maths in context across the secondary curriculum
• Coaching the Early Career Teacher – going beyond mentoring
• Key stage 3 – a vital piece of the curriculum jigsaw

These are a few of the courses we offer. We have many more all relevant and all built to create a powerful platform for further learning back in school. Another way to build your expertise as a coach in preparation of change and challenge is to work towards our Certificate in Coaching Competence – a journey in coaching

Now is the time to plan for change. All the courses I have chosen are linked to more information on our website. Give me a call on 07974 754241 or email me on [email protected] if you would like to find out more or want a tailored course. You can also use our Contact us page to request more information