This is a practical guide for school leaders and teachers who have responsibility for designing and delivering a knowledge-rich and skills-focused curriculum at KS3 and KS4. It considers the elements that underpin a high-quality curriculum and how to create sequential and conceptually rich learning experiences for pupils across the secondary phase.
Key topics include:
- Tools and techniques that can support staff to develop a cohesive curriculum across every secondary subject area
- A focus on essential knowledge and skills within each subject
- Transition from primary to secondary school and the importance of KS3
- The role of leadership in defining curriculum vision, rationale and ambition
- A review of compulsory and desirable elements of curriculum planning such as well-being and physical health
Glynis Frater is the founder and a director of Learning Cultures. She has taught across both the primary and secondary phases of education and delivers CPD programmes on leadership, curriculum planning and embedding coaching into a whole school culture.
Mục lục
Chapter 1 Making sense of a quarter of a century of change
Chapter 2 Transformational and visionary leadership – defining the ambition and rationale for curriculum cohesion
Chapter 3 Crossing the transition bridge from primary to secondary school
Chapter 4 Key Stage 3 – a vital piece in the curriculum jigsaw
Chapter 5 Communication, language and literature in the digital age
Chapter 6 Mathematics – deepening knowledge through concepts and context
Chapter 7 Science – content, knowledge and values that could change the world
Chapter 8 The humanities – singular and intertwining disciplines that make sense of our place in the world
Chapter 9 Creativity and expressive arts
Chapter 10 Physical, emotional, social and cultural learning for well-being and mental health
Chapter 11 Choices: Vocational, technical and enterprise learning
Chapter 12 Assessing pedagogy and learning – progression and challenge from year 6 to GCSE and beyond
Chapter 13 Building a collaborative and sustainable future
Giới thiệu về tác giả
Glynis Frater is the founder and a director of Learning Cultures. She has taught across both the primary and secondary phases of education, she has been involved in creation and implementation of professional development for leaders, managers and teachers who are tasked with the complexities of planning and delivering the primary curriculum. She has also worked closely with the research community and with experts in curriculum design and delivery; as well as contributing to shaping policy in how to ensure the education profession has the knowledge and skills to deliver a deep and rich curriculum.
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