CONFERENCE

Inspiring Learners, Supporting Teachers

Curriculum reform was the theme of a major professional development conference hosted by the NASUWT, attended by Ofsted, WAG and DCSF.

Schools and teachers must be given the freedom and confidence to create innovative and creative approaches to the curriculum, NASUWT General Secretary Chris Keates told delegates at the ‘Inspiring Learners, Supporting Teachers’ conference. She set out two key factors that the NASUWT believes are critical to creating a successful and challenging curriculum.

Firstly, an accountability system that empowers schools to innovate and allows teachers to make best use of their professional skills and judgement, and, secondly, working conditions that allow teachers the space and time to reflect on their teaching and design a curriculum that meets the needs of their pupils.

The target-driven accountability regime and the failure of some schools to ensure all teachers are receiving their contractual entitlements on pay and working conditions are preventing teachers from fully achieving this, she said. “Teachers and school leaders need the space and time to be innovative and also a culture in schools that means it is safe to do so and where they are treated with dignity and professional respect.

“Until we move from hit and run inspection to a developmental and supportive model, curriculum innovation and professional judgement of teachers and school leaders will be stifled.” The Ofsted perspective was provided by Jane Joyner, Divisional Manager for Curriculum Dissemination, who set out what the inspectorate looks for in schools’ approaches to the curriculum. She argued that Ofsted seeks and encourages creativity in learning and that inspections are not stifling innovation in schools, stating: “A key finding from the Ofsted report into outstanding schools is that there is a common culture in these schools that encourages innovation and provides memorable experiences.” She added: “Inspectors are not looking for specific planning methods or approaches to the curriculum.”

The event, which was chaired by Director of the Foreign Policy Centre Stephen Twigg and held in Birmingham, heard from a wealth of educational experts, including Helen Williams, former Director for the School Curriculum and Pupil Wellbeing at the Department for Children, Schools and Families (DCSF), and Chris Tweedale, Director for Children, Young People and the School Effectiveness Group at the Welsh Assembly Government (WAG). Both set out the rationale for the changes that have recently been made to the curriculum in England and Wales, including the development of the Welsh Baccalaureate and reform of the secondary curriculum. Both also spoke about the importance of introducing greater flexibility into the revised curriculum with the aim of supporting teachers to create a ‘thirst for learning’ in pupils.

Ms Williams explained: “The National Curriculum should not be seen as a constraint; it is a driver for innovation and we have tried to offer a flexible curriculum to support creativity for teachers. Curriculum innovation is not an end in itself, however, and the point is whether it enables children to be able to learn better and that depends on supporting the skills of you as teachers.”

Creating a stimulating curriculum that equips pupils with the skills they need to be happy and successful was the theme of the speech from Mick Waters, President of the Curriculum Foundation. He argued that the curriculum needs to be thought of as an entire planned learning experience that includes space for reflection, play and discussion. “You must remember your programmes of study are only one ingredient of learning.

They need to be blended to suit your youngsters and distributed to make sure children have the right environment, time and place to learn to create a rich feast of learning for all children and young people,” he said. The afternoon session was dedicated to a programme of workshops where delegates could explore specific curriculum issues in greater depth. Discussions included examination of how collaboration within and between schools can be encouraged, how to ensure cross-curriculum learning does not become bureaucratic and workload-intensive for staff and how schools can introduce a global perspective into the curriculum. Equality was a key topic with debate over how the curriculum can be shaped to encourage community cohesion and tackle prejudice-related bullying. Delegates also had the opportunity to consider how distributed leadership and the use of technology can enhance curriculum delivery.

For further details of the conference, including videos of the speeches, see the NASUWT website at www.nasuwt.org.uk.



22 Teaching Today May 2010

www.nasuwt.org.uk

Stephen Twigg

Jane Joyner

Helen Williams Chris Keates

Chris Tweedale

Mick Waters