Many thanks for the expertly delivered course today, lots to take away and will be very useful to us moving forwards. It confirmed some of the choices we have made regards pedagogy and use of Rosenshine’s principles to teach new knowledge – and some food for thought regards changing strategies as children begin to build on an apply learnt knowledge. Overall, excellent very high-quality content/presentation which will impact on practice.
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Created and Led by
Chris Quigley
Duration
Typical study time 4 - 6 hours
Target Audience
Head Teachers, Teachers, Deputy Heads, Senior Leaders, Subject Leaders, Senior & Middle Leaders
Overview:
This course will help you to design and implement a curriculum that leads to students’ long-term retention and deep understanding of the subjects studied.
Based on a wealth of research, Chris will guide you through the design and implementation process and provide a wide range of practical steps to help you turn the ideas into practice.
- Learn about all aspects of curriculum design
- Explore knowledge & long-term memory
- Consider a qualitative progression model
- Understand sequencing and spacing
- Explore assessment considerations
Learn about:
Intent
- The basic principles of learning – what it is (and isn’t) and the difference between remembering and knowing
- The importance of curriculum breadth, cultural capital, and powerful knowledge
- The Importance of vocabulary
- How to create an evidence-informed progression model based on research into how learning happens
- The importance of clearly defined curriculum end-points
- The portrayal of progress towards endpoints
Implementation
- How to effectively sequence the curriculum
- Effective pedagogy for sustained student progress, including writing to learn and dual-coding
- Pedagogical Content Knowledge for deep understanding
Impact
- Important questions about assessment
- Monitoring of curriculum provision
Advance your understanding of:
- What makes an effective curriculum
- The research that underpins effective learning, including cognitive load theory
- The importance of sequencing towards carefully planned curriculum end-points
- The importance of schema development and procedural fluency.
Take away:
- Many practical activities that can be used in a range of subjects across the primary curriculum
- Examples of curriculum materials
- CPD ideas to help your teachers to improve their knowledge of curriculum design and implementation
- A comprehensive reading list of research that will help you to explore in more detail the aspects of the course.
Booking Options
1-5 users
£375
6-20 users
£500
21-50 users
£650
51-100 users
£800
100+
users
Enquire
The prices above are the total amount you will pay for your group plus VAT.
Just select Pay by Invoice and enter the required information.
You have 30 days to pay your invoice.
If your selected date to access the course is prior to 30 days we will still grant you access to the course and your invoice is payable in line with our Terms and Conditions.
If you have selected 1-5 delegates, for example, but you only enter the details of 2 of the delegates now, you will have the option to add additional delegates via your CQE account up until 48 hours prior to your requested course start date.
Pay by Invoice
Evidence Informed
All our courses are based on peer-reviewed research.
Practical and inspiring
We bridge the gap between evidence and practice.
Versatile environments
We offer a choice between on-demand and live courses.
The threshold concepts and how they could be addressed in each year group was very useful particularly for us – a school with mixed cohorts. The knowledge schemas are really good, I like how they really focus on revisiting and refining the knowledge being taught. Outstanding, very informative and inspires deeper thinking about the curriculum.
Thank you so much for a very informative and inspiring session!
So lovely to see an alternative research-based view to the term cultural capital. Thank you!
I really like the idea of threshold concepts – promotes the sense of learning across time rather than can/can’t do it learning objectives. This must support children in becoming more successful learners and more confident.
This will really help me support those staff who are planning an activity rather than a learning outcome which links to the learning in the lesson.
Thanks Chris. A very useful, thought-provoking day.
Thank you for a really informative day which has made be think more deeper about our curriculum progression and sequencing. It has been really useful.
The concepts of the Essentials Curriculum are really clear to me now. I also found the input on assessment really useful.
Our school has the Essentials Curriculum and I now understand how it is meant to be used across the school.
