Valuing Every Achievement

Curriculum Journey: Driven by Subject Leaders

BACKGROUND TO THE CURRICULUM JOURNEY: DRIVEN BY SUBJECT LEADERS

Curriculum Development Leader: Mr Denton

DENTON CURRICULUM LEADER .jpg

'ALWAYS START WITH WHY' & MAKE THAT REFLECT THE CHANGED STARTING POINT IN COVID-19 TIMES

When refreshing our core intent through our 'Start with Why' work back in September 2019, shortly after my appointment as headteacher, it was clear that our curriculum needed personalising to meet the needs and aspirations of our children. Three immediate aspects rose prominently to mind

1) Ensure every subject has an equal position and is created with the subject leaders. They must play a pivotal role in design and its implementation. 

2) Give oracy a much greater position by creating a central active purpose for children's learning each term. Make sure our children can build vocabulary, speak, listen and present at every possible opportunity and using diagnostic assessment tools at the start of units, themes and sessions to help foster this. 

3) Build a wider curriculum that has a 'creative, cultural, enquirer and sporting capital' at the heart of its philosophy, so that we can aim for our children to attain more aspirational goals in line with their greatest individual strengths and show greater aspirational parity across all subjects.

4) In time, I will be searching for further project leaders to extend our capacity and to grow our future senior leaders to ensure that we do now is sustainable because we have the talent and experience in school and this is given the chance to lead with increasing autonomy and the expectation that comes with it. 

So here we are after four Covid-19 interrupted terms now into our second 'school open term' of the new curriculum. We have moved from Stage One: What We Learn into Stage Two: How We Learn. However, alongside this, we are now revising our intended plans for Autumn Term 2021 as they need to reflect the real starting points that include the gaps in learning lost due to partial closure and the limitations of remote learning for two prolonged periods. Every subject leader has therefore drawn up starting point priorities that need to be relayed into revised plans, so that we are teaching what the children need rather than remaining on any 'normal' line of progress. This has occupied the time of every subject leader and continues now to do so as they monitor the planning into implementation phase for the current term. This effectively meant we added a fourth aspect:

4) Leaders must ensure that the current curriculum reflects the necessary revisions to 'fill in' identified gaps in knowledge and skills and teach to the real starting points rather than the expected/planned starting points of pupils. 

WHEN I GROW UP - 'A curriculum for Mayfield' is now in full flight. It is an exciting time of discovery as we study what works well and what will need revision as we move forward. This is a new Mayfield for a new time and, as I say in my welcome message, lets turn the page together and dare to do. 

In this section of the website, every leader has contributed to our current position and story. Giving important rationale at every stage and outling why we have moved in the direction we have. 

Read on through these next two website sections for the full unfolding, continuing story... 

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