MAT Peer Support Network - DDAT Making your vision a reality – a quality curriculum fit for all

1. MAT Peer Support Network - DDAT Making your vision a reality – a quality curriculum fit for all

2. Theodore Roosevelt

5. Heart

6. ‘en-courage’ – to put heart into ‘in-spire’ – to put breath into

7. “…to nurture, nourish and evoke a consciousness and perception alternativeto the consciousness and perception of the dominant culture around us.”

8. Heart Story

9. “A community rooted in energizing memories and summoned by radical hopes” Shared Narrative Visionary Leadership Rhythm of Prayer

10. Heart Story Passion

11. “Passion is the capacity and readiness to care, to suffer, to die and to feel.”

12. “And we boast in the hope of the glory of God. Not only so, but we also glory in our sufferings, because we know that suffering produces perseverance; perseverance, character; and character, hope. And hope does not put us to shame, because God’s love has been poured out into our hearts through the Holy Spirit, who has been given to us.” (Romans 5.2-5)

13. Imagination Heart Story Passion

14. “The imagination must come before the implementation. Our culture is competent to implement almost anything and imagine almost nothing. It is our vocation to keep alive the ministry of imagination”

15. Imagination Heart Story Passion

17. What have we learnt so far from each other? What can I give?/What do I need? + What should we share?/What do we need? Where are we headed next?

18. What themes are emerging? What strengths can we share? Where do we need help from each other? What should we look to develop together as a MAT group to share fully in the summer?

20. Pedagogy: Freedoms and Opportunities Wisdom Knowledge Tension – necessary, symbiotic, empowering?

21. Pedagogy: Freedoms and Opportunities Wisdom Is Vision not simply where we’re headed, but how we see things? Knowledge Wisdom

22. Wisdom is a sharedconversation not a one-way transaction Wisdom is not reliant on one expert, but seeks other views Wisdom is reading slowly and widely Wisdom is connecting and synthesising, re-using and rejecting Wisdom loves detail, not just superficiality Wisdom unleashes imagination Wisdom needs diversity, not because it’s right but because it’s inherently better Wisdom is making choices, sometimes between two seemingly good things Wisdom is inherited from those in community & family around us Wisdom always permits good questions, but has the confidence to articulate clear answers Wisdom views mistakes with perspective

23. How could Wisdom help us remove disadvantage in our curriculum? What are the actual barriers that we need to overcome, and is it solely our job? What classroom practices would help foster wisdom in this way?

24. Pedagogy: Freedoms and Opportunities Wisdom Knowledge Tension – necessary, symbiotic, empowering?

25. Pedagogy: Freedoms and Opportunities Wisdom Is Vision not simply where we’re headed, but how we see things? Knowledge Wisdom

26. Sage/Guide/Expert/ Enthusiast Resourced/Trusted/ Revered Storyteller/Evangelist/ Salesperson Energy/Passion/Love/ Time

29. ‘Breadth vs Depth’ of learning in pre-exam specification learning ‘Middle-class cultural subsidy’ (Young, 2018) and social justice in curriculum design Non-examined curriculum – careers/employability/ service/enrichment   Hopeful Choice Process What does Hope look like in the curriculum? What kind of individuals are you hoping will leave your school? Inter-disciplinary curriculum choices and balance of hours/modelling Access to and encouragement of out-of-lesson learning (including homework and/or reading) Setting, mobility and ability-related curriculum limitations

30. “Any emphasis on ‘knowledge’ is easily interpreted as a form ofcontroland not as a source of emancipation – when, of course, it is potentially both” Professor Michael Young

31. “There is no good argument for comprehensive [secondary] schools if they are not based on a comprehensive curriculum…If we are serious about educational equality we have to be serious about curricular justice” Professor Michael Young

32. Professor Michael Young, Institute of Education What are schools actually for? ‘Powerful Knowledge’ = Social Justice

33. Professor Michael Young, Institute of Education • Subject-led curriculum that: • sees knowledge as an entitlement of children • enlightens, stretches and challenges • liberates through the empowering knowledge it provides • Teacher as: • ‘Sage’ or ‘Guide’ (wisdom?) vs ‘Instructor’ • Academic professional, proactively engaging in a subject-disciplinary community with their peers

34. “Social justice is academic for lots of children. Bare survival is the reality for many. At our school we are battling to reduce the impact of social injustice, because I don’t know how to eradicate it when our society exists on the premise that some people will have a lot more than others. To improve social justice through education you have to start further back. First, I would ensure that all our families have decent housing. Overcrowding in damp, unhealthy housing is a blight on children’s lives. We work in an already very poor area, and on top of that, some of our children whose families have fled dire and terrifying situations have no access to public funds. The effects are wide‑ranging and entirely detrimental. They are often hungry. We have to feed them. Without nutrition and safe housing, how can they learn? For schools to be successful they need other parts of the infrastructure of children’s lives to be in place.” • Marva Rollins • Headteacher, London

36. Where are your Year 1 students going to be in 2030?

37. Subject to Background • Nurturing Ambition: Does where we’re headed make a difference? • Key Findings: • Impact of Early Years up to age 7 • Engagement with out-of-school activities • Reading for Pleasure • Homework (Secondary in the main)

38. Technology

39. Developing Imagination Sustaining Vision Healing Relationships Nurturing Ambition Pursuing Renewal Building Resilience

43. How does your curriculum development actively seek to remove disadvantage in your particular community? How would leaders at different levels approach this in your school? SLT, Governors, Middle Leaders, Teachers? How does the intent/vision affect the approach to Teaching & Learning across the school? [20-30 seconds each] What have you seen in students’ learning as a result of this developing approach?

46. Leadership of Character Education: Developing Virtues and Celebrating Human Flourishing in Schools (2017) Available to download free at www.cefel.org.uk/character

47. seeks to develop and celebrate the flourishing of individuals, communities, families and societies is fundamental to the pursuit of academic excellence is central to a Christian vision for education for ‘life in all its fullness’ Character Education is caught implicitly through role-modelling and relationship, and the deliberate embedding of leadership virtues in staff teams invests in a legacy far beyond the school gates, impacting young people as friends, neighbours, parents, team members and employees

48. What achievements matter most? How much does one subject impact another? Who knows about my achievements? Do they need validating? Performance Under Pressure - TCUP CHARACTER ACHIEVEMENT Self-affirmation, Peer Praise, Increased Risk-Taking in Learning Where does this come from? Can you be disadvantaged in character? If so how? What would need to happen to build this?

49. The unfair race of life?

50. How could ‘Educating for Community and Living Well Together’ begin to redress these? How could being in a MAT help? Articulating the actual disadvantages Boys’ Reading levels on entry to Key Stage 1 Volunteer reading programme solely with male role models For example… Wide range of pupil backgrounds and ethnicities Unconscious Bias Curriculum Audit