A curriculum driver is a principle that guides the development and delivery of that which is to be learned Curriculum development benefits from an outsider's perspective; my experience and expertise can give These are statements I wrote when developing another school's curriculum with them. If you would like Aidan to work with you on the development and delivery of your curriculum in your school

teachers should know what a child can and can't do, what support they need, and what their next steps for development overlooked We've all experienced or heard anecdotal evidence of high-achieving pupils who have begun to develop who are bored, pupils who turn out sub-standard work because it isn't challenging them, pupils who develop If you'd like some bespoke help with developing the way you assess and identify pupils, including those

Reciprocal reading provides a structure for teachers and children to engage in the development of some I explain the approach in 'Curriculum How To: Developing A Concept-Based Curriculum'. I explored this when developing a KS3 curriculum designed to support transition). If you're developing a new curriculum, reviewing an existing one, or wondering whether the connections Develop a plan We'll identify the changes that will make your curriculum more coherent, purposeful and

You all want your subject to be developed, for children to be successful in demonstrating the knowledge Yes, each subject will have its different development needs and challenges, and each subject will be slows things down for individual subjects and subject leaders, meaning that you have to take time in developing

In this blog post about developing a concept-based curriculum, I set out a simple formula for developing Curriculum Aims and Purposes to Define Content and Assess Pupils If you have a curriculum which was developed If you set out to develop a curriculum simply by thinking about what content to insert into it, you may I work with schools to review their curriculum, identify where the problems actually lie, and develop

training: Another way to do this (and perhaps even more effectively) is have me work alongside them to develop This would most likely be agreed in-house and developed based on the specific needs of each school. I work with schools and subject leaders to develop monitoring and evaluation processes that are purposeful Develop a better approach We'll work together to create a practical approach that gives you useful information

discussion •Come to conclusions slowly M&E can go really wrong, often feeling judgemental rather than developmental they better understand what's happening in their subject, the intention may not even be for it to be developmental Developing your own expertise will allow you to be more supportive if you do give feedback to staff about observing - a perceived problem with teaching might actually be a behaviour management issue, and with development If you would like Aidan to work with you to develop leaders and leadership in your school or trust, visit

definitely existed: 'challenge' means pitching work correctly, getting children in the Zone of Proximal Development Pupils working at greater depth still need to learn new knowledge, develop their understanding and be Perhaps they need to write in a genre they are less familiar with, develop their ability to edit and Need to develop challenge in your school? challenge means, it can be difficult to know what you should be looking for in classrooms and how to develop

A while ago I wrote about how to develop a concept-based curriculum (you can read that here) and I now If a curriculum is developed to be concept-based, there are more deliberate opportunities for pupils Are you making these common mistakes when developing your curriculum?

The same subject leaders may not have even been involved in the development of the subject they lead then subject leaders must be in receipt of high quality, ongoing (continuous) training (professional development For their own professional development It's not just the here and now that subject leaders are being

build relationships and ensure that learning is prioritised, and, as such our first project was to develop secondary-ready over a longer period of time and accepting that much of secondary-readiness can be developed be a mini-year 11, but that it can be just a few small steps on from year 6, which in terms of child development If you would like Aidan to work with you on developing your transition offer either at your primary school

If you'd like some bespoke help with developing the teaching of reading in your school, here's your 3 -step development plan: Drop me an email Have a phone call with me to talk about your school We'll work