But the teacher is an important driver too, taking this intent to the destination - the children. Without this, the vehicle has no destination. The teacher can also, to continue the analogy, navigate the roads specific to their children - something a curriculum can’t do.
#EduSky
#GrowingTogether

For the intent and design, this takes the curriculum from its starting point and brings the clarity to the meaning of that subject. In our context, we have been thinking of writing and our ‘driver’ is that we want the curriculum to create great writers, not just great writing. This drives our work.

This can have a couple of meanings. It can be from the overall intent and design on a more macro scale, but is also from the individual teacher on a more micro scale. Every vehicle needs a ‘driver’ and this is where the ‘driver’ comes in.

When we think about a curriculum, we often refer to the scheme, theme, lessons or units we use. For me, this isn’t a curriculum, but this isn’t to say it isn’t useful. It can act as the ‘vehicle’ for the curriculum. It helps the curriculum come from one place to another.

This certainly can go wrong. We had a similar issue and had to work really hard to unpick it and start again almost. The central curriculum should help to do the heavy lifting but not take away the heavy thinking. It’s important that teachers still think about enactment in their classrooms.

Thanks so much. We are still in the journey but seeing the positives already.

Really well thanks. I hope things are good with you too.

What would you not do if asked? How would you respond?

It’s like the second coming! Just when you think you were done, you have to do it al again!

Depends a bit on what the school said. Were they expecting to see more alignment. I would expect there to be similarities but AfL would mean that the starting point and therefore learning journeys should look different. Otherwise you are teaching the class you (or they) want and not the one you have

We were there last week. We tried to avoid:
- saying ‘I could use that in my classroom for …’
- buying something downstairs because it is clever but we have no actual need for it

In terms of a side quest - don’t follow the arrows!

Watched it with my two boys - we have tickets for England XV vs France XV in June for their first match so encouraging them to get an understanding before then - and we were all on the edge of our seats. I may have to apologise to the neighbours tomorrow!

I think if a subject is done really well, you can get really high engagement and interest too. If you can find and map really meaningful and purposeful links then this can enhance the overall experience for children. But don’t lose sight of the core concepts you want them to learn.