Great to have Dave Claricoates from @BosworthAcademy talking to @WholeEducation leaders about how they designed their curriculum by skilfully interweaving inspirations from schools and thinkers. That’s great curriculum design and leadership for me.
— Shonogh Pilgrim FRSA (@ShonoghP) April 27, 2022
On 27th April 2022, Shonogh Pilgrim hosted a virtual WE Inspire event. Schools from across the Whole Education Secondary Network joined to discuss curriculum design with an inspirational input from Dave Claricoates from Bosworth Academy.
Bosworth Academy is a rural 11-19 located in Desford, Leicester. They are part of the LiFE Multi-Academy Trust. For the last eight years they have been exploring a holistic approach to education.
Four years ago at a Whole Education event, Dave heard about the OECD Future of Education and Skills 2030 framework. The framework was based around the idea that someone starting school in 2019 would be finishing school in 2030 and that their education now should provide them with the skills and capabilities for this future world. The OECD framework was the main inspiration for Dave’s work on the curriculum model.
Dave has framed the curriculum model document around Ofsted’s three I’s:
The intent section at the centre of the curriculum model looks at the type of student they would like to produce. This goes beyond knowledge with a focus on shaping the whole child. In this section, Dave has used Michael Fullan’s 6 c’s of Deep Learning: character, citizenship, collaboration, communication, creativity and critical thinking. While there are many qualities listed in the intent section, these 6 c’s are the main way staff measure their success at delivering a whole education.
The implementation section of the curriculum model is split into four key sections:
- Basic competencies: This covers knowledge, skills, attitudes and values.
- Transformational competencies: This looks at creating new value, problem solving and taking responsibility. These come together to form the acronym CPR and represent how these competencies “bring the learning to life”.
- Truly personalised learning: This is about listening to the students, finding out what they want to do with their lives and tailoring what is taught to them based on that.
- Co-agency: encouraging students to work with all school stakeholders to develop agency.
Finally, the impact section of the curriculum model has the standard accountability measures that any school would have. However, they have broadened how they measure impact through stakeholder feedback (students/staff/parents/governors/community) and behavioural and attitudinal measures.
When applying the model, Dave is asking teachers to use their professional capital to decide what to teach, how to teach it and how to measure it. This model is designed to inform all aspects of the planned learning experience, going beyond the classroom to include tutor-time, assemblies, co-curricular activities and visits.
Thank you to Dave Claricoates for providing such a fascinating input. He would love to hear feedback on this curriculum model and is happy to answer any questions you may have. Click here to email Dave or complete the form below:
Our WE Inspire network virtual meetings are a great opportunity to hear from, and be inspired by, schools who are successfully providing a high-quality whole education.