School and College Curriculum Design 2: Implementation

BOOK TWO: IMPLEMENTATION

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THE BLURB:

This is the second in a three-volume series on School & College Curriculum Design from the best-selling author of ‘Making Key Stage 3 Count’ and ‘How to Become a School Leader’. This book tackles ‘curriculum implementation’ and is aimed at leaders and teachers in primary, secondary and further education settings.

Book One was about ‘curriculum intent’, all the planning that happens before teaching happens. As such, it explored the ‘why?’ and the ‘what?’ of education. This book, meanwhile, is about all the teaching that happens next. It deals with the way in which teachers translate curriculum plans into practice with students. In other words, it is about the ‘how?’ of education.

Read the story so far

PRAISE FOR BOOK ONE IN THE SERIES:

“You NEED this book” “Superb author” “Inspiring reading” “Great book” “Engaging and solution-focused” “I literally cannot stop reading this book – it is epic!” “An amazing read” “Compelling…not to be missed” “Brilliant read!” “Top drawer writing” “Hard to put down” “Can’t wait for the second book in the series”

CONTENTS:

There are over 620 pages and 147,000 words in this weighty tome!  Here’s what you’ll find inside…

PART ONE: FRONT MATTER

Chapter 1: A note on the text
Chapter 2: The story so far – Book One summarised
Chapter 3: What is curriculum implementation?
Chapter 4: The Ofsted context

PART TWO: EVIDENCE INFORMED EDUCATION

Chapter 5: An evidence-informed profession
Chapter 6: Not worth it?
Chapter 7: Feedback
Chapter 8: Metacognition
Chapter 9: Best of the rest
Chapter 10: Creating a physical learning environment
Chapter 11: Creating a social and emotional learning environment

PART THREE: TEACH FOR LONG-TERM LEARNING

Chapter 12: An introduction to the 3 steps

Step 1: Stimulate pupils’ senses to gain the attention of working memory

Chapter 13: Comfortable with discomfort
Chapter 14: Learning to fail
Chapter 15: Extrinsic motivation
Chapter 16: Intrinsic motivation
Chapter 17: Learning outcomes
Chapter 18: Using feedback to direct learning
Chapter 19: Using feedback to inform planning
Chapter 20: Stimulating pupils’ senses
Chapter 21: Dual coding
Chapter 22: Transferability
Chapter 23: Summary of step 1

Step 2: Make pupils think hard but efficiently to encode information in long-term memory

Chapter 24: The struggle zone
Chapter 25: Desirable difficulties
Chapter 26: The dangers of differentiation
Chapter 27: Teaching to the top
Chapter 28: Teacher explanations
Chapter 29: Teacher modelling
Chapter 30: Oracy
Chapter 31: Closed questions
Chapter 32: Open questions
Chapter 33: Cognitive load
Chapter 34: Summary of step 2

Step 3: Embed deliberate practice to improve pupils’ storage in and retrieval from long-term memory

Chapter 35: Deliberate practice
Chapter 36: Deep practice
Chapter 37: Spaced practice
Chapter 38: Interleaved practice
Chapter 39: Multiple contexts
Chapter 40: Quizzing
Chapter 41: Study skills
Chapter 42: Revision
Chapter 43: Self-study
Chapter 44: A 4-part teaching sequence
Chapter 45: Summary of step 3

PART FOUR: EQUAL ACCESS TO LONG-TERM LEARNING

Chapter 46: Delivering a differentiated curriculum
Chapter 47: Same destination, different route
Chapter 48: Finding the sweet spot
Chapter 49: Different forms of differentiation
Chapter 50: How to support pupils with SLCN
Chapter 51: Quality first teaching
Chapter 52: In-class differentiation and additional interventions
Chapter 53: Motivation matters
Chapter 54: Identifying barriers for disadvantaged pupils
Chapter 55: Plan the solutions
Chapter 56: Agree the success criteria

PART FIVE: PUTTING IT INTO PRACTICE

Chapter 57: Creating the culture for implementation
Chapter 58: Creating the systems for implementation
Chapter 59: Managing change
Chapter 60: Classroom consistency
Chapter 61: Teaching by algorithm
Chapter 62: Improving teacher recruitment and retention

PART SIX: END MATTER

Conclusion

Read two free articles on curriculum implementation originally published in SecEd Magazine to promote the launch of the book: Part One | Part Two