Curriculum development initiative

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Assignment supplying a critical geographic expedition of a course of study development enterprise. How this has been implemented in the school and how it has impacted my pattern?

This assignment is a critical geographic expedition of a course of study development enterprise and how it has been implemented within School A. I will be measuring how it has impacted on my hereafter pattern as a freshly qualified instructor, while besides critically measuring the extent to which the course of study agreements in topographic point allow for the individualized demands of two of the kids in my category to be met.

During my arrangement, School A took on a new enterprise called ‘Big Writing Adventures’ ( BWA ) which is a new authorship programme that puts purpose and audience at the bosom of larning. It combines advanced digital content with a strict instruction sequence within contexts that are actuating and meaningful for kids ( Oxford University Press, 2015 ) . This was implemented across cardinal phase 2 due to OFSTED happening which noted “Achievement in authorship is non every bit good as that in reading and mathematics. Fewer students reach the higher criterions and do better than expected advancement in their subject” ( OFSTED 2014 ) . Another external influence for the new enterprise was due to the new national course of study and its demands. The course of study states that kids “Should develop the staying power and accomplishments to compose at length, with accurate spelling and punctuation. They should be taught the right usage of grammar. They should construct on what they have been taught to spread out the scope of their authorship and the assortment of the grammar they use. The composing they do should include narrations, accounts, descriptions, comparings, sum-ups and ratings: such authorship supports them in practising, understanding and consolidating what they have heard or read.” ( DfEE 2014 ) BWA provides a full coverage of the new authorship course of study, with grammar, punctuation accomplishments and vocabulary embedded ( oxford University Press 2015 ) Teachers can entree lesson programs, interesting and synergistic resources and a enchiridion on how to utilize the lesson programs and differentiate, extend and challenge students efficaciously.

Lewin ( 1951 ) states that alteration requires a three measure procedure of unfreezing, traveling and refreezing. In School A this consisted of make up one’s minding non to go on learning literacy as they had been, larning about the new enterprise and what it would imply before implementing the new method in their schoolrooms. There was a belief within the school that BWA would raise attainment, run into the demands of the course of study and hence be the reply to their jobs. In contrast, research workers suggest that administrations need to be unstable and adaptable and that the last thing they need is to be frozen into some given manner of operation ( Dawson, 2003. Kantor et al 1992. ) Buchanan and Storey ( 1997 ) argue that alteration frequently involves much backtracking. Burke ( 2002 ) echoes this position and claims that the alteration procedure is frequently more like a series of cringles than a consecutive line, alteration seldom goes wholly to program and there are ever effects of the alteration that weren’t expected. This means things are invariably ‘fixed’ to maintain the alteration on path. This is once more supported by Hayes ( 2007 ) who states that although a demand for alteration is recognised, the solution may non be clear and the terminal end may be capable to changeless alteration. Contrasting to the manner the school implemented this alteration, this scheme emphasises the demand to be flexible and adaptable and hence non ‘refreezing’ at the new enterprise and presuming that the job has been fixed. This is something the leading squad will hold to believe about in the hereafter as Higgins ( 2005 ) advocates that successful administrations are those that realise that execution is at least every bit of import as explicating scheme and covering with jobs that arise. In the current educational clime with course of study and the demands of the kids invariably altering ; BWA might non be appropriate at a ulterior day of the month. It will be the duty of the leading squad to recognize when a new alteration is needed to guarantee the kids are doing changeless advancement.

Most of the staff in School A were truly supportive of the enterprise and recognised the demand for alteration. This was critical to the successful execution of BWA as Brundett and Duncan ( 2011 ) suggest that course of study invention will be more successful if the instructors and school leaders see the possible benefit for students and if all school forces are committed to and believe in its implicit in values. Pendlebury et Al ( 1990 ) support this position as they believe holding a vision is what propels and directs alteration and provides its justification. The vision in the school was to better accomplishment in composing. This was a position that most of the staff shared which hence made opposition minimal. On the other manus, Newton and Tarrant ( 2002 ) recognise that opposition is natural and expected. Plant ( 1987 ) proposes that some grounds for opposition to alter and unwillingness to prosecute in new behavior includes: fright of the unknown, deficiency of information, fright of failure, fright of looking stupid and reluctance to experiment. He besides states “Levels of opposition will be higher if the degrees of engagement and information is low…Extra particular attempt demands to be made to pump communications particularly difficult during alteration efforts.” The leading squad in School A had regular meetings with the staff, foremost to discourse how they would raise attainment in authorship and presenting BWA as a solution to the job, before holding a visit in school from an educational adviser from Oxford Owl ( Godhead of BWA ) who delivered a preparation twenty-four hours. The staff so had hebdomadal meetings with the caput instructor and leading squad where they had the chance to discourse any jobs they had, portion advice and give feedback on how it was traveling and what they thought. This degree of communicating is recommended by Newton and Tarrant ( 2002 ) who claim that instructors need to be involved in the planning phases of the alteration and hence have the chance to respond, understand the demand for the alteration and adapt suitably. Brundett and Duncan ( 2011 ) recommend that alteration should be invariably reviewed, modified and adapted to altering fortunes and demands. The good communicating allowed for the staff to acquire the information they needed and by making this cut down the fright they may hold had otherwise. This, in bend, minimised opposition.

Although communicating is evidently of import, Herold and Fedor ( 2008 ) advocator that it is incorrect to presume that pass oning efficaciously and leting employee input entirely will do the alteration successful, and the leading squad have to take into account personal differences and possibly put things in topographic point to back up certain persons. Within the school puting this meant the leading squad arranged instructors who were unsure of how to learn BWA detecting instructors who were a batch more confident, hence leting them the chance to portion thoughts and reflect on each other’s patterns. The caput instructor was truly supportive and was available and unfastened to discoursing jobs that arouse and ways they could cover with them together.

The success of the execution of the enterprise could be the strength and effectivity of the leading squad who led the alteration. OFSTED ( 2014 ) described the caput instructor as “highly ambitious for the school” and said “his leading sets a positive tone and the staff squad works good together for the good of the pupils” . There was a truly positive relationship between the caput and the instructors, research suggests alteration directors can be effectual merely when they develop and maintain an appropriate relationship with those involved in or affected by the alteration ( Lippitt, Watson and Westley 1958 ) . The strong leading could be a ground for minimum opposition as the instructors felt supported and hence non fearful of neglecting.

By being involved in this alteration and seeing the consequence it had on the school it has demonstrated the importance of being unfastened to new thoughts and be flexible in my attack. Schools are traveling to be altering all the clip and new enterprises will be invariably brought in to do betterments. Sugrue ( 2008 ) describes educational alteration as unabated and intensified. Johnson ( 2007 ) believes that it is necessary for instructor to be flexible and recognize that larning results, in footings of cognition surely, are unpredictable. During my NQT twelvemonth I will be experimenting with different methods of instruction and happening what works for me and my category. In all of my hereafter pattern it is of import for me to retrieve that there will ne’er be a set out solution to a job, the kids in my category all have alone demands and no category will of all time be the same. In the context of school A, I had to go familiar with a new enterprise, experiment with the resources and lesson programs to guarantee I differentiated suitably while besides being prepared to run into any new demands and be unfastened and willing to new thoughts. This meant that my attack to instruction was invariably being altered due to the response from their kids.

In my category, it was clear to see directly off that the new enterprise created exhilaration approximately composing as it contained things the kids had ne’er experienced earlier such as video messages from foreigners. This originative design inspired the kids and made them desire to larn more and see more. Cowley ( 2005 ) maintains the position that lessons should be originative and this means inventive, original, new, of value and purposeful. From my experience BWA is a strategy that creates expectancy, exhilaration and enthusiasm and therefore enables the kids to truly prosecute with the lessons and go absorbed in their acquisition and inspired. Writing to the foreigners gives their authorship intent as it is something out of the ordinary as the audience would normally be their instructor. This experience showed me that catching a child’s attending and making something that they enjoy and are enthusiastic about is critical for them to accomplish their best.

There are obvious benefits to utilizing ICT as it enhances and improves children’s larning and is a cardinal ingredient to personalised acquisition. Remote learning by video-conferencing or electronic bundles can let easier entree to shortage topics and a wider scope of accomplishments ( Rudd 2013 ) . McKeown and McGlashon ( 2012 ) support this and state ICT motivates kids and can animate, promote and enable kids with a assortment of troubles to entree the course of study. However, a trouble I faced while learning utilizing BWA was due to it being an online resource as the engineering was non ever dependable. There were issues with login inside informations, cyberspace connexions and some resources that wouldn’t load decently. This meant tonss of clip wasted seeking to acquire it to work and last minute alterations to lesson programs if it couldn’t be fixed. When utilizing ICT resources in my future practise I will look into resources before the lesson starts to guarantee there are no holds and have a back-up program for if things go incorrect. Administration and readying is indispensable for instructors due to the capriciousness of a schoolroom.

BWA had a positive impact on most of the kids in my category. I have chosen to measure the impact it had on two of the kids, one kid from my higher ability group ( Child A ) in literacy and one kid who is in my lower ability group for literacy ( Child B ) . I chose a kid from each appendage as my category was really diverse in footings of attainment and it will show efficaciously some of the benefits and troubles the new enterprise produced.

Child B went to Key Stage 1 for all literacy lessons and learnt utilizing the strategy Read Write Inc. ( RWI ) . He had reached the degree required to return back to normal lessons merely as BWA had been implemented. This caused jobs for the kid as he was non used to composing a batch, as a consequence of RWI merely necessitating kids to compose a twosome of sentences. Consequently some of the activities BWA provides were non accessible as they included narratives, non-chronological studies and recounts, ensuing in Child B necessitating changeless support. Child B, at times, found this distressing and commented on how he couldn’t make it because he was excessively stupid! The undertaking was already set, so distinction had to come from support and results which made the work truly hard for lower ability groups and Child B in peculiar. Hart ( 2005 ) advises that a manner of covering with this could be by holding assorted ability groups, as kids perceived as less able will profit from this and derive more assurance in their ability from larning from their equals. The kids will be able to work collaboratively alternatively of fighting on their ain. However, this was non the instance in my placement school so the lower ability group absorbed a disproportional sum of teacher’s clip.

Contrastingly, a positive facet was BWA’s strong accent on ocular AIDSs ( largely video messages and images ) which meant that the kids didn’t have to trust on their imaginativenesss and alternatively could compose about what they saw and heard. This is supported by Meier ( 2011 ) who believes ocular images are a powerful trigger for authorship and Edwards ( 2013 ) who advocates that images give composing more focal point. The images made authorship, for the lower ability kids in peculiar, much easier. One of the activities was to compose a description of an foreigner utilizing images provided. The kids created a spider diagram as a group of things they could depict and adjectives they would utilize, and so used a synonym finder to compose a description independently. Child B wrote some antic sentences and it gave him tonss of assurance evident by his willingness to portion his work and read his sentences out to the category.

The alteration besides had positive deductions for Child A whom, before BWA was implemented, was doing really small advancement in authorship and had really small enthusiasm. Although he was bright and loved reading, composing was something he hated and did everything he could to avoid. This meant his presentation was hapless and he seldom finished the undertaking. Spencer ( 2012 ) states that doing composing interesting and giving the kids a existent audience will prosecute loath authors. This is precisely what BWA did, the intent was to direct the work to foreigners and the picture messages and the nature of the undertaking was interesting. Child A tested much harder with presentation, was able to experiment with sentence construction, linguistic communication and grammar and there was a monolithic difference in presentation! He was more occupied and determined to complete the undertaking to the best of his ability.

To reason, being on arrangement during a clip of great alteration truly opened my eyes to the demand to be flexible and adaptable. Schools will be invariably altering every bit good as the alone demands of the students in my category. As a instructor I will necessitate to take hazards, experiment and invariably reexamine my methods of instruction, resources I use and my attack to the kids in my category. I think BWA met its intent to raise attainment in authorship and run into the demands set by the new national course of study. Although there were some troubles, I think these will be overcome when instructors have a more unafraid cognition of how to utilize BWA and more experience of utilizing the resource.

Mentions

Government Documents

OFSTED ( 2014 ) ,School Report: Mossfield Primary School, OFSTED, Manchester, available from hypertext transfer protocol: //www.mossfieldps.salford.sch.uk/information/ofsted-report

Department of Education and Employment ( 2014 ) ,The National Curriculum for England, Department of Education and Employment, London

Books

Buchanan, D.A. and Storey, J ( 1997 )Role Taking and Role Switching in Organisational Change: The Four Pluralities, London: International Thompson

Burke, W.W. ( 2002) Organizational Change: Theory and Practice, Thousand Oaks, CA: Sage

Cowley, S. ( 2005 )Leting the Buggers Be Creative, London: A & A ; C Black

Dawson, P. ( 2003 )Organizational Change: A Processual Approach, London: Paul Chapman

Edwards, S. ( 2013 )Writing for All, 2neodymiumEdition: Great Britain, David Fulton Publishers

Kantor, R.M. , Stein, B.A. and Jick, T.D. ( 1992 )The Challenge of Organisational Change, New York, Free Press.

Hayes, J ( 2007) . The Theory and Practice of Change Management, United States: Palgrave Macmillan

Herold, D. & A ; Fedor, D ( 2008 )Leading Change Management: Leadership schemes that truly work, United Kingdom: Kogan Page Ltd

Johnson, M ( 2007 )Capable to Change: New Thinking on the Curriculum, London: The Green Tree Press Ltd

Lewin, K ( 1951 )Field Theory in Social Science, New York: Harper & A ; Row

Lippitt.R, Watson. J. and Westley, B ( 1958 )The Dynamics of Planned Change, New York: Harcourt Brace Jovanovich

McKeown, S and McGlashon, A. ( 2012 )Brilliant thoughts for utilizing ICT in the Inclusive Classroom,New York: Routledge

Meier, D. ( 2011 )Teaching Children to Write: Constructing significance and mastering mechanics,New York: Teachers College Press

Newton, C, & A ; Tarrant, T ( 2002 ) ,Pull offing Change In Schools: A Practical Handbook, London: Routledge, eBook Collection ( EBSCOhost ) , EBSCOhost, viewed 17 February 2015.

Pendlebury, J. Grouard, B. & A ; Meston, F. ( 1998 )The Ten Keys to Successful Change Management, 1stEd. United Kingdom: Wiley, John & A ; Sons, Incorporated

Plant, R. ( 1987 ) .Pull offing Change and Making it Stick, United Kingdom: London: Collins/Fontana

Rudd, A. ( 2013 )Literacy and ICT in the Primary School: A Creative Approach to English, London: David Fulton Publishers

Sugrue, C. ( 2008 )The Future of Educational Change: International Positions, United Kingdom: Taylor & A ; Francis, Inc.

Diaries

Brundrett, M and Duncan, D. ( 2011) . Leading Curriculum Innovation in Primary Schools. Management in Education. 25 ( 3 ) , 119-124.

Higgins, J.M. ( 2005) The eight “S’s” of successful Strategy Execution, Journal of Change Management, 5, ( 1 ) , pp. 3-13

Web sites

Oxford University Press ( 2015 )Large Writing Adventures[ Online ] [ Accessed on 16/02/2015 ] hypertext transfer protocol: //global.oup.com/education/content/primary/series/big-writing-adventures

Spencer, J. ( 2012 ) 13 Ways to Prosecute Loath Writers, 13/09. ThemeXpose [ Online ] [ 03/03/2015 ] hypertext transfer protocol: //www.educationrethink.com/2012/09/13-ways-to-engage-reluctant-writers.html

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