Developing an English Curriculum to meet the Needs of all learners
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This conference has now passed. Our Planning Creatively Around a Text courses for Early Years, Key Stage 1 and Key Stage 2 also focus on planning across the curriculum around high quality texts. See related courses.
On 26th April, we held a conference at CLPE to explore what constitutes a quality English curriculum for your school and setting. The day included keynote talks from:
Sarah Hubbard, Ofsted National Lead for English on the recent curriculum review, sharing key messages about practice and provision in English.
Professor of Early Childhood & Primary Education Dominic Wyse, the Founding Director of the Helen Hamlyn Centre for Pedagogy, focused on what we mean by curriculum, and what schools might consider when designing or developing their English curriculum
Charlotte Hacking, CLPE Central Learning Programme Leader, shared CLPE’s latest research into how schools can develop children as readers and writers of a wide range of texts, through incorporating an authentic process for writing into the curriculum.
Farrah Serroukh, CLPE Regional Learning Programme Leader, shared CLPE’s ongoing Reflecting Realities research, exploring how schools can ensure that every child can see themselves in the curriculum and broaden their experiences by creating experiences that support them to look beyond their own realities.
Workshops were led by CLPE’s expert teaching team and demonstrated what an effective English curriculum looks like at different ages and stages of development.
Award winning poet, Joseph Coelho closed the conference, sharing his own experiences of writing in school and as an adult and how his work is developed in schools.
Tales on Moon Lane provided a range of high quality children’s books on the day, including picturebooks and poetry collections by Joseph Coelho, who will be available for signing after the event.
Registration begins at 9.30am
“A high-quality education, built around a rich curriculum, is a matter of social justice.”
“Importantly, there need be no conflict between teaching a broad, rich curriculum and achieving success in exams. A well-constructed, well-taught curriculum will lead to good results because those results will be a reflection of what pupils have learned.”