Tag Archives: impact

Key Stage 3 Curriculum 3.0

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The following is an update that details the development of the Cabot Learning Federation’s Key Stage 3 Curriculum 3.0; it is the third iteration of the curriculum that has been in place for the last two years. It is the result of the work and insight of curriculum curators from across the Trust who have been charged with the deep responsibility of curating the curriculum for our children. A curriculum that allow children to dance across disciplines…

Everyone needs habits of mind that allow them to dance across disciplines… modern life requires range, making connections across far-flung domains and ideas. ( Range, David Epstein, 2019)

We choose to curate our own CLF curriculum across the Trust not because it is easy, but because it is hard… and because it is a challenge that we are willing accept, one we are unwilling to postpone, and one which we intend to win (for our children).

We take on this challenge fully aware of the weighty ethical responsibility that it brings; knowing that what we choose to teach confers or denies power… there is nothing more important than what we choose to pass on to the next generation.

We choose to empower experts across the Trust to own and curate our Curriculum. A shared curriculum that builds a platform on which experts can perform (teach and inspire). The shared curriculum frees professionals to follow the learning to meet the needs of all children. On the platform of the curriculum we believe colleagues should be empowered to “red dance“… to realise the promise of the curriculum and its loftier goals

We choose to empower curators in an ever-onward curation to provide the best possible curriculum for our children.

The curators are charged to fulfill the ambition of the Curriculum.To deliver the promise of the curriculum and its loftier goals.

The ultimate aim  of the Curriculum is to ensure all children have self-agency so that become active participants in their own lives, because each child has a strong sense of self and an understanding of their place in the world. This is the result of children seeking meaning and making connections as they build understanding from a foundation of knowledge and skills (expertise). Where knowledge and skills are the foundation and servant of the loftier goals of the curriculum.

The aims can be represented in a hierarchy that move from knowing some stuff, to disciplinary thinking to being able to transfer and connect to wider subjects areas and ideas, interdisciplinary knowledge…

or linked to cognitive science…

And that the nature of cognitive challenge varies. From low cognitive challenge for new knowledge and skills to high cognitive challenge for the loftier ambition of the curriculum that requires a level of assimilation into present schema. To build our sense of self and place we need to alter what we already believe to be true. Whilst it is far harder to secure these curricular goals they are necessarily built on a strong foundation of understanding made possible by a deep foundation of knowledge and skills.

The loftier goals of the CLF Curriculum are to support our young people to develop a sense of self; so that teaching and the wider curriculum support the positive development of behaviours, perceptions, dispositions and character traits that create a sense of self.

Understanding who we are can only be in relation to the world in which we live. Closely allied to the supporting children to have a sense of self is to secure a sense of place in the world. Not that this is directly taught, of course, because as with a sense of self every child is unique and at the centre of many networks of social relations, and nobody else occupies that particular position…

These loftier goals of the curriculum have the ultimate aim of giving all children self-agency both now and into adulthood. Self-agency: the ability to take decisions that give us control over our lives… so that we know what to do when we do not know what to do.

It is the loftier goals of the curriculum that live on into adulthood, far more than the specific knowledge or skills that we acquire in the detail of the curriculum that fall away. Perhaps in the same way that far after the knowledge of the rose garden have gone, the underlying meaning and pattern of that learning that changed our view of self and place remains deeply in the soil, waiting for a time to be useful (or appear in a dry spell)…

The CLF KS3 Curriculum is part of the CLF 3-19 curriculum…

Against aims of the curriculum and within the above spiral there are a set of guiding principles for the CLF KS3 Curriculum:

The aim of the curriculum is to secure self-agency for all children now and into adulthood, through a developed sense of self and place that is built on seeking meaning based on understanding secured on a strong foundation of knowledge and skills (expertise). The curriculum is based on age related expectations that are progressive and built across the 3-19 curriculum. It focuses on securing the disciplinary knowledge required to support children to be mathematicians, authors, historians, artists… It is built by Curriculum Curators and the entitlement for all children is protected by Curriculum Guardians across the Trust.

It purposefully builds up from Primary to support breadth and depth of curriculum that seeks broader curricular than that stifled by drawing GCSE of flightpaths down from KS4.

In addition the following are key principles:

The curriculum is intended to be taught to depth, stretching, demanding and expecting opinions from children. Based on a shard curriculum teachers evaluate and reflect on the learnt curriculum to follow the learning and meet needs. There are vertical strands in the 3-19 curriculum of oracy, writing, reasoning and reading. Assessment is principally through DOYA, with knowledge acquisition assessed through MCQs.

Whilst the shared curriculum is important … what really matters is how it is enacted (taught) … and then what matters is what is learnt …. and then what is long-term learnt…

The curriculum is divided into four cycles of teaching, assessment and re-teaching … repeat:

Each subject in the KS3 Curriculum is defined by a set of Age Related Expectations; starting with KS2 prior learning, knowledge and skills, Understanding and Application and then Meaning … the loftier goals cannot be directly taught.

For each cycle there are medium term plans; sets direction without stifling teachers to follow the learning to meet needs; to red dance on the platform of the shared curriculum…

All of this demands a deep focus on pedagogy and the quality of teaching. The loftier goals of the curriculum in particular are likely to require something like this:

  • Make explicit how the whole curriculum links and connects together; giving opportunity to explore direct and indirect connections between schema to piece together how they fit in the world.
  • Bounce up through the future curriculum to spark awe and wonder and set-up future learning, a sense of progression and to see the bigger picture early.
  • Build in space in the curriculum to support children to seek meaning and develop their sense of self and place in the world. 10% eureka time where the only output is speculation.
  • Explore the sense of self agency: the notion that social, political and other change can be triggered by individuals and groups. Developing skills and competences that build self-agency and the ability to trigger and sustain change.

“Empowering students to create social change and solve problems that will improve living conditions and increase well-being.” (Nathan, 2017 in Fullan, 2019)

  • Promote the he role of teacher: we learn by paying attention to others; it is staggering how much information is socially transmitted. What if it is significant others in our lives that actually make the difference; shaping who we are and who we become?
  • Understand the key importance of disciplinary knowledge (how to think like a… (historian for example) for deepening understanding, exploring meaning and enabling children to understand how to think and to conceptualise the world.
  • Contextualise learning in the present and future challenges that children face. We only attend to things that we belie/e or are made to believe are important; to these things that are directly relevant to us – make it important.

Dr Dan Nicholls | Cabot Learning Federation | July 2019

How to make stuff happen… and deliver change

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It is probably true that… in education change often fails to stick. That academies and schools are full of initiatives and good intentions; strategy and initiative-rich environment that drives up complexity and confusion.

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It is also probably true… that education and schools would be more effective if we understood the dynamics and nature of change; understanding how to deliver change that sticks, is sustained and irreversible.

“Success is not a random act. It arises out of a predictable and powerful set of circumstances and opportunities” (Malcolm Gladwell)

Which begs that question… how can leaders and teachers execute change that becomes irreversible. How can leaders seek simple, single and focused change that alters habits and behaviours, such that change becomes irreversible and leverages improvement in the long term … or, put simply, how do we make stuff happen and change stick?

What if… we understood that coerced, sustainable and irreversible change delivers different outcomes?…

  • coerced change: a continuous effort is required to coerce and direct behaviours to secure change; when effort reduces, change reverses.
  • sustainable change: a level of effort and commitment is required by individuals to sustain the change. This is not coerced, it is likely to be well understood and supported, but because there is a continual requirement of effort it falls short of being irreversible; old strategies and
  • irreversible change: a change that has been well-executed so that it alters habits and behaviours, the choice architecture and the culture/ethos – such that the change becomes normal – it becomes irreversible.

…considering executed change in schools it is easy to find examples of each.

What if… change is pointless unless it achieves improvement – too much change gets to the same point, but wastes both time and effort… and worse damages the credibility of leadership, increasing the likely resistance to future change.

What if… successful change in schools secures changes in behaviours and habits so that change become habitually delivered and irreversible.

What if… Stephen Tierney is right in his recent blog that leaders and teachers make better decisions when they think slow and not fast?…

“Too many people are working and in some cases essentially living in an organisation where busyness, for its own sake, is seen as a virtue.  In Thinking, Fast and Slow, Daniel Kahneman explains his theory about two modes of thought; System 1 (fast, automatic, frequent, emotional, stereotypic, subconscious) and System 2 (slow, effortful, infrequent, logical, calculating, conscious).  While System 1 helps us survive in the jungle it is System 2 which is likely to be of greater benefit in addressing complex issues.” (Stephen Tierney, blog)

What if… most of the change instigated in schools (and education) has not had enough thought? What if most change fails to consider…

  • what the change will feel like to those who will deliver the change?
  • whether this change will stick for at least 3 years
  • whether this change has the genuine potential to improve on what exists.
  • whether there is unnecessary complexity built into the change
  • whether we consider the WHY has been fully considered; as Simon Sinek says, “people don’t buy what you do they but WHY you do it.” … how to communicate for buy-in.
  • what the change will feel like to those who will deliver the change?
  • if timescales for implementation is timed, specific and focused…with good recognition of the implementation dip.
  • Whether key milestones are used and evaluated.
  • Whether there is a focus on celebrating, measuring and growing where there is discernible difference?

What if… we really understood that the real success of any change lies in the execution? And that regardless of the boldness of the desired change this is what makes change stick and be successful?

What if… the delivery of change is best shown of Micheal Barber’s matrix of execution…

Slide1

What if… we altered the matrix to consider the inter-play between the level of energy and impact of change – highlighting the difference between coerced, sustained and irreversible change… the amount of energy required for irreversible change declines after initial execution due to shift in habits and behaviours.

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What if… KISS (keep it simple stupid) was a key driver to ensure that change is always targeted, simple and focused. What if we used members of the team to wear de Bono’s Black Hat, identifying and challenging complexity.

What if… some individuals and organisations suffer from initiativitis – the disorder that compels, otherwise good people, to launch initiative after initiative. It is all on the slow thinking, deliberate execution and persistence cubed that secures successful change. No one benefits from a thousand flowers blooming.

What if… the best leaders place bets on the changes that are most likely to deliver effective and irreversible change

What if… John Collins is right, we should fire bullets before cannonballs? Testing first, or piloting change before scaling?

What if… Seth Godin is right and that we should beware the implementation dip of change? How often do schools change direction or abandon in the dip only to initiate a new approach.

seth-godin-the-dip

What if… we recognised when to stick and when to twist – that one requires maintenance of faith that the thinking and execution will yield results and the other a realism and calculation of future effectiveness to identify where there is futility of effort?…

“Persistent people are able to visualize the idea of light at the end of the tunnel when others can’t see it.  At the same time, the smartest people are realistic about not imagining light when there isn’t any.”  (Seth Godin)

What if… we also recognise that it is important to evolve and adapt approaches before the rate of improvement declines…

types-of-innovation-s-curves

What if… too often we launch change with one or more of these missing?… (VISION, SKILLS, INCENTIVES (understanding the WHY), RESOURCES, ACTION PLAN)

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What if… launching change after change is the same as crying wolf? That initiative fatigue sets in quickly where individuals realise that this is just one of those band-wagons that continually pass?

What if… we do not fully consider the choice architecture of any change? and fail to see, understand and use nudges to secure irreversible change?

leaders are choice architects; determining the environment in which noticed and un-noticed features influence the decisions that staff and students make. Leaders have the ability to influence behaviours, create social epidemics and use “nudges” to influence individual and group behaviour. We are surrounded by nudges; good leaders see them, look for them and use them (often automatically)

What if… the art of leadership and leading change is in the ability to de-priortise what is important? What if… we used this phrase regularly to focus the ONE thing.

“What’s the ONE Thing you can do such that by doing it everything else will be easier or unnecessary?” (Gary Keller)

What if…successful change taps the emotions? and has a stickiness factor?…

“People change what they do less because they are given analysis that shifts their thinking, than because they are shown a truth that influences their feelings.” (Kotter)

““the stickiness factor”, is a unique quality that compels a phenomenon to “stick” in the minds of people and influences their future behaviour.”

What if… Jim Collins is right that great organisation focus their time and energy on turning the flywheel. What if… this means that in schools we actually only need to get a surprisingly few things right to drive improvement. – placing bets on the few things that leverage improvement. A function of conscious choice and discipline (…to execute)

Slide3

What if… time and context are also important. What if we recognise that some change is “right for the time” and some change is “right for the context.” AND that both of these perspectives are useful for assessing previous strategies and changes.

Maybe then… we would have a deeper understanding of change. We would not drive initiative after initiative that fail to stick. We would recognise that less is more and that the success of any change is linked to making conscious choices through slow thinking, using deliberate discipline to execute and the persistence to secure the change.

Maybe then… leaders and senior teams will employ slow thinking to place bets on a few changes or approaches that leverage the greatest improvement. That we would be more professional and intelligent whenever we seek change so that we more often deliver sustained and irreversible change.

… all of this will remove complexity and allow leaders and teachers to deliver change and improvement in a focused and deliberate way… bringing a structure and an intelligence to academy improvement so that we can make stuff happen. 

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November 2015

Dan Nicholls

Strategic leadership | fanatical discipline and deliberate delivery

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bring light

It is probably true that:  When we describe and aim for a preferred future, understand what matters (what has impact) and when we are fanatically disciplined and deliberate in delivering the few (one) things that really matter…we bring new light to what life might be. … and achieve unusually well.

So, what if we were better at balancing three things?

  • Our ability, based on the WHY, to describe the future, the destination, the dream? – to set sights on an extraordinary end point?
  • Our understanding of what matters, what makes the difference, what achieves impact?
  • Our fanatical discipline to deliberately focus upon and deliver the One Thing(s) that align with our dream and matter most.

It is at the intersection of these three things that we have the chance to accelerate improvement by:

  • Aligning strategy toward our dream, ambition, destination or preferred future.
  • Focusing on the few areas that have impact (our positive deviant practices)
  • AND maintain the fanatic discipline to deliberately deliver our preferred future.

Slide4

Or we might consider that when we have a focused strategy that aligns to our dream and when we are fanatically disciplined and deliberate in the delivery of the few (one) things that make a difference (have impact) we achieve unusual improvement over time…

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What if: We start by finding our organisation’s WHY? and seek to describe a preferred future … maybe then we can point to the destination and follow strategies that align and accelerate towards that dream.

“Inspired leaders, organisations and teams find their deepest purpose – their ‘why?’ – and attract followers through shared values, vision and belief.” “this has the ability to transform the fortunes of a group or enterprise – activating individuals, providing a cultural glue, guiding behaviours and creating an overall sense of purpose and personal connection.” (James Kerr, Legacy, 2013)

the-golden-circle


“People don’t buy what you do, they buy why you do it.” “All organisations Start with why, but only the great ones keep their why clear year after year.”  (Simon Sinek)

Simon Sinek has been very influential in ensuring that the basis of strategic planning and the focus of work is located around the moral purpose – the why. His golden circle has framed an approach, language and strategic focus. Sinek identifies that human motivation is emotionally linked, meaning that when people start with why (the moral purpose) this secures early emotional buy in. Just as Martin Luther King composed the “I have a dream” speech and described the future and not the “I have a plan…first we…” speech (taken from Sinek), school leaders have a responsibility to describe the desired future or destination.

Emotional connection is also crucial:

“People change what they do less because they are given analysis that shifts their thinking, than because they are shown a truth that influences their feelings.” (Kotter)

Question: How far have you/your organisation identified the WHY – how well is the moral purpose communicated/shared? How often is it articulated? is it taken for granted? is it a comfort blanket or even an excuse when improvement is slow?

What if: we then used the WHY to describe a preferred future (a dream) and ensure that urgency is in the system to drive toward the end?

John West-Burnham highlights the importance of describing a preferred future.

“Successful and credible leaders are able to tell compelling and credible stories about the future – they are leaders to the extent that people accept and value the future they describe. – In the 1970s Shell developed an approach that required identification of preferred scenarios…that are essentially descriptions of a preferred future.” (John West-Burnham, 2012)

If leaders create compelling stories of the future (a dream), attach meaning to them and embed the why, they have the chance of connecting peers with purpose (Fullan). Such ownership allows change and strategic improvement to be owned at a greater depth within the organisation. Tim Brighouse describes how schools are on journeys and that the best schools ask where they want to be and take small steps on a journey toward that goal.

“What we can do and what the best schools do already – is ask where they would like to be in five years time and what steps they will take to get there” … ” the best schools accumulate these small steps and describe themselves as being on a journey.” (Tim Brighouse)

What if: we ensured that there is an appropriate level of urgency in the system.

There is little point in having a compelling dream unless there is in-built urgency (often beyond that provided by the WHY). John Kotter uses the word urgency to emphasize the need for a heightened sense of focus, readiness to act and determination.

Kotter’s urgency describes the force that is released when people feel a quest, a purpose, that their work is meaningful and has a greater purpose than themselves. It is not to be confused with panic or knee-jerk leadership that is reactionary. This is the type of urgency that inspires and moves people to action.

Great leaders understand that generating and highlighting urgency is important as it creates forward motion.

(Jim Collins)

Great organisation often need to generate urgency. For Academies, a poor set of results or pending Ofsted, for example, should not be the driver for the required urgency…neither should it be knee-jerk, reactionary responses to temporal problems or transient political directives. Great organisations are naturally urgent – the moral purpose is deep, the preferred future is compelling, the strategic focus aligns to the need to improve – there is a deliberate and discipline pursuit of what matters. It is this that generates and embeds the urgency in the system.

“To achieve great things, two things are needed; a plan, and not quite enough-time.” (Leonard Bernstein)

Ken Segall, in Insanely Simple (2012): “Though it may defy logic, the easiest way to screw up a project is to give it too much time – enough time for people to rethink, revise, have second thoughts, invite others into the project, get more opinions, conduct tests, etc…you invite overthinking…only when people are kept in constant motion do they stay focused with the right kind of intensity…keeping the team in motion is what gets you there.” (describing project management at Apple)

What if: Based on the why, the described future and the built in urgency…we are able to focus down to the one Thing(s)? based on what matters and what makes a difference – those positively deviant, hedgehog ideas and core practices that have impact?

“What is the ONE THING that you need to do, such that by doing it, everything else is either easier or not required.” (Gary Keller, The One Thing)

…because not everything matters equally.

How often do we ask this question? based on where we need to get to what do we need to do in a years time, a months time, next week, tomorrow….what is the one thing that needs to happen now, such that everything else is easier or not required? Keller describes that if we are to tip our preferred future (dream) domino then we need to set a series of dominoes back to the present…the job then is to realise the one thing that now has to happen to tip the very first domino that is uniquely aligned to the dream future.

The One Thing needs to also have further qualities:

  1. It needs to have impact (more than any other strategy/focus) – be a positive deviant – and this requires measurement of impact and deep questioning.
    • In all that we do there are things that have real impact, things that appear to have impact (but are proxies) and things that have limited impact. Finding the one thing that really makes a difference requires evaluation and measurement. The aim is to identify the positively deviant practices, often referred to as bright spots (Heaths). Beware fads, trends, promising innovation or popular approaches – it is impact that counts – things do not matter equally.
    • Our perception of what is possible is obstructed by historic assumptions about what is possible – they stop us considering game-changing innovations. Clever questioning has the ability to unlock possibilities and the true impact of approaches (Barber).
  2. It needs to be what you have to be the best in the world at (hedgehog concept).
    • The hedgehog concept represents the intersect of three circles: what you can be (need to be) the best in the world at, what you are deeply passionate about and what best drives your improvement/outcomes (Collins). Just like a hedgehog is excellent at One Thing (rolling into a ball for protection) – the key to success often lies in the ability to be the best in the world at one thing – it is amazing how this makes you better at other stuff and how wide the influence of this one thing travels.
  3. It is absolutely at the core of what you/your organisation is about. – aligned to the dream and reflects the brutal truth of your present performance.
    • “have the discipline to confront the most brutal facts of your current reality, whatever they might be.” (Collins)
  4. It needs to be sticky and timeless. This is Collin’s Fly-wheel.
    • Success and improvement resembles relentlessly pushing a giant heavy flywheel, turn upon turn, building momentum until a point of breakthrough, and beyond. This is not temporal innovation or reaction this is a systemic focus on the thing that matters most.

Of course the key is to simplify to those strategies that matter most … it is unlikely to be one thing…but it might be three things that matter (not 20) and these need to be sticky, and aligned to the dream. Great organisations KISS (keep it simple stupid).

“Simplicity is power, whether it’s used by individuals or organisations. The question is, do you have the insight and skills to turn this power into your own advantage?” Ken Segall (2012)

What if:  we are fanatically focused on deliberately delivering the thing(s) that matters.

Delivery never sleeps.” (Barber)

Collins writes, “discipline, in essence, is consistency of action – consistency with values (why), consistency of method, consistency over time. True discipline requires the independence of mind to reject pressures to conform in ways incompatible with values, performance standards and long term aspirations (dream). …having the inner strength to do what ever it takes to create a great outcome, no matter how difficult.” (Collins)

Great organisations balance this unswerving fanatical focus on delivery with an agility that enables innovation around what counts. This is not about jumping, adopting new ideas, this is about being the best in the world at what matters most. Kotter identifies the need to balance the hierarchy required in great organisations to turn the flywheel with the agility to to free individuals to connect and innovate around what counts (below). Firing bullets before cannonballs (Collins). And there in lies the contradiction – to be great you focus on the things that really matter, that are sticky, that are timeless – whilst maintaining the innovative agility necessary to stay ahead, to be leading edge, to path find.

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Maybe then: more organisations would be strategically led through:

  • A strong WHY and moral purpose – communicated and compelling.
  • A clear DREAM of the future described at 1 month, 1 year, 2 years, 5 years, 10 years …2040?
  • An URGENCY that is embedded in the organisation from a deep moral purpose, the compelling preferred future and the aligned deliberate strategic focus.
  • A clarity down to the ONE THING(S) that matter, that have impact – the positive deviant practices, the hedgehog, that address the brutal truth and are sticky and timeless.
  • A FANATIC DISCIPLINE to deliberately deliver the few things that matter. Such that change is sticky.
  • An AGILITY that allows the organisation to innovate in these core things that matter. Firing bullets before cannonballs.

And Finally: none of the above sustains improvement or change unless…

“our actions inspire others to dream more, learn more, do more and become more.” (J.Q. Adams)

and 

“Leaders inspire others to take charge … they guide us through the journey.” (adapted, Simon Sinek)

and

“leaders create the choice architecture in an organisation to free individuals, to lead the way to the preferred future (dream). Building on a foundation of strong values and principles,  a compelling purpose, great capacity is released to do something great.” (adapted, Seth Godin)