In order to make our mission statements a reality, new posts have been created to support our key aims. Although this curriculum review will have positive implications for our students in the future, the impact on staff involved in the discussions has been instantaneous, leaving us feeling that we practise as we preach with regard to staff and students.Bourn D (2016) Global learning and the school curriculum. The implication of these findings suggest that the framework developed for this study could be used by teachers in order to scaffold their students’ reasoning to higher levels and that other NCEA Achievement Standards could be similarly scrutinised in order to evaluate the effect of curriculum change. The conclusion offers several suggestions to ease the curriculum change process for teachers. For example, one post calls for a leader of pupil voice so that our children feel involved and therefore invested in the decisions the school makes. To ensure that our children don’t feel that there are subjects reserved for the privileged few, out of their reach, we will also start the classical civilisations GCSE in the autumn. These aims – the goals, include:These link to the mission statements – the actions, such as:Once these principles were agreed upon, it became clear that we needed to consider how we were going to enact them using the potential and talent of our staff.The exploration into our curriculum has led to the introduction of new subjects at GCSE and an expansion of SLT and TLR holders we have within the school. Masters of Education with specialization in Natural Science Education . Sir Christopher Hatton is a mixed state comprehensive school in Wellingborough, Northamptonshire. We are proud of the external recognition our school has received, having been graded ‘outstanding’ in 2015 and during a subsequent inspection, and are now looking at ways in which we can develop further.As well as engaging students with the content of the statutory National Curriculum, we wanted our school curriculum to support students’ wider development, related to their values and attitudes to each other and themselves. In reviewing our future development, we asked ourselves, ‘What kind of education do we want for our students?’We wanted our teachers to be involved in curriculum change as we believe that we are more likely to go in the right direction if everyone works together. The Impact of the Curriculum Change in the Teaching and Learning of Science: A Case Study in Under-resourced Schools in Vhembe District. The students have shown their enthusiasm for the subject already, with four classes’ worth opting to take it next year. Available at: Darling-Hammond L, Hightower A and Husbands J (2005) Ho D (2010) Teacher participation in curriculum and pedagogical decisions: Insights into curriculum leadership. They need to know how to work together, respect each other and value their education: high expectations and self-belief are so important. Classics for All (2018) Achievements and aspirations. For example, as we want our children to be aware of the world around them, we are introducing a sociology GCSE option. by . Therefore, they should have the right to participate in curriculum and pedagogical decisions, allowing student needs to be met and promoting continuous improvement in practice Children and young people are growing up in a globalised world, with instant access to information and opportunities for dialogue and communication with their peers elsewhere in the world through social media Each time, the values and core beliefs took a clearer structure until we had an agreed list of aims and mission statements.
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