While other schools are adding to already packed programmes of study, looking at additional content, practices or interventions to support improved outcomes, Cragside has chosen to strip their curriculum back and focus on the fundamentals of foundation subjects as laid out in the National Curriculum.
“When redesigning the curriculum we asked: what do we have to teach and why don’t we just teach that really really well?”
MARIA DOYLE, ORACY CHAMPION
Staff were conscious that going against the grain can leave a school feeling exposed to criticism. However, a deep passion for high-quality education and a strong belief in the professionalism and expertise of teachers and their knowledge of best primary practice emboldened Senior Leaders to make fundamental changes to how things were previously done.
“Our SLT are unafraid to say: this is what we want to do and we’re going to do it.”
To support a more creative curriculum, the school has reimagined their approach to teaching, learning and assessment. The oracy-centred pedagogy developed through their work with Voice 21 enables students to engage in productive discussions about their learning resulting in less reliance upon writing as a form of assessment.
Implementing this new approach began with a trial in the summer term of 2024 and then a full roll out across Key Stage 1 in September 2024. Piloting the approach empowered teachers to take more risks and try new approaches to teaching and learning.
“If it hadn’t worked, that would be OK. Some teachers were initially unsure how this would look for different subjects but in no time at all those same members of staff were coming up to me to say, ‘you know what, this is great — it really works’.”
The leadership team at Cragside is developing teachers’ capacity to deliver their creative curriculum through high-quality oracy teaching and learning by ensuring that effective infrastructure is in place. Oracy is one of four key areas on the School Development Plan, each of which has a dedicated staff working group. Connected to this is regular meeting time and CPD allocated to each area. Teachers are also encouraged to regularly visit each other’s classrooms to see different approaches in practice and learn from each other.
Importantly, the school avoids a ‘top down’ approach and an emphasis on collective leadership also builds expertise as opportunities to develop oracy are integrated into subject lead and key stage lead meetings where teachers work together to identify the best opportunities for oracy and creative teaching across the curriculum.
The impact of implementing oracy and creative curriculum design is multifaceted resulting in clear benefits for both staff and students.
“Staff feel like they have freedom and flexibility and the school always has a buzz about it. For students, we’re seeing a huge impact and notably for students with Special Educational Needs & Disabilities (SEND).”
Teachers have noticed how well students listen to each other and how confidence has improved both in the classroom and in wider opportunities for talk.
Oracy will be on the School Development Plan for the foreseeable future and over the next year the school aims to focus on embedding and sustaining what has worked so far as well as continuing to expand this year’s approach into Key Stage 2.
Ultimately, teachers at Cragside plan to continue fostering a vibrant culture where a creative approach to the curriculum unlocks opportunities for students to enjoy learning, build confidence and understand the value of their voices — supporting them to thrive in school and beyond.
© 2024 Voice 21. Voice 21 is a registered charity in England and Wales. Charity number 1152672 | Company no. 08165798
