In the first instalment in this two-part series, I explained what we might interpret by Ofsted’s assertion that curriculum implementation is the way in which “the curriculum is taught at subject and classroom level” (SecEd, 2020a).
Here, we might consider the ways in which teachers articulate the end-points to be learned in their subject discipline. What are the key concepts? Who decides? When are they taught? How and how often are they returned to and expanded upon? Do key concepts feature in learning objectives? Do key concepts feature in knowledge organisers? Are they used in low-stakes quizzes, hinge questions, exit tickets, homework tasks and so on in order to ensure they form part of retrieval practice activities?
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