Coverage over creativity?
A must-read perspective from the award-winning author of the 'Opening Doors' educational book series, Bob Cox.
Thoughts and musings
A theme which runs through my weekly ‘glimmers’ is my belief in the importance of investing in the continued professional learning of educators. Just like learning to drive, the teaching journey truly begins after the completion of whichever route into the profession has been chosen. So why can it sometimes feel like it slows down, or sadly stops altogether, for some?
A ‘glimmer’ I regularly return to, is my piece exploring ‘The joy of lesson planning’1. The experiences which can spark joy in teachers and remind them of their motivations for devoting their life to the education of others. However, demands on teachers’ time, challenges of busy timetables and, in some settings, a feeling of lack of autonomy can make finding opportunities to plan exciting and purposeful experiences difficult.
However, not impossible. I have seen first-hand the benefits of intentionally investing in the time and resources which value teacher autonomy, expertise and experience. The palpable buzz of a team planning session. The lift in the classroom when the pupils sit up and engage with enthusiasm and intrigue. The excited chatter of teaching teams in the staff room, reflecting on the learning experiences and outcomes of a lesson with such joy.
Ideas and practical suggestions
So, how can experiences which value teacher autonomy, joyful planning experiences and a focus on creativity over objective coverage be curated when planning English curriculum experiences? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these as more of a intentional shift towards considered budget spending and a curious approach to exploring texts in a more meaningful way.
Today, I am delighted to handover my ‘ideas and practical suggestions’ to Bob Cox, the highly experienced and exceptionally inspiring award-winning author of the ‘Opening Doors’ educational book series, which places excellence and equity in English at the heart of its principles and strategies.
Bob has recently written a blog entitled ‘To Cover or Not to Cover, That is the Question!’ which I have linked below and highly recommend reading. His illustration of ‘opening up thinking in English’ details an insightful exploration of the same high-quality text, from different mindsets which is both eye-opening and motivating – and full of practical ideas.
My two over-arching takeaways are:
1. Precious budget spending does not have to provide a “quick fix”
There are many curriculum supports for English in existence. I have spoken before in a number of ‘glimmers’ about my belief in the importance of evaluating these with your teams and leaders to ensure they are delivering learning experiences which complement and embed your school’s, and teaching team’s, ethos.
Many of these offerings can be expensive and a number may offer pre-packaged planning materials as a means to support teachers with the hope that they are adapted to suit individual cohorts (if the teachers have the time). My suggestion is to consider your current English curriculum offering in terms of the following quote from Bob’s article:
It needs curriculum development rather than just coverage to turn notions of equity and excellence into routine classroom habits, a school improvement mindset rather than a tick box one. Frameworks and units which leave space for innovation can still save time but also encourage creativity: it’s a structure with gaps!
2. ‘pitch high and include all’
In Bob’s article you will find a wonderful exemplification of a concept-led mindset for creating opportunities to explore Wilkie Collins’ ‘Woman in White’ which ‘Opening Doors’ schools have used extensively. Rather than focusing on a ‘tick-list’ set of skills, the concept of tension is explored, providing meaningful opportunities to experience, evaluate and apply grammar for purpose.
I can already feel, and hear, the joy within this classroom!
To read outcomes of this unit, and all of the rich and ambitious texts which the ‘Opening Doors’ books recommend and explore, the Crown House website homes the writing outcomes from children who have proudly submitted their Taster Drafts and Wings to Fly pieces, to be read and enjoyed by others (linked below).
To explore further…
Bob’s full article can be found below – Bob, myself and the rest of the ‘Opening Doors’ team would love to know your thoughts.
Visit the Crown House Publishing website to read incredible independent writing outcomes from children who are experiencing excellent and equitable learning opportunities as a result of the ‘Opening Doors’ principles and strategies:
Take a look at the ‘Searching for Excellence’ website, which is home to numerous free resources, case studies and a number of further insightful and thought-provoking blog posts:
Experience Bob and the ‘Opening Doors’ team talking you through further concept-driven units of learning with high-quality literature on the Crown House YouTube channel:
