You’d probably struggle to name a teacher who doesn’t love the creative aspect of planning. Yes, sometimes the workload, form-filling and the sheer volume of it all can seem a bit much – but for most, the actual process of formulating ideas for lessons is the lifeblood of teaching.
It feeds one of the core joys of the job; sparking children’s interest and creating hooks that see their learning flourish. Those are the moments that keep us going through the stacks of marking and drawn-out staff meetings. This important creative aspect of teaching has a flipside, however, which is meeting the demands of curriculum management. There are times when these two aspects of planning seem to be working against each other.
There’s no doubt that the demands of the current National Curriculum are more prescriptive than ever – especially in KS2, where the level of subject content required can seem stifling at times. It’s clear in this era of education that both class teachers and SLT need a firm handle on what’s being taught and when, particularly in schools with mixed year group classes that need rolling programs or larger schools looking for consistency across classes.
So what can SLT do to ensure teachers are able to remain creative and responsive to their classes, whilst also ensuring control over coverage?
One step removed
There may be a temptation for those now out of the classroom – and therefore one step removed from the planning process – to get stuck into curriculum planning as a way of staying involved, but SLT should make a point of actively involving teachers in their curriculum mapping. What subject areas feed into their existing knowledge base? What topic areas reflect their personal passions and experiences? What can be done to tap into these knowledge hotspots and make the most of them?
Resist the temptation to micromanage your staff. Instead, look for spaces in the curriculum where teachers can flex their creative muscles and remember the joy of planning for learning. English, in particular, is an area where the same curriculum learning can be met through a wide variety of stimulus, genre and key texts. Be brave and give your teaching staff the flexibility to make choices that work for them and their class.
Let staff take the lead. Some teachers may love using the same planning year after year, while others might need space to diversify if they’re to stay fresh. Don’t be too static. Yes, the learning goals need to be the same, but if you’re looking to maintain quality across classrooms, a compromise isn’t always the answer.
With a curriculum so chock-a-block with content to cover, make a point of allowing teachers to use their creative skills by layering up content coverage. Not everything needs to be taught discretely; giving teachers the freedom to see these opportunities will allow them to plan their class’ time more effectively.
There’s obviously a balance to be struck here, but making it clear to staff when and where they can put their own stamp on things will help foster a culture of creativity in your school. The result will be enthusiastic teachers with ownership over, and pride in what they do. Surely that’s a risk worth taking?
Lucy Starbuck Braidley is a primary school teacher and subject leader for English and PE
