The Northern Alliance has been commissioned by Oldham LA to lead, coordinate and develop secondary curriculum networks in the EBACC subjects; English, Geography, History, MFL and Science. Due to demand as from 2018-19 we are delighted to be able to offer additional Subject Networks in Design & Technology, Computing, RS, Art, and Business.
Each network group is led by a subject lead / Head of Department with an SLE accreditation in the subject specialism. Our overriding aim is to ensure that all pupils achieve and progress, and enjoy their learning. In our networks we focus on professional process, including the collaborative, evidence-informed development of curriculum, pedagogy, assessment, teaching and learning, and CPD for leaders and teachers in the subject/phase. Our key objectives are to:
- enable subject leaders to prepare for significant changes in curriculum and assessment in response to educational reform.
- develop effective and creative subject leadership through informed practice amongst the curriculum networks
- support middle leaders and schools in supporting workload management through collaborative approaches
- provide opportunities for leadership career development which helps to retain talented teachers.
As well as using the talent, expertise and experience within the group, the networks regularly invite subject professionals from professional bodies (subject societies and associations) and subject specialists from the exam board to present.
Local schools host each meeting and each subject run 3-4 sessions per year.
For more information please contact firstname.lastname@example.org
The Geography network was set up in 2014 to improve the outcomes of all children studying geography in our schools. The network has focussed primarily on the development of teaching, learning and assessment in response to the reform of GCSE in 2016. As a group we were able to work together to choose the right examination specifications for our pupils and focus particularly on the AQA geography specification. We are big enough to seek substantial support and advice from our exam board experts, including bespoke training on Paper 3 (our new examination that replaces controlled assessment), and support on interpreting and applying the assessment criteria. We have taken a fully collaborative approach to the production of teaching and learning resources, and currently have several schemes of work, produced by the group, including one on the teaching about Manchester as an example of a UK city. All these lessons are presented, and resources are shared.
Fieldwork and the subsequent changes to how it has been taught have been a challenge, but planning strategies, sharing fieldwork ideas, locations and techniques, together with working closely with AQA and standardising assessment pieces has given the group confidence in what we are doing. Colleagues feel that contributing to the meetings supports other schools, and develops a clarity and a greater understanding of how content and skills can be taught better and with more confidence.
During 2017-18 the group focused on assessment. We also generated teaching and learning resources to meet Assessment objectives and a bank of standardised work.