| 08.30am |
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Registration, refreshments and exhibition |
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| 09.30am |
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Welcome
Tom Middlehurst, Deputy Director of Policy, ASCL |
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| 09.40am |
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How subjects differ and why it matters
Clare Sealy OBE, Head of Education Improvement, The Bailiwick of Guernsey
Different subjects ‘tell the truth’ in different ways. So it makes no sense to impose the same kind of lesson structures, concepts of mastery, retrieval practice, routines, assessment gathering or literacy and oracy practices upon all subjects just because this makes it easier for SLT to check what’s going on. If we do this, we strip subjects of their power to enable students to think critically through in a whole range of different, powerful ways.
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| 10.20am |
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Supporting subject leadership and curriculum development
Samantha Gibbs, Trust Lead for Curriculum Development, Greater Manchester Education Trust
Tracy Goodyear, Director of Teacher Development, The Mercian Trust |
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| 11.00am |
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Sense-making and panel Q&A
A deliberate pause built into the day. What did you notice? What does it connect to? What does it change? Take stock of the sessions so far, make meaning with colleagues, then put your questions to our panel.
Focus: curriculum design and reading |
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| 11.20am |
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Signposting to curriculum support
Bitesize introductions to the support offered by the headline sponsor and exhibitors |
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| 11.25am |
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Refreshments and exhibition |
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| 11.50am |
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What an inclusive curriculum for all looks like
Kiran Mahil, Deputy Headteacher, Central Foundation Girls' School
This session moves beyond compliance to explore what truly inclusive curriculum design means in practice. Drawing on philosophical frameworks and real examples, we'll tackle three critical questions: how we organise learning, what we teach, and how all learners can progress.
We'll start with an uncomfortable truth: curriculum decisions are never neutral. Every choice involves a value judgement about what's educationally desirable. Come prepared by asking yourself: What are your values as school leaders?
This session equips you with frameworks for asking the right questions, tools for auditing your provision, and concrete examples of inclusive practice you can adapt for your context.
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| 12.30pm |
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Going beyond the classroom: a renewed focus on enrichment for all
Aimee Willams, Director of Education, Three Spires Trust
This session explores how curriculum design can move beyond activity towards coherence, by starting with the end in mind. Through a reverse-engineered model, it considers what students should be able to articulate about their skills, interests and future pathways. The session introduces a two-phase approach: first, building core competencies through NextGen and Skills Builder and second, directing students into meaningful pathways through MyFuture. It will demonstrate how schools can create a more connected, visible and purposeful curriculum that enables students not just to experience opportunities, but to understand what they are becoming. |
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| 1.10pm |
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Sense-making and panel Q&A
Our next chance to pause. What did you notice? What does it connect to? What does it change? Take stock of the sessions, make meaning with colleagues, then put your questions to our panel.
Focus : inclusion and enrichment. |
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| 1.30pm |
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Headline sponsor
Harriet Audaer, Partnerships Lead, Wellio |
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| 1.40pm |
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Lunch and exhibition |
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| 2.20pm |
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The road map to September 2028: next steps following the Curriculum and Assessment Review
Bethany Caines, Deputy Director Qualifications and Curriculum Strategy, DfE |
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| 2.40pm |
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Securing the new Ofsted expected curriculum standard and striving for exemplary
Andy Stainton, Headteacher, Mill Hill County High School |
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| 3.00pm |
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Qualification and performance measure reforms
Claire Green, Post-16 and Skills Specialist, ASCL
This session explores forthcoming qualification reform across GCSEs, A levels and post‑16 pathways. We will examine changes to assessment and curriculum design, alongside the emerging landscape for Level 2 Occupational and Foundation Certificates and the introduction of V Levels at Level 3. The session also considers evolving requirements for post‑16 English and maths. Participants will gain clarity on current legislation, timelines and implications for curriculum planning, supporting strategic decisions in an evolving qualifications system. |
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| 3.20pm |
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Sense-making and panel Q&A
Our final pause of the day. What did you notice? What does it connect to? What does it change? Take stock of the sessions, make meaning with colleagues, then put your questions to our panel.
Focus: Ofsted standards and qualification reform |
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| 3.45pm |
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Closing remarks |