Curriculum Teaching Learning and Assessing (CTLA)Conference

This event will be hosted by Jane Dhillon, James Tucker and Holly Doswell

This is the second of two sessions.

Creating explicit coherency to alleviate disadvantage thus being inclusive by design: eliminating the knowing-doing gap.

Session 2 will focus on how we eliminate the knowing-doing gap through our intentional curricular and pedagogical choices, how we gain explicit coherency, and how to mitigate against common learning problems.

Reading link: TBC

Desired outcomes:

· Establishing clarity of the role and expectations of a CTLA lead

· To understand the principles of designing a highly effective pedagogical framework

· To understand why learning commonly fails and what we can do about it

· To understand how to gain coherency and eliminate the knowing-doing gap

· To collaborate and form strong relationships with colleagues across the Trust and within your hub, to network as a community.

· To deepen knowledge and understanding from relevant evidence-based research and scope out what this looks like in your own setting.

· To utilise new learning in action-planning next steps for implementation in your own setting.