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Discussion in 'Headteachers' started by Marshall, Nov 21, 2018.
Would be really interested to hear from others who use this - cost? Effect? Challenge?
Snap! Also looking into Cornerstones having heard good things from a teacher that used it at their last school.
This has been recommended by a consultant local authority headteacher with the caveat that it's not perfect but is an excellent starting point to build on in certain areas.
We looked carefully at this at the beginning of term. Asked a lot of people and visited schools that used it. In the end we sat down as a staff and decided that it was a little prescriptive and we could probably do a better job ourselves. So we did.
We used an over arching question to pull in as many subjects as possible, set a 'project' homework to run along side each topic and a host of other bits and pieces. It has been really well received and the quality of the kids work has improved massively. The staff feel that they have ownership over topics and are generally more enthused about the whole thing!
Having said that, I know a school nearby uses Cornerstones and all the staff and children absolutely love it!
It is expensive too!
It’s a reasonable sticking plaster, that can help provide curriculum structure to a school that isn’t performing too well.
Already successful schools/teachers may find it too restrictive and lacking in depth and challenge, and may be better off developing their own model for delivering their curriculum...
Have you had direct experience of using it Pomza?
Yes - I’ve worked with a few schools that have used it.
To be honest, any scheme is fine if it’s used well - it’s about matching your approach to the profile of your teaching staff.
If you’ve got a whole bunch of NQTs (for instance), they’re unlikely to have any problem with it, as they won’t have known anything else. If you have a larger population of experienced, or already successful teachers, they will probably like thinking for themselves and be used to a higher degree of control and decision making over what they deliver and how they go about it - thus, will pick holes in cornerstones and complain about it.
You need to think about what is right for the make-up of your own school, and that may well be very different to what is right for the school down the road.
I’d also think about what your school already does well and what it needs to develop - cornerstones may make it easier to demonstrate foundation curriculum coverage, but could (potentially) negatively affect your writing outcomes (if T&L is delivered in strict adherence to the scheme...).
Ask the staff - see which areas they feel need to be developed and take it from there...?