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Leading Pedagogical Change: K-2 Literacy Project

Sara Clarke

The K-2 English and Mathematics syllabuses represent the beginning of a momentous stage of curriculum transformation for primary schools. Teachers need to feel empowered, not overwhelmed with change. This challenge requires a thoughtful and strategic approach.

My project focuses on leading pedagogical and curricular change within The King’s School, Preparatory School. The particular focus was on staff training, curriculum development and implementation of two new syllabuses (English K-2 and Mathematics K-2). In order to ensure the effective delivery of this project, it was necessary to ensure that sustainable change occurs in the pedagogical knowledge of the teachers, the written curriculum and the Preparatory School’s reporting practices. Time was dedicated to ensuring that all K-2 teachers developed a clear understanding of the evidence base of the new syllabuses, and the outcomes and content contained within. Through this leadership project and the implementation of the new syllabuses, students should demonstrate stronger literacy skills and greater conceptual mathematical understandings across K-2.

This plan was designed to gain bestpractice pedagogy in the teaching and learning of English and Mathematics across all K-2 classes. The need to build teacher understanding of the content and structure of both the new English and Mathematics syllabuses was necessary. To achieve this, I considered my role in leading Early Stage 1 and Stage 1 to lead staff to become confident and knowledgeable practitioners of the new syllabus documents which will impact student outcomes. The first syllabus to be unpacked and implemented was Mathematics. Time allocated for collaborative meetings with each grade allowed for psychological safety to be acknowledged as a driver of strong team performance. Within these meetings, the aim and group expectations were transparent; every member contributed, with each voice heard and input appreciated. There were instances where members showed fallibility. The ‘What is missing?’ moments demonstrated that we were all in an environment where it was safe to admit to misunderstandings and seek answers to questions. These meetings allowed for staff to build upon their prior knowledge and teaching pedagogy to approach the new syllabus with confidence and faith in their own ability in its implementation.

The implementation of the English syllabus has proved to be a long process due to the shift in teaching focuses. To obtain a greater, collaborative approach to this syllabus, planning time was provided by a member of the Kindergarten team to ensure that a cross-stage understanding of the content was sequenced seamlessly.

Following these planning days, dedicated professional development time with Stage 2 and 3 teachers will be provided to assist them with the professional knowledge to implement the new structure within the new English syllabus. I have incorporated the Designing for change model where the mindsets, skillsets and toolsets of the participants are the processes for change.