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The approach prioritizes linking to both free and commercial offers via provider sites, covering at least one key stage, and aligning key stage four sequences with exam specifications. It proposes a trial starting in 2024/25, defines provider submission windows, and considers options balancing sequence variety and quality assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/signposting-additional-curriculum-sequences-market-engagement-march-2024/627163/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/signposting-additional-curriculum-sequences-market-engagement-march-2024/627163.png","ImageObject",300,407,{"name":92,"@type":93},"Finn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-21",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of Oak’s signposting initiative?","Question",{"text":112,"@type":113},"Oak aims to improve pupil outcomes and close the disadvantage gap by supporting teachers to teach and pupils to access a high-quality curriculum.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What will Oak signpost in this approach?",{"text":117,"@type":113},"Oak will signpost full curriculum sequences, not individual resources or sets of resources.",{"name":119,"@type":110,"acceptedAnswer":120},"How will key stage four sequences be handled?",{"text":121,"@type":113},"Sequences covering key stage four must align with at least one exam specification, and the approach considers either robust assessment or simpler self-assessment models.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},627163,1792665613,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},34359740700684,"https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487","Signposting additional curriculum sequences  \nMarket engagement  \nMarch 2024  \nIntroduction  \nOak’s purpose is to improve pupil outcomes and close the disadvantage gap by supporting teachers to teach, and pupils to access, a high-quality curriculum.  \nWe are currently working with a diverse range of partners to share their curriculum sequences and resources to support this. Our approach deliberately draws existing expertise from schools, publishers, subject associations and other curriculum organisations. We then share this back to teachers, via our free online products, in an easy-to-access format that they can choose to use to develop their own work. Our approach has strong evidence of reducing planning workload and improving curriculum expertise.  \nThrough our initial partnerships, we’ve so far launched new model curriculum sequences in primary and secondary maths, English, science and history, in primary geography and in secondary music. We are now rolling out resources mapped to these curricula. We’ll shortly start working with more partners to provide high-quality models for all other national curriculum subjects.  \nModels are hugely valuable to teachers. They show you what theory looks like in practice. Yet we know that one model per subject is not enough. Seeing more than one helps teachers identify common approaches or deliberate diǣerences.  \nWe also know the work we do with our partners is only a fraction of the expertise that exists in schools and organisations. We, therefore, want to consider how best we may support teachers to explore and learn from other model curriculum sequences.  \nWe have started to develop plans to signpost additional curriculum sequences from Oak’sonline products. In this document, we have outlined some considerations and a number of high-level options for how we might approach this.  \nTo help inform these plans, we would now like to hear from:  \n● Teachers and schools  \n● Providers of curriculum sequences (both commercial and non-commercial)  \nYou can respond to the below information by completing this survey. The survey will close at 5 pm on Friday 12th April 2024.  \nIf you have specific additional questions you can contact [signposting@thenational.academy](signposting@thenational.academy).  \nApproach  \nAs we design our approach, we are considering a number of factors. Some guiding principles will include:  \n● We will signpost to full curriculum sequences, not individual or sets of resources.  \n● Sequences will need to cover a minimum of one key stage and, if in key stage four, be aligned with at least one exam specification.  \n● We’ll provide links to other providers’ websites to allow teachers to fully explore the sequences. This will include links to both free and commercial oǣers. Teachers will not be able to purchase sequences or resources from others directly on our platform but will be able to do so on providers’ own sites.  \n● As this is a new approach we propose to trial it i n one or a small number of subjectsthis will allow us to assess the interest, test our process to ensure it works for providers, and, ultimately, gain feedback to make sure we are creating something of value to teachers.  \n● The initial trial will include maths, as a minimum. We seek views on other subjects in the fi rst phase below.  \n● There will be a window for providers to submit their sequences. Sequences would then be signposted for a set period (e.g. three years) .  \n● Following this market engagement, we will design our initial trial. We expect to launch the fi rst opportunity for submission at the start of the 2024/25 academic year.  \nAt the highest level, any option will need to balance between:  \n● The number of sequences we signpost to per subject: We want to support teachers to see a range of high-quality sequences. We could choose to limit this number to support teachers to compare adequately but not be overwhelmed. Alternatively, Oak could host a much greater number of sequences (e.g. more of a di","cbCais6I5pZ3u7yR","https://ap.wps.com/l/cbCais6I5pZ3u7yR","pdf",274198,"English","# Introduction\n## Approach\n## High-level models\n### Option 1-A: self-assessed directory","[{\"question\":\"What is the purpose of Oak’s signposting initiative?\",\"answer\":\"Oak aims to improve pupil outcomes and close the disadvantage gap by supporting teachers to teach and pupils to access a high-quality curriculum.\"},{\"question\":\"What will Oak signpost in this approach?\",\"answer\":\"Oak will signpost full curriculum sequences, not individual resources or sets of resources.\"},{\"question\":\"How will key stage four sequences be handled?\",\"answer\":\"Sequences covering key stage four must align with at least one exam specification, and the approach considers either robust assessment or simpler self-assessment models.\"}]","Signposting additional curriculum sequences - Market engagement - March 2024 | PDF",1792548872,25]