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3dom: A competency-based integrated curriculum

Case study

Sandwich Technology School in Kent used the secondary curriculum changes to introduce 3dom, a new multidisciplinary competency-based curriculum. They achieved this reform by using a distributed, team-led leadership approach.

School context

Sandwich Technology School, Kent, has specialisms in technology, applied learning and training. The school has around 1,400 students and attainment on entry is below average as it competes with local grammar schools. It serves a coastal area with pockets of rural deprivation and there are very few minority ethnic students or those with English as an additional language (EAL).

Nature of the reforms

3dom is a student-devised title. The idea for reforms emerged from a learning development team identifying pedagogical approaches that would most benefit Sandwich’s students. It comprises:

  • an integrated and cross-curricular approach to learning
  • a 50 per cent curriculum time commitment every week for Year 7 and Year 8 students with groups of either mixed ability or vertically mixed across the two year-groups
  • six half-termly units of cross-curricular learning emphasising skills and focusing on how students learn. The titles include:
    • learning styles, to help each pupil optimise their learning potential
    • conquests – based around local historic invasions
    • evolution
    • classes of up to 54 students with two staff, who then have considerable freedom in terms of their learning choices within the broad unit headings
    • students working in mixed-ability teams of four; they discuss the lead question and learning outcomes, producing individual assignments as outcomes

Catch-up is an important component of the integrated curriculum.

The 3dom learning team run:

  • ongoing supported study sessions
  • one-to-one for approximately 40 students in English and Maths
  • half-term and other holiday support

An intervention curriculum in Years 7 and 8, run by primary-trained staff to raise literacy and numeracy skills, occupies 50 per cent of some students’ time.

Leadership of the reforms

Curriculum reform leadership emphasised a distributed approach that included:

  • The executive headteacher:
    • recruiting a team of enthusiastic, outward-looking staff by invitation and through volunteers that met for half an hour every day
    • using different forums, including staff meetings, to promote and explain developments.
  • Creating a leadership group committed to the initiative, several of whom have line management responsibilities related to 3dom.
  • Creating a learning team of 13 staff, solely responsible for teaching 3dom, led by a director of learning accountable for aspects including:
    • student achievement
    • structures and implementation, for example timetables
    • aspects such as module design
    • mentoring and coaching
    • showcasing best practice
  • Establishing the right staff team including recruiting primary-trained teachers, with experience of cross-curricular learning.
  • Personalising continuing professional development (CPD), for example by setting individual pathways for key leaders and staff. Training has included:
    • staff visits to other schools to see and reflect on other curriculum models and practices
    • experienced subject leaders running sessions on leadership, tracking, mentoring and behaviour
  • The school developed its new curriculum without substantial consultation based on its good reputation. Parents were invited to see developments and to feed back on these, either in writing or through discussion forums. Their main requirement was information and this has been met through issuing regular newsletters.

Transition

Transition from Key Stage 2 to Key Stage 3 has been enhanced by:

  • greater connection between primary and secondary learning and teaching styles, including developing cross-curricular skills
  • primary-trained teachers involved with the 3dom learning team

For transition from Key Stage 3 to Key Stage 4, Year 8 students opt into Key Stage 4 pathways, to find routes best suited to their learning needs, with some vertical grouping across Years 9 and 10 for option subjects.

Evaluation

"3dom has enabled staff to blossom through a collaborative approach, leading to a better deal for the children. Tracking systems are already demonstrating that children are making improved progress.” (executive headteacher)

Monitoring and evaluation strategies include:

  • half-termly assignments and a summative end-of-year assessment by conversations between staff and students
  • ‘assessment by exhibition’, for example presentations
  • Year 8 groups evaluating projects with staff

Software is being trialled to assess individuals’ progress and skills development.

Students spoke more positively about the Year 8 experience of 3dom than the Year 7 and are pleased their feedback has made a difference.

Challenges

Convincing staff of the need to change: the use of the 3dom learning team to lead change allied to careful rolling out of the programme were central to success, with efforts made to ensure staff felt comfortable.

Some staff found it challenging to facilitate rather than teach too much; CPD, including showcasing best practice, has helped staff develop their skills.

Staff initially voiced concerns about lack of appropriate space to enable 3dom to work – refurbishment including wall removal created a large, versatile space that is more flexible, for example, for groupings.

Key learning

  • A distributed approach involving a learning team led by a director of learning: "We wouldn’t have been where we are now without the creativity and motivation of the team.” (executive headteacher)
  • Engaging student voice in evaluation and programme development.
  • Allowing the project to evolve over time and ensuring staff are listened to.

Research Associate: Aydin Onac, Fortismere School