Using research to embed an evidenced-informed pastoral curriculum to support whole school behaviour policies
Written by: Mohamed Ibrahim
3 min read
MOHAMED IBRAHIM, SECONDARY SENDCO, HARRIS FEDERATION, UK
Introduction
The concept of a ‘hidden’ pastoral curriculum has long been advocated as a solution to the growing national concerns about student misbehaviour. Numerous behaviour experts suggest a curriculum that explicitly teaches positive behaviours rather than merely sanctioning those who fall short. While various models have illustrated effective pastoral curriculums, those built on evidence-informed foundations are not only more effective in their delivery but also more engaging for students. Whether through Rosenshine’s principles of instruction (2012), behavioural science or cognitive load theory (Sweller, 1994), the key to developing an effective pastoral curriculum that complements behavioural policies lies in the application of these evidence-informed strategies. This is something that we have tried to implement and perfect in our setting.
Crafting curriculum content with Rosenshine’s instructional principle
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