The curriculum: look how far we've come
Well hello there, and welcome to update #083!
There has been a marked shift in discussion of and appreciation for the curriculum across all parts of the sector in the last few years.
There can be a tendency to forget just how far the sector has come.
The focus on the curriculum has been driven partly, but not solely, by the Education Inspection Framework.
While there were many settings who were doing great work, thinking hard and delivering a strong curriculum for pupils, in some parts of the sector the discourse about the curriculum was muddled, for example:
The privileging of skills over knowledge, and the mistaken belief that skills are transferable
Thematic topics with no underlying coherent curriculum principles
Focus on KS4 at the expense of KS3 in secondary, with the latter often framed as a mini KS4
A lack of ambition, particularly for pupils with lower starting points
An inability to talk about the distinctive aspects of individual subjects
Scant inclusion of evidence informed pedagogy
Lack of clarity about assessment
Since 2019, interest in and deep engagement with curriculum principles and consequent implementation and impact has been a key feature of school improvement priorities.
Schools have been supported in these conversations through blogs, podcasts, inspection guidance, training and books about the curriculum.
I believe it’s important to celebrate this. There can be a tendency to forget what gains are made when improvements are made gradually over time. These mount up and are worth noting!
There’s now increased confidence in articulating the purpose of the curriculum, beyond framing it in terms of SATs outcomes in primary and KS4 and KS5 exam results in secondary
Greater attention is being paid to considering what an ambitious offer might be for all pupils, regardless of their starting points
There’s a greater focus on the importance of sequencing the curriculum so that pupils are able to make connections in what they are learning, over time
More thought is given to how the curriculum moves from the ‘intent’ statements to the quality of what lands on pupils’ desks
There’s a greater emphasis on a curriculum that is accessible to all, including those with lower starting points
There are more thoughtful approaches to assessment
Senior leaders are paying attention to how teachers are supported to develop their subject knowledge
I think it is important for the sector to acknowledge the great gains that they have made both individually and collectively. This will encourage us all to continue to reflect on and refine the curriculum we provide for young people.
Until next time
Mary